Unit 4 Using Language（以读促写课讲义）英语人教版选择性必修第一册

本讲义聚焦课堂肢体语言的描写与解读这一核心知识点，通过主题激活引入肢体语言认知，系统梳理核心词块（如make eye contact、lean forward）、文本知识点及万能句式（如肢体语言表明专注），再经基础造句、情节推进分步写作练习，最终引导完成完整写作任务，构建输入-内化-输出的学习支架。 该资料特色在于以语言能力培养为核心，提供丰富主题词块与句式助力表达，通过思辨提问（如“为何教师需理解肢体语言”）和状态解读培养思维品质，自评表与分层任务提升学习能力。课中分步练习降低写作难度，课后语料积累与拓展任务帮助学生巩固知识，查漏补缺。

Unit 4 Using language （以读促写课讲义） 目录 1. Lead in 2. Language Building 3. Mini-writing 4. Writing Task 5. Self-assessment 6. Homework 1. Lead in 一、主题激活：课堂肢体语言认知 In classroom communication, words are not the only way to express feelings and attitudes. Students’ various body language can fully show their real states — interested, bored, distracted, anxious or sad. Reading classroom body language helps teachers adjust teaching and helps students improve self-expression. Core theme: Read classroom body language, understand inner feelings, improve interpersonal communication. 二、课堂思辨提问 Question 1: Besides words, what can show students’ real feelings in class? Question 2: Why is it important for teachers to understand students’ body language? 三、过渡语 Body language is the silent language of the soul. Mastering it helps us read others and communicate better. 2. Language Building 一、核心主题词块（课堂肢体语言） 核心词块 中文释义 make eye contact 进行眼神交流 lean forward 身体前倾 be bored with 对……感到无聊 be distracted 分心的、走神的 daydream in class 课堂走神、做白日梦 cross one’s arms/legs 交叉双臂/双腿 wear a frown 皱眉、面露愁容 in deep anxiety 深陷焦虑 lack confidence 缺乏自信 adjust class activities 调整课堂活动 二、文本核心知识点梳理（P44 课文精读） 1. 课文问题标准答案 1 How does the teacher know what students are thinking? 2 According to the teacher, what is some students' favourite activity? 3 What does the phrase “who knows what” mean? 4 Why does the teacher think body language is important? 2. 肢体语言-含义匹配（P45 标准答案） 3. 语篇填空标准答案（P46） There are three in any face­to­face communication: words, tone of voice, and body language. It is said that most of what we communicate with others is nonverbal, So when with people the message conveyed by body language is . You cannot succeed in business and social encounters if you employ inappropriate body language. For example, someone too long can be interpreted as a threat, standing too close may cause and uneasiness, and touching your neck when talking to others probably that you feel nervous and confidence. Sometimes body language speaks louder than words. 4. 动名词句法功能答案（P46） 三、句式积累（描写人物肢体+情绪万能句） 1. Their body language clearly shows that they are totally absorbed in the lesson.（肢体语言表明他们专注课堂） 2. With their chins on their hands, they are occupied by daydreaming.（手托下巴，走神发呆） 3. Crossing arms suggests that someone is feeling anxious or defensive.（交叉双臂暗示焦虑、防备） 4. A frown on one’s face is a sign of worry or confusion.（皱眉是担忧困惑的表现） 3. Mini-writing 一、练习1：肢体语言+状态描写（基础造句） 步骤 内容 示例 ① 选状态 专注/走神/焦虑/疑惑 distracted（走神的） ② 找动作证据 匹配对应肢体动作 rest chin on hands, stare out of the window ③ 组句 动作+状态解读 Resting his chin on his hand and staring out of the window, he looks totally distracted in class. 二、练习2：神态+动作+心理（情节推进） 步骤 内容 示例 ① 描写动作 写出具体肢体语言 She crosses her arms and wears a slight frown. ② 判断情绪 解读背后情绪与状态 She feels anxious and confused about the difficult knowledge. ③ 补充解读 升华人物状态 Her body language shows that she needs timely help and guidance. 4. Writing Task 一、题目呈现 根据课堂观察，选取一位你的同学，观察其课堂肢体语言，写一篇短文描述他/她的课堂肢体动作，并解读其背后的学习状态与内心情绪。 内容要求： 1. 清晰描写人物的课堂肢体语言（眼神、动作、神态等）； 2. 结合动作解读人物的学习状态（专注、走神、焦虑、疑惑等）； 3. 简单总结肢体语言的表达作用。 注意：词数100左右，语句通顺，逻辑清晰，使用本单元所学词块与句式。 二、核心要素梳理 要素整理 内容 核心人物 身边同学，有清晰的课堂肢体动作特征 核心内容 描写具体肢体语言+解读情绪与学习状态+总结感悟 写作逻辑 人物引入→肢体动作细节描写→状态解读→主旨总结 核心主旨 肢体语言是无声的表达，能够真实反映人的内心状态，助力人际沟通 三、范文展示 5. Self-assessment 一、评分标准（五档25分制） 第五档（很好）(21～25分)： (1) 紧扣肢体语言观察描写主题，人物动作、神态细节丰富真实，状态解读贴合准确，内容完整合理，行文逻辑清晰，写作任务完成度高； (2) 所使用语法结构和单元主题词汇丰富、准确，语言错误很少，且完全不影响意义表达； (3) 自然有效地使用了语句间的连接成分，文章结构紧凑，层次分明，前后呼应，语义连贯自然。 二、自评表 评价维度 评价标准 达标 待改进 未达标 内容 紧扣课堂肢体语言主题，动作神态描写具体，情绪与学习状态解读准确合理 结构 遵循人物引入—细节描写—状态解读—主旨总结结构，层次清晰完整 语言 熟练使用单元肢体动作词块、情绪词汇、高级句式，表达地道准确 衔接 恰当使用过渡词汇，句间、段间衔接自然，行文流畅 主旨 突出肢体语言无声交际的核心意义，立意明确，结尾升华到位 一、评分标准（五档25分制） 6. Homework (1) 积累肢体语言与情绪表达主题相关写作语料、核心词块与高级句式； (2) 思考：如何将所学肢体语言描写语料迁移到人物描写、人际沟通类写作中？如何通过动作细节丰富文章内容、深化人物状态？ (3) 完成单元同主题写作，要求熟练使用本单元积累的语料，做到细节真实、解读精准、行文流畅。 拓展写作任务（单元同主题短文写作） 写作主题：Describe classroom body language（贴合本单元核心写作任务） 写作题目：Please write a short passage about classroom body language. Observe students’ different body language in class, describe their gestures, eye contact and facial expressions, and explain what these silent movements reveal about their learning states and inner feelings. 写作要求： 1. 词数100左右； 2. 运用本单元课堂肢体语言主题词块与描写句式； 3. 有具体动作描写+精准状态解读，逻辑清晰； 4. 主题积极，体现读懂课堂肢体语言的意义。 14 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 4 Using language （以读促写课讲义） 目录 1. Lead in 2. Language Building 3. Mini-writing 4. Writing Task 5. Self-assessment 6. Homework 1. Lead in 一、主题激活：课堂肢体语言认知 In classroom communication, words are not the only way to express feelings and attitudes. Students’ various body language can fully show their real states — interested, bored, distracted, anxious or sad. Reading classroom body language helps teachers adjust teaching and helps students improve self-expression. Core theme: Read classroom body language, understand inner feelings, improve interpersonal communication. 二、课堂思辨提问 Question 1: Besides words, what can show students’ real feelings in class? Reference answer: Students’ body language, including eye contact, head movements, sitting postures and facial expressions, can truly reflect their learning states and inner feelings. Question 2: Why is it important for teachers to understand students’ body language? Reference answer: Many students are shy and silent, and one-on-one communication is limited. Body language helps teachers judge students’ learning states, find out their troubles in time, adjust class activities and give individual guidance. 三、过渡语 Body language is the silent language of the soul. Mastering it helps us read others and communicate better. 2. Language Building 一、核心主题词块（课堂肢体语言） 核心词块 中文释义 make eye contact 进行眼神交流 lean forward 身体前倾 be bored with 对……感到无聊 be distracted 分心的、走神的 daydream in class 课堂走神、做白日梦 cross one’s arms/legs 交叉双臂/双腿 wear a frown 皱眉、面露愁容 in deep anxiety 深陷焦虑 lack confidence 缺乏自信 adjust class activities 调整课堂活动 二、文本核心知识点梳理（P44 课文精读） 1. 课文问题标准答案 1 How does the teacher know what students are thinking? The teacher observes and analyzes students’ various body language to judge their inner thoughts and learning states. 2 According to the teacher, what is some students' favourite activity? Some students' favourite activity is daydreaming in class. 3 What does the phrase “who knows what” mean? It means the teacher has no idea what the distracted students are thinking or focusing on. 4 Why does the teacher think body language is important? Body language helps the teacher know students’ real states, adjust class activities timely, intervene properly and communicate with students individually, making sure every student can learn effectively. 2. 肢体语言-含义匹配（P45 标准答案） 1-C 2-B 3-F 4-A 5-H 6-E 7-I 8-J 9-D 10-G 3. 语篇填空标准答案（P46） There are three components in any face­to­face communication: words, tone of voice, and body language. It is said that most of what we communicate with others is nonverbal, So when interacting with people，perceiving the message conveyed by body language is crucial. You cannot succeed in business and social encounters if you employ inappropriate body language. For example, staring at someone too long can be interpreted as a threat, standing too close may cause embarrassment and uneasiness, and touching your neck when talking to others probably demonstrates that you feel nervous and lack confidence. Sometimes body language speaks louder than words. 4. 动名词句法功能答案（P46） 1. S, P 2. A 3. S 4. A 5. O 6. S 7. O 8. O 9. S 三、句式积累（描写人物肢体+情绪万能句） 1. Their body language clearly shows that they are totally absorbed in the lesson.（肢体语言表明他们专注课堂） 2. With their chins on their hands, they are occupied by daydreaming.（手托下巴，走神发呆） 3. Crossing arms suggests that someone is feeling anxious or defensive.（交叉双臂暗示焦虑、防备） 4. A frown on one’s face is a sign of worry or confusion.（皱眉是担忧困惑的表现） 3. Mini-writing 一、练习1：肢体语言+状态描写（基础造句） 步骤 内容 示例 ① 选状态 专注/走神/焦虑/疑惑 distracted（走神的） ② 找动作证据 匹配对应肢体动作 rest chin on hands, stare out of the window ③ 组句 动作+状态解读 Resting his chin on his hand and staring out of the window, he looks totally distracted in class. 二、练习2：神态+动作+心理（情节推进） 步骤 内容 示例 ① 描写动作 写出具体肢体语言 She crosses her arms and wears a slight frown. ② 判断情绪 解读背后情绪与状态 She feels anxious and confused about the difficult knowledge. ③ 补充解读 升华人物状态 Her body language shows that she needs timely help and guidance. 4. Writing Task 一、题目呈现 根据课堂观察，选取一位你的同学，观察其课堂肢体语言，写一篇短文描述他/她的课堂肢体动作，并解读其背后的学习状态与内心情绪。 内容要求： 1. 清晰描写人物的课堂肢体语言（眼神、动作、神态等）； 2. 结合动作解读人物的学习状态（专注、走神、焦虑、疑惑等）； 3. 简单总结肢体语言的表达作用。 注意：词数100左右，语句通顺，逻辑清晰，使用本单元所学词块与句式。 二、核心要素梳理 要素整理 内容 核心人物 身边同学，有清晰的课堂肢体动作特征 核心内容 描写具体肢体语言+解读情绪与学习状态+总结感悟 写作逻辑 人物引入→肢体动作细节描写→状态解读→主旨总结 核心主旨 肢体语言是无声的表达，能够真实反映人的内心状态，助力人际沟通 三、范文展示 Body Language in Class My classmate Li Hua always shows clear body language in class, which makes his learning state easy to tell. When he is interested in the lesson, he always leans forward and keeps frequent eye contact with the teacher. He smiles when the teacher tells interesting stories and nods gently to show agreement. However, when the knowledge is difficult, he will wear a slight frown and tilt his head, looking confused. If he feels tired or bored, he will lower his head slightly or glance at the watch secretly. His body language is a true reflection of his inner feelings. It reminds me that body language speaks louder than words and helps us understand others better. 5. Self-assessment 一、评分标准（五档25分制） 第五档（很好）(21～25分)： (1) 紧扣肢体语言观察描写主题，人物动作、神态细节丰富真实，状态解读贴合准确，内容完整合理，行文逻辑清晰，写作任务完成度高； (2) 所使用语法结构和单元主题词汇丰富、准确，语言错误很少，且完全不影响意义表达； (3) 自然有效地使用了语句间的连接成分，文章结构紧凑，层次分明，前后呼应，语义连贯自然。 二、自评表 评价维度 评价标准 达标 待改进 未达标 内容 紧扣课堂肢体语言主题，动作神态描写具体，情绪与学习状态解读准确合理 结构 遵循人物引入—细节描写—状态解读—主旨总结结构，层次清晰完整 语言 熟练使用单元肢体动作词块、情绪词汇、高级句式，表达地道准确 衔接 恰当使用过渡词汇，句间、段间衔接自然，行文流畅 主旨 突出肢体语言无声交际的核心意义，立意明确，结尾升华到位 6. Homework (1) 积累肢体语言与情绪表达主题相关写作语料、核心词块与高级句式； (2) 思考：如何将所学肢体语言描写语料迁移到人物描写、人际沟通类写作中？如何通过动作细节丰富文章内容、深化人物状态？ (3) 完成单元同主题写作，要求熟练使用本单元积累的语料，做到细节真实、解读精准、行文流畅。 拓展写作任务（单元同主题短文写作） 写作主题：Describe classroom body language（贴合本单元核心写作任务） 写作题目：Please write a short passage about classroom body language. Observe students’ different body language in class, describe their gestures, eye contact and facial expressions, and explain what these silent movements reveal about their learning states and inner feelings. 写作要求： 1. 词数100左右； 2. 运用本单元课堂肢体语言主题词块与描写句式； 3. 有具体动作描写+精准状态解读，逻辑清晰； 4. 主题积极，体现读懂课堂肢体语言的意义。 参考范文 Classroom Body Language Classroom body language is a kind of silent language that truly shows students’ real learning states. In class, different students have totally different body language. Hard-working students usually lean forward and make steady eye contact with teachers, showing their devotion. By contrast, distracted students often rest their chins on hands and stare out of the window, which means they are daydreaming. Some confused students will wear a frown or cross their arms, feeling anxious about difficult knowledge. Simply put, body language speaks louder than words. Reading classroom body language helps teachers understand students better and improve teaching efficiency. 14 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $