Unit 4 Body Language（复习课件）英语人教版选择性必修第一册

该高中英语单元复习课件围绕“身体语言”主题，系统整合词汇、句型、语法及写作核心内容。通过单元主题图谱（SIGN→CONTEXT→MEANING）构建核心逻辑，将词汇按交流与文化、信号与判断等语义场归类，语法聚焦动词-ing作宾语和表语的功能与搭配，写作采用IDENTIFY→DESCRIBE→INFER三段式流程，形成连贯的知识网络。 其亮点在于融合跨文化理解与课堂观察情境，通过“词汇串讲+即时演练”“语法分层练习+高考真题”“写作语篇分析+范文模仿”等活动设计，培养学生语言能力和思维品质。例如词汇按语义场复现强化迁移应用，语法结合真题辨析易错点，写作严格三段式训练提升表达准确性。这种设计既帮助学生巩固知识，又为教师提供精准复习路径，提升教学效率。

无声表达：读懂跨文化交流中的身体密码 What I hide by my language, my body utters. UNIT 4 Body Language 选择性必修第一册 · 单元复习 词汇 · 句型 · 语法 · 写作 UNIT 4 Contents 单元复习路径 01 复习目标 02 知识图谱 03 词汇串讲 04 重点句型 05 单元语法 06 主题写作 UNIT 4 Review Objectives 复习目标：从跨文化理解走向课堂观察与准确表达 01 词汇与词组 掌握互动、文化差异、情绪判断和课堂观察相关词汇，并在真实交流语境中准确运用。 02 句型与语法 归纳课文重点句型和动词-ing作宾语、表语的规则，辨析常见搭配与句法功能。 03 语篇与写作 梳理两篇课文的说明与观察逻辑，完成严格三段式人物肢体语言描写。 UNIT 4 Body Language 单元主题图谱：文化、信号、情绪与有效沟通 身体语言 SIGN → CONTEXT → MEANING 01 文化差异 eye contact / gestures appropriate to culture 02 意义推断 observe clues → infer meaning avoid quick judgement 03 课堂观察 interest / boredom / anxiety recognise and respond 04 表达任务 describe visible signals explain feelings and reasons UNIT 4 Vocabulary Map 重点词汇图谱：交流方式、文化判断、情绪状态与教学回应 重点词汇 MEANING → FORM → USE 01 交流与文化 interaction / vary / differ appropriate / approve / favour 02 信号与判断 demonstrate / employ / reliable distinguish / infer / perceive 03 状态与情绪 tendency / occupy / anxiety embarrassed / ashamed / bored 04 观察与回应 inquire / assess / adjust intervene / pay attention UNIT 4 Grammar Map 动词-ing作宾语和表语：搭配、功能、形式与易错点 -ing作宾语/表语 FORM → MEANING → USE 01 动词后作宾语 enjoy / avoid / favour doing suggest / mind / consider doing 02 介词后作宾语 approve of doing by watching / in reading 03 系动词后作表语 The key is using... The activity is teaching... 04 易错辨析 to do / doing搭配不同 表语说明主语内容或特征 UNIT 4 Writing Map 人物肢体语言描写：身份情境、具体信号与合理推断 肢体语言描写 IDENTIFY → DESCRIBE → INFER 01 P1 身份与情境 人物 / 场合 / 总体状态 建立观察背景 02 P2 信号与含义 eyes / face / posture / hands 细节 + 感受 + 依据 03 P3 推断与回应 综合判断情绪或态度 提出恰当回应 04 语言迁移 -ing forms + inference as though / whatever 第二段信息最丰富 UNIT 4 Text Analysis: Bodies Talk Reading and Thinking：说明文如何比较不同文化中的身体语言 体裁与主旨 体裁：说明文 Genre: an expository text 主旨：身体语言与口语一样具有文化差异；理解含义必须结合具体文化与交际情境。 语篇框架 P1 body language gives information P2 eye contact varies across cultures P3-4 gestures and greetings differ P5 some gestures are universal P6 smiling has many functions 信息推进与写法 LOGIC: general idea → examples → comparison → advice CONTRAST: by contrast / by comparison / elsewhere KEY IDEA: appropriate to the culture PURPOSE: understand differences and communicate effectively UNIT 4 Text Analysis: My Students Using Language：教师如何从可见信号推断学生状态并作出回应 体裁与主旨 体裁：课堂观察随笔 Genre: an observational essay 主旨：教师通过眼神、姿势和表情判断学生的兴趣、分心或焦虑，并据此调整教学。 语篇框架 P1 question and answer: look at body language P2 interested or bored P3 distracted or daydreaming P4 troubled, anxious or sad P5 teacher's duty and response 论证方法 FRAME: signal → possible meaning → supporting clue → response EXPRESSIONS: lean forward / stare out / wear a frown CAUTION: not everyone who looks up is attentive CONCLUSION: observe, inquire, assess and adjust UNIT 4 BODY LANGUAGE UNIT 4 Key Points 考点串讲 COMMUNICATION UNIT 4 Core Vocabulary 核心词汇清单：按语义场归类，便于课堂集中复现与迁移 01 交流与文化 interaction　vary　appropriate　approve differ　favour　employ 02 判断与证据 demonstrate　reliable　distinguish perceive　infer　assess 03 情绪与状态 tendency　occupy　anxiety embarrassed　ashamed　bored 04 观察与回应 inquire　adjust　intervene pay attention　make eye contact UNIT 4 Vocabulary Check 中文提示快说英文：先独立作答，再同伴互查 1—10 核心词汇 11—20 核心词组 1 交流；互动 2 变化；相异 3 合适的；恰当的 4 赞成；批准 5 表现；证明 6 使用；雇用 7 相异；不同于 8 较喜欢；赞同 9 可靠的 10 趋势；倾向 11 占据；使忙于 12 区分；辨别 13 焦虑；担心 14 询问；打听 15 调整；适应 16 因……而异 17 适合…… 18 进行眼神交流 19 相比之下 20 赞成做某事 UNIT 4 Vocabulary Check: Answers 按编号核对答案，并标记需要再次串讲的词汇 答案核对 读准 → 说对 → 会用 1 interaction 2 vary 3 appropriate 4 approve 5 demonstrate 6 employ 7 differ 8 favour 9 reliable 10 tendency 11 occupy 12 distinguish 13 anxiety 14 inquire 15 adjust 16 vary from...to... 17 be appropriate to/for 18 make eye contact 19 by contrast 20 approve of doing UNIT 4 考点串讲 1. interaction n. 交流；相互影响；互动 情景导学 Body language plays an important role in our interactions with other people. 肢体语言在我们与他人的交流中起着重要作用。 词汇拓展 interact vi. 交流；相互作用 interactive adj. 互动的 用法归纳 ① interaction with 与……互动 ② interaction between A and B A与B互动 即时演练 Positive _______________ (interact) helps students feel accepted in class. interaction with Teachers should interact _______________ every student patiently. 解析：形容词Positive修饰名词，故填interaction。 解析：interact with sb.意为“与某人交流”。 UNIT 4 考点串讲 2. vary vi. 变化；不同；相异 情景导学 Body language varies from culture to culture. 肢体语言因文化而异。 词汇拓展 various adj. 各种各样的 variety n. 多样性；种类 用法归纳 ① vary from...to... 从……到……不等 ② vary with/by 因……而变化 即时演练 The meaning of eye contact _______________ (vary) across cultures. varies from Facial expressions vary _______________ person to person. 解析：主语meaning为单数，陈述事实用一般现在时。 解析：vary from...to...为固定搭配。 UNIT 4 考点串讲 3. appropriate adj. 合适的；恰当的 情景导学 Use body language in a way that is appropriate to the culture you are in. 要以符合所在文化的方式使用肢体语言。 词汇拓展 appropriately adv. 合适地 inappropriate adj. 不合适的 用法归纳 ① be appropriate to/for 适合…… ② be appropriate to do 适合做…… 即时演练 Students should behave _______________ (appropriate) during formal exchanges. appropriately for This gesture is not appropriate _______________ a formal meeting. 解析：修饰动词behave应用副词appropriately。 解析：be appropriate for表示“适合某场合”。 UNIT 4 考点串讲 4. approve vi. 赞成；同意 vt. 批准；通过 情景导学 In some cultures, direct eye contact is not always approved of. 在一些文化中，直视对方并不总是被认可。 词汇拓展 approval n. 赞成；批准 disapprove vi. 不赞成 用法归纳 ① approve of doing 赞成做…… ② approve a plan 批准计划 即时演练 Most parents approve of children _______________ (learn) basic social manners. learning approval The new communication plan won the teacher's _______________ (approve). 解析：approve of中of为介词，后接动词-ing。 解析：所有格teacher's后使用名词approval。 UNIT 4 考点串讲 5. demonstrate vt. 表现；说明；证明；示范 情景导学 Looking down may demonstrate respect when talking to an older person in Japan. 在日本，与长者交谈时低头可能表示尊重。 词汇拓展 demonstration n. 示范；证明 demonstrative adj. 感情外露的 用法归纳 ① demonstrate respect 表示尊重 ② demonstrate how to do 示范如何做 即时演练 The speaker used a gesture _______________ (demonstrate) how attitudes differ. to demonstrate demonstration Her calm expression was a clear _______________ (demonstrate) of confidence. 解析：不定式作目的状语，说明使用手势的目的。 解析：冠词a和介词of之间需要名词。 UNIT 4 考点串讲 6. employ vt. 使用；应用；雇用 情景导学 People may employ the same gesture to communicate different meanings. 人们可能使用同一种手势表达不同含义。 词汇拓展 employee n. 雇员 employer n. 雇主；employment n. 就业 用法归纳 ① employ a gesture 使用手势 ② employ sb. as 雇用某人担任…… 即时演练 The actor _______________ (employ) facial expressions to make the scene vivid. employed employment The company provides _______________ (employ) for many local people. 解析：语境描述过去的表演，使用一般过去时。 解析：动词provides后需要名词作宾语。 UNIT 4 考点串讲 7. differ vi. 相异；不同于 情景导学 Even gestures for yes and no differ around the world. 甚至表示“是”和“否”的手势在世界各地也不相同。 词汇拓展 different adj. 不同的 difference n. 差异 用法归纳 ① differ from... 与……不同 ② differ in... 在……方面不同 即时演练 The two gestures differ _______________ meaning although they look similar. in differences Cultural _______________ (differ) may lead to misunderstandings. 解析：differ in表示“在某方面不同”。 解析：difference为可数名词，泛指多种差异用复数。 UNIT 4 考点串讲 8. favour vt. 较喜欢；有利于 n. 帮助；赞同 情景导学 Some cultures favour shaking hands when people meet. 有些文化更喜欢人们见面时握手。 词汇拓展 favourable adj. 有利的；赞同的 favourite adj./n. 最喜欢的（事物） 用法归纳 ① favour doing sth. 更喜欢做某事 ② in favour of 支持；赞成 即时演练 Many people favour _______________ (use) a smile to begin a conversation. using of Most students are in favour _______________ the communication activity. 解析：favour后通常接动词-ing作宾语。 解析：in favour of意为“支持”。 UNIT 4 考点串讲 9. reliable adj. 可靠的；可信赖的 情景导学 Body language can be a reliable guide to a person's feelings. 肢体语言可以成为判断一个人感受的可靠依据。 词汇拓展 rely vi. 依赖 reliability n. 可靠性 用法归纳 ① a reliable guide 可靠的依据 ② rely on/upon 依赖；信赖 即时演练 We should not rely entirely _______________ one facial expression. on reliability The _______________ (reliable) of the conclusion depends on enough evidence. 解析：rely on为固定搭配。 解析：定冠词The后需要名词作主语。 UNIT 4 考点串讲 10. tendency n. 趋势；倾向 情景导学 People have a tendency to lean towards whatever they are interested in. 人们往往会靠近自己感兴趣的事物。 词汇拓展 tend vi. 往往会；趋向 tend to do sth. 往往做某事 用法归纳 ① have a tendency to do 倾向于做…… ② a growing tendency 增长趋势 即时演练 Nervous speakers tend _______________ (avoid) direct eye contact. to avoid tendency There is a growing _______________ (tend) to use visual signals online. 解析：tend to do sth.意为“往往做某事”。 解析：冠词a与形容词growing后接名词。 UNIT 4 考点串讲 11. occupy vt. 占据；占用；使忙于 情景导学 Some students occupy themselves by staring out of the window. 有些学生以凝视窗外来打发时间。 词汇拓展 occupied adj. 忙于；被占用的 occupation n. 工作；占用 用法归纳 ① occupy oneself with/by 忙于…… ② be occupied in doing 忙于做…… 即时演练 The student was occupied in _______________ (read) the teacher's expression. reading occupation Her main _______________ (occupy) is teaching teenagers. 解析：be occupied in doing表示“忙于做某事”。 解析：形容词main后接名词occupation。 UNIT 4 考点串讲 12. distinguish vi.&vt. 区分；辨别 情景导学 Teachers must distinguish boredom from anxiety through careful observation. 教师必须通过细致观察区分无聊与焦虑。 词汇拓展 distinguished adj. 卓越的 distinction n. 区别；差别 用法归纳 ① distinguish A from B 区分A与B ② distinguish between A/B 辨别两者 即时演练 It is difficult to distinguish anxiety _______________ simple tiredness. from distinction The _______________ (distinguish) between the two expressions is subtle. 解析：distinguish A from B为固定搭配。 解析：定冠词The后需要名词作主语。 UNIT 4 考点串讲 13. anxiety n. 焦虑；担心；害怕 情景导学 Crossed arms and lowered eyes may suggest anxiety. 双臂交叉、目光低垂可能表明焦虑。 词汇拓展 anxious adj. 焦虑的；渴望的 anxiously adv. 焦虑地 用法归纳 ① anxiety about/over 对……焦虑 ② be anxious about 担心…… be anxious to do 渴望做…… 即时演练 The student showed clear anxiety _______________ speaking in public. about anxiously She looked _______________ (anxiety) at the teacher before answering. 解析：anxiety about表示“对……感到焦虑”。 解析：修饰动词looked应用副词。 UNIT 4 考点串讲 14. inquire vi.&vt. 询问；打听 情景导学 A caring teacher will inquire when a student's body language changes. 当学生的肢体语言发生变化时，关心学生的教师会主动询问。 词汇拓展 inquiry n. 询问；调查 inquirer n. 询问者 用法归纳 ① inquire about 询问…… ② inquire into 调查；查究 即时演练 The teacher inquired _______________ the reason for the student's silence. about inquiry Further _______________ (inquire) showed that the student needed help. 解析：inquire about意为“询问……”。 解析：形容词Further后使用名词inquiry。 UNIT 4 考点串讲 15. adjust vt. 调整；调节 vi. 适应 情景导学 Teachers adjust class activities after reading students' body language. 教师会在读懂学生的肢体语言后调整课堂活动。 词汇拓展 adjustment n. 调整；适应 adjustable adj. 可调节的 用法归纳 ① adjust sth. 调整某物 ② adjust to (doing) sth. 适应…… 即时演练 New students need time to adjust _______________ communicating in another culture. to adjustment The teacher made a quick _______________ (adjust) to the activity. 解析：adjust to中to为介词。 解析：冠词a和形容词quick后接名词。 UNIT 4 Core Sentence Patterns 01 by doing sth., ... 方式或手段 02 Just like..., vary from...to... 类比与差异 03 by contrast 对比衔接 04 help sb. do A and do B 并列动作 05 tendency + whatever... 倾向与宾语从句 06 as though... + with... 推测与伴随 UNIT 4 Sentence 1 课文原句 We can learn a lot about what people are thinking by watching their body language. 通过观察他人的肢体语言，我们可以了解他们的许多想法。 核心结构 by doing sth., ... 语法功能 by后接动词-ing，表示方式或手段。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 通过观察眼神，我们可以判断一个人是否感兴趣。 By watching eye contact, we can tell whether a person is interested. 通过比较姿势，我们能更准确地理解信息。 By comparing postures, we can understand the message more accurately. UNIT 4 Sentence 2 课文原句 Just like spoken language, body language varies from culture to culture. 肢体语言和口语一样，也因文化而异。 核心结构 Just like..., ... varies from...to... 语法功能 用类比引出共同点，再用vary强调文化差异。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 和语言一样，手势的含义因地区而异。 Just like language, the meanings of gestures vary from region to region. 和表情一样，眼神交流也因情境而异。 Just like facial expressions, eye contact varies from situation to situation. UNIT 4 Sentence 3 课文原句 In other countries, by contrast, eye contact is not always approved of. 相比之下，在另一些国家，眼神交流并不总是被认可。 核心结构 ..., by contrast, ... 语法功能 by contrast用于突出两种情况之间的明显差异。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 有些学生直视老师；相比之下，另一些学生会低头。 Some students look directly at the teacher; by contrast, others look down. 微笑通常表示友好；相比之下，皱眉可能表示担忧。 A smile usually shows friendliness; by contrast, a frown may signal worry. UNIT 4 Sentence 4 课文原句 A smile can help us get through difficult situations and find friends in a world of strangers. 微笑可以帮助我们渡过难关，并在陌生人的世界里结交朋友。 核心结构 help sb. do A and do B 语法功能 help后接省略to的不定式，并列动作保持形式一致。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 微笑能帮助学生放松并建立自信。 A smile can help students relax and build confidence. 开放的姿势能帮助我们减少误解并开始交流。 An open posture can help us reduce misunderstandings and start a conversation. UNIT 4 Sentence 5 课文原句 People have a tendency to lean towards whatever they are interested in. 人们往往会靠近自己感兴趣的任何事物。 核心结构 have a tendency to do + whatever... 语法功能 whatever引导宾语从句，表示“任何……的事物”。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 学生往往会看向任何能吸引他们注意的事物。 Students have a tendency to look at whatever attracts their attention. 人们往往会记住任何让他们感到舒服的手势。 People have a tendency to remember whatever makes them feel comfortable. UNIT 4 Sentence 6 课文原句 It is as though they are asleep with their eyes open. 他们仿佛睁着眼睛睡着了。 核心结构 It is as though... + with复合结构 语法功能 as though引出推测；with结构补充伴随状态。 使用要点 从课文语境识别结构，再迁移到跨文化交流与课堂观察。 即时训练 他双臂交叉，好像在保护自己。 It is as though he is protecting himself with his arms crossed. 她低着头，仿佛不愿与任何人交流。 It is as though she does not want to communicate with anyone, with her head lowered. UNIT 4 BODY LANGUAGE Grammar 单元语法复习 The -ing Form as Object and Predicative UNIT 4 Grammar Review 动词-ing作宾语和表语：搭配、句法功能与易错辨析 01 结构提炼 宾语：enjoy/avoid/favour doing；介词 + doing。 02 核心意义 表语：说明主语的内容、性质或具体任务。 03 常见功能 形式：doing；被动式being done；否定式not doing。 04 复习重点 重点辨析固定搭配、to的词性以及doing与to do。 复习主线：定位成分 → 判断搭配 → 确定形式 → 核对语义。 UNIT 4 Key Point 1 动词后接-ing作宾语 基本结构 She enjoys learning about body language. People favour shaking hands when they meet. 常见动词 enjoy, avoid, mind, suggest, consider, practise, favour后通常接doing。 形式变化 not doing表示否定；being done表示被动。 判断要点 先识别谓语动词的固定搭配，再根据主动、被动和否定意义确定形式。 UNIT 4 Key Point 2 介词后接-ing作宾语 介词 + doing We learn by watching body language. • by doing表示方式 • approve of doing表示赞成 to是介词 look forward to communicating adjust to working with others • to后接doing • 不要误写成动词不定式 判断关键 判断to是介词还是不定式标志，要结合完整搭配。 介词后统一使用名词、代词或动词-ing形式。 UNIT 4 Key Point 3 动词-ing作表语及易错点 说明主语内容 The crucial thing is using body language appropriately. Bill's job is teaching sign language. 表特征的-ing形容词 The lesson is interesting. 修饰事物用interesting；描述人的感受用interested。 易错辨析 My hobby is reading.（内容） The book is amusing.（性质） 表语doing可与主语内容对应；-ing形容词则说明主语具有某种特征。 UNIT 4 Common Traps 易错点辨析：固定搭配、介词to与表语功能 01 People should avoid _______________ (stare) at strangers. staring avoid后接doing。 02 Students look forward to _______________ (join) the activity. joining look forward to中to为介词。 03 The teacher's main task is _______________ (understand) every learner. understanding 动词-ing作表语，说明task的内容。 自查：先判断空格的句法功能，再核对固定搭配、主动被动和语境。 UNIT 4 Gaokao Practice 高考全国卷真题与2026模拟：动词-ing作宾语 1. Before _______________ (head) home, they fill their shopping bags with fresh fruit and vegetables from local farmers, at prices significantly cheaper than those found in supermarkets. 【2026新高考Ⅰ卷】 2. At the end of the lesson, I feel wide awake, despite it still _______________ (be) early at 8 am. 【2026新高考Ⅱ卷】 3. “We hope__________(present)the rather abstract Go game and AI in a visual context, and initiate dialogues with minimalist art, conceptual art and expressionism.”【2025新高考Ⅰ卷】 4. To eat one, you have to decide whether __________(bite) a small hole in it first, releasing the stream and risking a spill (溢出), or to put the whole dumpling in your mouth, letting the hot soup explode on your tongue. 【2023新高考Ⅰ卷】 heading being to present 5. With the press of a button, the seat slides out of the vehicle and turns into an electric wheelchair, allowing the elderly to enter the hospital independently without the unpleasant experience of _______________ (lift) from one vehicle to another. 【2026宁波二模】 6. Instead of just _______________ (sample) a short "Chinese experience", they choose to settle in China and truly appreciate the Chinese lifestyle. 【2026青岛二模】 7. The repetitive motion of _______________ (place) beads offers a form of mindfulness, allowing students to temporarily escape academic stress and restore their minds. 【2026东莞二模】 being lifted sampling placing to bite UNIT 4 Layered Practice 分层练习：从固定搭配到表语表达 1. Students should avoid _______________ (judge) others from one gesture. 2. Communicators are interested in _______________ (learn) cultural differences. 3. A careful observer insists on _______________ (check) several signals. 4. The teacher's task is _______________ (understand) students' posture. 5. Her favourite activity is _______________ (observe) facial expressions. 6. The real challenge is _______________ (distinguish) anxiety from simple tiredness. 7. Communication means _______________ (combine) words with visible signals. 8. My classroom habit is _______________ (watch) students' responses. 9. The next step is _______________ (compare) several signals. 10. The best response is _______________ (ask) an open question. judging learning checking understanding observing distinguishing combining watching comparing asking UNIT 4 Contextual Practice 语篇训练：跨文化身体语言 语法填空 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Body language plays an important role in communication. People often avoid _______________ (speak) directly about feelings, so understanding gestures requires _______________ (observe) carefully. In some cultures, people favour _______________ (make) eye contact, while in others looking down may be appropriate. We can learn by _______________ (compare) the same gesture in different places. The key is _______________ (consider) the cultural context. Misunderstandings may result from _______________ (interpret) a gesture too quickly. Good communication means _______________ (respect) differences, avoiding _______________ (judge) others, and being willing to ask for clarification. The best approach is _______________ (remain) open-minded and keep _______________ (learn). speaking 语篇覆盖：动词宾语、介词宾语、表语、并列结构与固定搭配 observing making comparing considering interpreting respecting judging remaining learning UNIT 4 Contextual Practice 语篇训练：读懂课堂信号 语法填空 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 A teacher's daily work includes _______________ (read) students' body language. Some students enjoy _______________ (take) part in discussion, while others avoid _______________ (look) at the teacher. Leaning forward may mean _______________ (show) interest. A student's habit may be _______________ (stare) out of the window when distracted. Teachers learn by _______________ (notice) changes in posture and expression. Their duty is _______________ (help) every learner. This sometimes involves _______________ (inquire) about worries, _______________ (adjust) activities, and encouraging students to keep _______________ (communicate). reading taking looking showing staring noticing helping 语篇覆盖：-ing作宾语和表语、介词后宾语、并列结构与课堂语境 inquiring adjusting communicating UNIT 4 Grammar Transfer 综合运用：描述课堂中的身体语言 任务 用6—8句话描述一名学生的身体语言，至少使用两处动词-ing作宾语或表语。 内容：可见信号、可能含义、判断依据以及教师可以采取的回应。 示例表达 The student avoids making eye contact. His favourite activity seems to be staring out of the window. 完整示例 Reading body language is useful in class. Tom keeps looking at his watch and avoids making eye contact. His main activity seems to be waiting for the lesson to end. The teacher notices his expression and considers changing the task. Helping him rejoin the discussion is more useful than judging him quickly. UNIT 4 BODY LANGUAGE Writing 主题写作 Reading Feelings Without Words UNIT 4 Writing Task 写作任务：描述一个人的身体语言并解释其含义 校英语社观察笔记 请观察课堂或校园中的一个人，写一篇短文描述其身体语言，并说明这些信号反映的情绪或态度。 内容包括：人物与情境；具体身体语言；合理推断与回应。词数80左右，严格三段。 01 写什么 人物 / 场合 / 总体状态 02 怎样证明 眼神 / 表情 / 姿势 / 动作 / 推断依据 03 怎样表达 综合判断 / 恰当回应 / 避免武断 写作目标：描述可见，推断有据，三段清楚，语言准确。 UNIT 4 Read for Writing 范文分析：人物身体语言描写的三段式框架 结论与立场 身份情境 + 总体印象 During group work, I noticed that Li Ming seemed unusually quiet. 开篇交代人物、场合和整体状态。 具体信号 + 含义推断 lowered head → no eye contact；crossed arms → nervous；frown → worried 主体段按观察顺序写细节，并用may/seem/as though解释。 综合判断 + 友善回应 Instead of judging him, I decided to ask whether he needed help. 结尾给出谨慎判断和合适行动。 语篇逻辑：观察背景 → 信号与推断 → 回应 UNIT 4 Plan the Structure 写前构思：三段分别完成识别、描写和回应 空泛 人物与情境 人物身份 / 所在场合 / 总体状态 读者需要先知道谁、在哪里、总体怎样。 具体 信号与含义 眼神 / 面部表情 / 姿势 / 手部动作 哪些可见细节支持你的判断？ Technology is dangerous. 推断与回应 综合判断 / 保留语气 / 合适行动 怎样避免只凭一个动作下结论？ 选材原则 选择两三项相互支持的身体语言细节，再用may、seem、as though作谨慎推断。 第一段简洁表态；第二段信息最丰富；第三段给出结论和建议。 UNIT 4 Language Toolkit 语言支架：从可见信号到合理推断 交代情境 During... / I noticed... / He or she seemed... 描写信号 make/avoid eye contact / lean forward / cross one's arms / wear a frown 解释含义 This may suggest... / It is as though... / This implies that... 提出回应 Instead of judging..., we should... / It may help to... 句式升级：用-ing形式写习惯活动，用as though作推测，用whatever引导从句。 UNIT 4 Sentence Upgrade 写前训练：把身体语言观察译成准确、自然的英文句子 1 他一直低头看表，似乎在等待下课。 He keeps looking at his watch as though he is waiting for class to end. 2 她避免与人眼神交流，双臂交叉在胸前。 She avoids making eye contact and keeps her arms crossed in front of her chest. 3 与其匆忙判断，我们应该先询问她是否需要帮助。 Instead of judging quickly, we should first ask whether she needs help. UNIT 4 Timed Writing 限时写作：15分钟完成一篇80词左右的三段式观察短文 写作要求 描述课堂或校园中一个人的身体语言，并解释其可能表达的情绪或态度。 至少使用2个单元词组，并尝试使用1处动词-ing作宾语或表语。 P1 识别 人物身份 / 场合 / 总体印象 句型提示：During..., I noticed that... P2 描写 眼神 / 表情 / 姿势 / 动作 / 推断 句型提示：avoid doing / seem to / as though... P3 回应 综合判断 / 合适行动 / 避免武断 句型提示：Instead of..., we should... 完成后检查：是否严格三段？细节是否可见？推断是否有依据？ UNIT 4 Model Essay 完整范文 Reading a Classmate's Body Language During group work, I noticed that Li Ming seemed unusually quiet. He sat at the edge of the group and rarely spoke. He kept looking down and avoided making eye contact. With his arms crossed, he appeared nervous. When others invited him to speak, he wore a slight frown, as though he was worried about making a mistake. These signals suggested that he needed encouragement rather than judgement. I smiled, asked a simple question, and gave him time to respond. Soon, he relaxed and joined the discussion. 评价量表 1 情境清楚 2 严格三段 3 细节具体 4 推断有据 5 语法拼写 每项2分，共10分 UNIT 4 Gaokao Writing Practice 高考应用文写作：Opinion栏目观点短文 写作任务 你校英文报Opinion栏目正在征稿，请将眼神交流、面部表情和手势按其在人际沟通中的重要性排序，并阐述理由。 写作要求：自拟标题；观点明确；理由充分；词数80左右； 01 体裁与对象 观点短文 面向校英文报读者 02 结构与字数 严格三段式 词数80左右 03 语言迁移 完成排序与论证 使用-ing形式 限时建议 审题与排序3分钟 → 写作12分钟 → 检查2分钟。检查排序、理由、段落衔接和语言准确性。 UNIT 4 Reference Model 高考应用文参考范文 What Matters Most in Body Language? Among eye contact, facial expressions and gestures, I rank facial expressions first, eye contact second and gestures third. 　　Facial expressions reveal feelings most directly. A genuine smile can create trust, while a frown may signal anxiety. Eye contact is also important because it shows attention, but its meaning varies across cultures. Gestures add useful information, though the same gesture may be interpreted differently. 　　Therefore, reading facial expressions should come first. Combining all three signals, however, leads to more reliable communication. $