Unit 4 Body language Using Language 课件 -2026-2027学年高中英语人教版选择性必修第一册

该高中英语课件核心围绕“通过肢体语言识别学生课堂状态”，先以“课堂行为词汇”（如注意力集中、积极参与、分心等）导入，作为学习支架，衔接后续文本中“感兴趣时前倾、无聊时看表”等肢体语言描述，构建词汇到语篇理解的递进脉络。 其亮点在于以真实教学情境为载体，通过词汇铺垫-文本分析-问题探究的教学链条，培养学生语言能力（理解肢体语言描述）和思维品质（分析推断学生状态）。例如引导学生分析“前倾看教师”表感兴趣，“看表”表无聊，助力学生提升语篇理解与推断能力，也为教师提供课堂观察的实用教学方法。

pay attention in class How do you behave in class ? be active in class be absent-minded/ distracted in class whisper in class sleep in class eat in class How do I know my students? Introduction (Para 1&2) Part 1 Part 2 Part 3 Conclusion (Para 6) Body (Para 3&5) Para.3: Recognize when students are interested or bored Para.4: Recognize when students are distracted Para.5: Distinguish when students are troubled 1. What does the phrase “what makes each student tick” in Paragraph 1 mean? A. what drives each student to behave B. what time each student arrives at class C. what makes students feel bored in class D. what makes students’ watches work 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? My answer? I look at their body language. 2. Which action shows a student is truly interested in the lesson?（Para 3） A. Checking his watch now and then. B. Leaning forward and looking at the teacher. C. Passing notes with a deskmate. D. Staring into space with eyes open. 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]. [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]. 3. What can we know about some daydreaming students from Paragraph 4? A. They keep looking straight at their teacher. B. They focus on something unknown to the teacher. C. They enjoy writing notes to their classmates. D. They are easily amused by the lesson content. 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]. 4. What can we infer from Paragraph 5? A. Crossed arms always mean anger toward the teacher. B. It is harder to find troubled students than bored ones. C. Students covering faces with hands must feel ashamed. D. Red eyes from weeping show nothing serious.c [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]. 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]. 5. What is the author’s main purpose of writing the text?（Para 6） A. To show body language helps teachers read students. B. To introduce ways to deal with student conflicts. C. To explain students’ different habits in big classes. D. To prove body language works better than speech. 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. $