Unit 4 Body Language Using Language 知识点课件-2026-2027学年人教版选择性必修第一册

该高中英语课件围绕“Unit4 Body Language”的Reading for Writing主题，聚焦肢体语言在课堂互动中的解读与应用。通过“中国合适但其他文化可能误解的肢体语言”问题导入，以教师观察学生肢体语言（兴趣、无聊、分心等）为主线，结合词汇注释和语法分析（如形式主语、宾语从句）搭建学习支架，衔接阅读与写作技能。 其亮点在于融合语言能力、文化意识和思维品质培养，通过真实课堂情境案例（如学生前倾表示兴趣、低头看表表示无聊），结合语法结构解析（如“it作形式主语”“make sb tick”习语），采用案例教学与语法支架结合的学科特色方法。学生能提升语言理解与表达能力，增强跨文化认知，教师可利用资料开展互动分析，优化教学针对性。

Reading for Writing Unit4 Body Language Can you think of an example of body language that is appropriate in China but might be understood in another cultures? As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don’t speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. So, how can I really know what makes each student tick? 作为一名教师，人们经常问我，我怎么知道自己的学生在想什么。许多学生相当害羞，所以他们的话并不那么多。同时，在一个有40多名学生的教室里，很难与每个人进行多次一对一的谈话。那么，我是如何搞清楚每个学生为何会这样的呢？ 1. educator n. 教育工作者，教师 2. go on in one’s minds 某人心里在想什么 3. all that much 那么多（常用于否定） 4. at the same time 与此同时 5. one-on-one conversations 一对一交谈 6. make sb tick 使某人有这样的想法 / 行为，摸清某人的心思 Can you think of an example of body language that is appropriate in China but might be understood in another cultures? As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don’t speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. So, how can I really know what makes each student tick? 1. 主干：people often ask me As an educator 介词短语作状语，逻辑主语是后文 “I”； ask sb sth 双宾语结构，间接宾语 me，直接宾语是 how 引导的宾语从句； how 从句内嵌套 what 引导的宾语从句，作 know 的宾语； what is going on 固定表达：正在发生什么。 2. 主干：it is hard it 形式主语，真正主语是不定式 to have many one-on-one conversations； 固定句型：It is + adj. + to do sth 做某事是…… 的。 3. 主干：how can I really know what 引导宾语从句，作 know 的宾语； make sb tick 固定习语，从句谓语 makes，主语 what 为单数。 Can you think of an example of body language that is appropriate in China but might be understood in another cultures? It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused. I know when students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. 当学生对一堂课感兴趣时，很容易辨认出来。大多数人倾向于抬头和进行眼神交流。当我开玩笑时，他们会笑。当我谈论到难点时，他们看起来很困惑。不过，我知道学生们什么时候真正感兴趣，因为他们身体前倾看着我。人们往往倾向于自己感兴趣的东西。因此，如果一个学生低下头看表，这意味着他很无聊，只是在数着分钟等下课。 1. recognise v. 辨别，察觉；n. recognition 2. lean forward 身体前倾 3. have a tendency to do sth 倾向于做某事 4. lean towards 凑近，倾向于 5. lower one’s head 低下头 6. count the minutes 熬时间，数着分钟等结束 Can you think of an example of body language that is appropriate in China but might be understood in another cultures? It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused. I know when students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. 1. 主干：It is easy it 作形式主语，真正主语是不定式 to recognise…； when 引导宾语从句，作 recognise 的宾语。 2. 主干：I know (从句) when 引导宾语从句作 know 的宾语；however 插入表转折； because 引导原因状语从句；and 并列谓语 lean forward、look at me。 Can you think of an example of body language that is appropriate in China but might be understood in another cultures? It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused. I know when students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. 1. 主干：People have a tendency to lean towards… 不定式后置修饰 tendency； whatever 引导宾语从句，作 towards 的介词宾语，whatever = anything that。 2. 主干：it implies (that he is bored…) if 引导条件状语从句；have sth lowered 使役结构，头被低下； implies 后省略 that，宾语从句由 and 并列两套谓语 is bored、(is) counting；for the class to end 不定式复合结构作目的状语。 If two friends are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up，but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces. It is as though they are asleep with their eyes open. 如果两个朋友把头靠在一起，他们可能在互相写纸条。当然，不是每个抬头的人都专注于课堂。有些学生抬头看，但没有眼神交流。他们的眼睛几乎不动，脸上表情疏远呆滞，好像睁着眼睛在睡觉。 1. an absence of eye contact 没有眼神交流 2. distant expression 茫然失神的神情 3. as though 仿佛，好像 4. as though 引导表语从句，意为 “仿佛、好像”； with their eyes open with 复合结构作伴随状语。 从句内容和现实相符、是客观真实发生的事，动词用正常时态，不虚拟 Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students’ favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class. 有些学生被别的东西逗乐了。他们把所有的时间都花在看我以外的地方。同样，一些学生最喜欢的是做白日梦。他们两手托着下巴，忙着盯窗外或天花板。他们当然对某事感兴趣，但谁知道是什么呢？主要的事情是提醒分心的学生在课堂上要注意听讲。 1. be amused by… 被别的事物吸引 2. look anywhere but at me 看任何地方，唯独不看我 3. daydream v. 做白日梦，走神 4. with one’s chin on one’s hands 手托着下巴 5. occupy oneself by doing sth 靠做某事打发时间 6. stare out of the window 盯着窗外 7. distracted adj. 分心的，注意力不集中的 8. pay attention in class 课堂专心听讲 Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students’ favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class. 1. 主干：they occupy themselves With their chins on their hands 独立主格结构，表伴随状态：手托着下巴； by staring… 介词 by + 动名词作方式状语；or 并列两个动宾短语 staring out of the window / (staring) up at the ceiling。 2. 主干：The main thing is reminding distracted students reminding… 动名词短语作表语，解释 “主要事情” 是什么； that 引导宾语从句，作 remind 的宾语；remind sb that… 提醒某人……； distracted 形容词前置修饰 students。 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. 尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。生气、害怕或者焦虑的学生会双臂交叉抱在胸前，他们的腿并拢或交叉，就像他们在保护自己的身体。难过或担心的学生几乎总是愁眉不展。他们也会用手捂住脸好像很尴尬或羞愧。 1. perceive v. 察觉，看出 2. distinguish v. 分辨，辨别 3. experience anxiety 感到焦虑 4. cross one’s arms 双臂交叉抱胸 5. guard one’s body 护住自己的身体 6. wear a frown 眉头紧锁，面露愁容 7. hide one’s face in hands 用手捂住脸 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. 1. 主干：it is easy to perceive…, it is harder to distinguish… while 引导让步状语从句，意为 “尽管”；两处 it 均为形式主语，真正主语是后面不定式 to perceive /to distinguish；when 分别引导宾语从句，作 perceive 和 distinguish 的宾语。 2. 主干：Students may have their arms crossed and their legs closed or crossed who 引导定语从句修饰 students；are experiencing anxiety 现在进行时表当下内心状态；have sth done：使某物处于…… 状态，arms crossed /legs closed 胳膊交叉、双腿并拢 / 交叉；like 引导方式状语从句 Some students act this way merely because they are afraid of being called on by the teacher. However，if a student does not bother to brush her hair and her eyes are red from weeping，then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on. 有些学生这样做仅仅是因为他们害怕被老师叫到。但是，要是学生都懒得梳头，并且两眼因哭泣而发红，那么我能够推断她遇到了更严重的问题。可能是她正和其他学生或家里人有很严重的矛盾。不管是什么，我知道我需要调查和评估所发生的事情。 1. merely adv. 仅仅，只是 2. be afraid of being called on 害怕被老师点名 3. weep v. 哭泣 4. infer v. 推断 5. deeper issues 更深层的问题 6. at work 有影响，起作用 7. have conflicts with sb 和某人产生矛盾 8. inquire and assess 询问并评估 Some students act this way merely because they are afraid of being called on by the teacher. However，if a student does not bother to brush her hair and her eyes are red from weeping，then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on. 1. 主干：I can infer that there are deeper issues if 引导条件状语从句，由 and 连接两个并列分句； bother to do sth 费心做某事；from weeping 介词短语表原因； that 引导宾语从句作 infer 的宾语 2. 主干：I know (that) I need to inquire and assess what is going on Whatever it is = No matter what it is，引导让步状语从句； know 后省略引导词 that，嵌套宾语从句； assess 后 what 引导宾语从句，what is going on 发生了什么事。 Ultimately, my duty is helping every student to learn. Their body language lets me know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Reacting to body language is an important component of being a teacher. 最后，我的职责是帮助每个学生学习。他们的肢体语言告诉我什么时候调整课堂活动，何时介入，何时与学生单独交谈，这样他们就能在学校里得到最大的回报。对肢体语言做出回应是做一个老师必不可少的环节。 1. ultimately adv. 归根结底，最终 2. adjust class activities 调整课堂活动 3. intervene v. 介入，干预 4. individually adv. 单独地，一对一地 5. get the most out of school 最大限度收获校园学习的价值 6. component n. 组成部分 7. react to 对…… 作出反应 Ultimately, my duty is helping every student to learn. Their body language lets me know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Reacting to body language is an important component of being a teacher. 1. 主干：Their body language lets me know … 三组并列结构 when to adjust…, when to intervene…, when to talk… 共同作 know 的宾语； let sb do sth 固定结构，省略 to 的不定式作宾补； so 引导结果状语从句，说明调整课堂、单独沟通带来的结果。 2. 主干：Reacting to body language is an important component Reacting to body language 动名词短语作句子主语，谓语用单数 is；of being a teacher 介词短语后置修饰 component，being 是动名词作 of 的宾语。 $