Unit 4 Using language（以读促写课课件）英语人教版选择性必修第一册

该高中英语课件聚焦“课堂肢体语言描写与解读”核心知识点，通过导入问题引导学生关注肢体语言与情绪的关联，衔接话题词汇积累、高频句型学习及分步骤写作练习，搭建从基础词块到段落写作的完整学习支架，助力学生完成课堂观察短文写作任务。 其亮点在于以语言能力培养为核心，通过具体词块（如“make eye contact”“lean forward”）、分层练习（基础造句与情节推进）及范文示范，提升学生描写精准度与逻辑思维，自评表与迁移任务促进学习能力发展。教师可依托结构化资源高效教学，学生能掌握肢体语言描写方法并迁移至人物沟通类写作，提升综合语言运用能力。

Unit 4 Body Language 高中英语人教版选择性必修第一册 Using language 以读促写 Contents 1. Lead in 2. Language Building 3. Mini-writing 4. Writing Task 5. Self-assessment 6. Homework 01. Lead in Lead in 01 Besides words, what can show students’ real feelings in class? 02 Why is it important for teachers to understand students’ body language? 02. Language Building Language Building （1）话题词汇积累 1. 进行眼神交流__________________ 2.身体前倾__________________ 3.对……感到无聊__________________ 4.分心的、走神的__________________ 5.课堂走神、做白日梦__________________ 6.交叉双臂/双腿__________________ 7.皱眉、面露愁容__________________ 8.深陷焦虑__________________ 9.缺乏自信__________________ 10.调整课堂活动 __________________ make eye contact lean forward be bored with be distracted daydream in class cross one’s arms/legs wear a frown in deep anxiety lack confidence adjust class activities Language Building （2）高频实用句型 1. 肢体语言表明他们专注课堂。 ____________________________________________________________________________ 2. 手托下巴，走神发呆。 ____________________________________________________________________________ 3. 交叉双臂暗示焦虑、防备。 ____________________________________________________________________________ 4. 皱眉是担忧困惑的表现。 ____________________________________________________________________________ Their body language clearly shows that they are totally absorbed in the lesson. With their chins on their hands, they are occupied by daydreaming. Crossing arms suggests that someone is feeling anxious or defensive. A frown on one’s face is a sign of worry or confusion. 03. Mini-writing 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 ② 找动作证据 匹配对应肢体动作 ③ 组句 动作+状态解读 distracted（走神的） rest chin on hands, stare out of the window Resting his chin on his hand and staring out of the window, he looks totally distracted in class. Mini-writing 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 ② 判断情绪 解读背后情绪与状态 ③ 补充解读 升华人物状态 She crosses her arms and wears a slight frown. She feels anxious and confused about the difficult knowledge. Her body language shows that she needs timely help and guidance. 04. Writing Task Writing Task 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。 Writing Task 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 Writing Task _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________________________________________________________________________________ _______________________________________________________________________ Writing Task 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. 05. Self-assessment Self-assessment Total: ____ / 25 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     06. Homework 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。 Homework ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sample 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. Thank you for your listening. $