4-4-4 2024-2025学年高二选择性必修第一册英语
Unit 4 Using Language（1） 整体掌握 小阅读学案
人教版英语24字整体教学 教师版
Using Language
◆ 读前清障 词汇再现
◆ 课文翻译 疏通理解
◆ 课文助读 要点直击
◆ 读前清障 词汇再现
Ⅰ. 核心词汇
根据语境写出正确的单词
1．a shooting ________ 枪击事件
2．________ the effects of these changes 评估变化的影响
3．a relaxed ________ 休闲姿势
4．________ his head 弯下他的头
5．________ a secret 泄露一条秘密
6．________ a problem 澄清问题
7．________ the question out 把问题勾选出来
8．________ your head 低下头
9．It is easy to ________ 容易察觉
10．________ from 区别于
11．stop ________ me 停止烦我
12．________ uncontrollably 不由自主地哭起来
13．have ________ with other students 与其他学生发生冲突
14．________ into the problem 调查问题
15．________ conclude 最终得出结论
16．an important ________ of being a teacher 成为一名教师的重要组成部分
Ⅱ. 拓展词汇
根据语境写出相应的派生词
1．①________ much space 占用大量空间
②look for an ________ 寻找一份工作
2．①experience learning ________ 体验学习焦虑
②be ________ about his safety 为他的安全担心
3．①an ________ silence 难堪的沉默
②an ________ situation 一个尴尬的局面
③social ________ 社交尴尬
4．①________ class activities 调整课堂活动
②speed ________ 速度调整
5．①________ with water 水发生反应
②chemical ________ 化学反应
6．①feel ashamed 感到羞愧
②a ________ thing 一件可耻的事
7．①a famous educator 一位著名的教育家
②________ the public to respect the environment 教育公众爱护环境
③________ background 教育背景
8．①have a tendency to do sth. 有做某事的倾向
②________to do sth. 倾向于做某事
Ⅲ. 重点短语
1．____________ 换句话说；也就是说
2．____________ (短暂地)访问；要求(某人讲话等)；正式邀请
3．____________ 有某种影响；在工作
4．____________ 向上看；查阅
5．____________ 盯着……看
6．____________ 费心地做某事
7．____________ 与某人有冲突
8．____________ 对……做出反应
◆ 课文翻译 疏通理解
读文清障 原文呈现 课文翻译
①educator/'ed uke t (r)/n.教师；教育工作者；教育家 educate v．教育；育人 educated adj.受过教育的；有学问的 ②tick/t k/vt.给(试卷、问题等)打钩号 vi.(钟表)发出嘀嗒声 n．钩号 what makes sb. tick 使某人这样做的原因 tick all the/one's boxes 投其所好；迎合众人/某人的爱好 ③be interested in...对……感兴趣 ④tend to do sth.易于做某事，往往会发生某事 ⑤make a joke 开玩笑 ⑥tendency/'tend nsi/n.趋势；倾向 have a tendency to do sth.倾向于做某事 ⑦lower/'l (r)/vt.把……放低；降低；减少 adj.下面的；下方的；较小的 low adj.低的；低矮的 ⑧imply/ m'pla /vt.意味着；暗示 ⑨barely/'be li/adv.几乎不；勉强才能；刚刚 bare adj.裸体的；裸露的；(树木)光秃秃的；(土地)荒芜的 ⑩spend time doing sth.花费时间做某事 chin/t n/n.下巴 occupy/' kjupa /vt.占据；占用 occupy sb./oneself in doing sth.使某人/自己忙于做某事 occupy sb./oneself with sth.使某人/自己忙于某事 stare/ste (r)/vi.盯着看；凝视 n．凝视 stare at由于茫然、好奇、无礼或傲慢而长时间地看，意为“凝视”。 ceiling/'si l /n.天花板；上限 distract/d 'str kt/vt.分散(注意力)；使分心 perceive/p 'si v/vt.察觉；看待；理解 distinguish/d 'st ɡw /vi.&vt.区分；辨别 distinguished adj.杰出的；有名气的 anxiety/ 'za ti/n.焦虑；担心；害怕 anxious adj.焦虑的 chest/t est/n.胸部；胸膛 embarrassed/ m'b r st/adj.难堪的；尴尬的 embarrass vt.使尴尬 embarrassing adj.令人尴尬的 ashamed/ ' e md/adj.羞愧；惭愧 shameful adj.令人羞愧的 merely/'m li/adv.只是；仅仅；只不过 call on (短暂地)访问；要求(某人讲话等)；正式邀请 bother/'b (r)/vi.&vt.费心；麻烦；因……操心 n．麻烦；不便 weep/wi p/vi.&vt.哭泣；流泪 at work 有某种影响；在工作 conflict/'k nfl kt/n.矛盾；冲突 /k n'fl kt/vi.冲突；抵触 have conflicts with...与……有冲突 in conflict with...与……相冲突 come into conflict with sb.与某人发生冲突 inquire/ n'kwa (r)/(＝enquire)vi.&vt.询问；打听 ultimately/' lt m tli/adv.最终；最后 [近义词]finally/eventually 最后，最终 adjust/ 'd st/vt.调整；调节 vi.&vt.适应；(使)习惯 adjust (oneself) to...(使自己)适应…… adjustable adj.可调节的 adjustment n．调整 intervene/ nt 'vi n/vi.干预；介入 react/r ' kt/vi.(对……)起反应；回应；(对食物等)有不良反应 react to 对……反应 component/k m'p n nt/n.组成部分；零件 HOW DO I KNOW MY STUDENTS As an educator①， 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 tick②？ My answer I look at their body language. It is easy to recognise when students are interested in③ a lesson. Most tend to④ look up and make eye contact. When I make a joke⑤， 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. 1 People have a tendency⑥ to lean towards whatever they are interested in. So if a student has his head lowered⑦ to look at his watch, it implies⑧ 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. 2Of 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 barely⑨ move, and they always have the same distant expression on their faces. 3It is as though they are asleep with their eyes open. Some students are amused by something else. They spend all their time looking⑩ 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. 4The main thing is reminding distracted students that they need to pay attention in class. 5While 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. 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. 我如何了解我的学生？ 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，我是如何弄清楚每个学生为何会这样的呢？ 我的答案是什么呢？我看他们的肢体语言。 当学生们对一堂课感兴趣时，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。1.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。如果两个朋友把头靠在一起，他们可能在互相写纸条。2.当然，不是每个抬头看的学生都在专心听讲。有些学生抬头看，但没有眼神交流。他们的眼睛几乎不动，脸上有同样的疏远呆滞的表情。3.好像是睁着眼睛在睡觉。 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，忙着盯着窗外或天花板。他们当然对某些东西感兴趣，但谁知道是什么呢。4.主要的事情是提醒分心的学生在课堂上要注意听讲。 5．尽管很容易察觉学生们是何时感兴趣、何时感到无聊或精力不集中的，但要分辨出学生们何时有困扰有时会难得多。愤怒、害怕或者焦虑的学生可能会交叉他们的双臂抱在胸前，他们双腿并拢或交叉，就像在保护自己的身体一样。难过或担心的学生们几乎总是愁眉不展。他们也会用手掩面，好像很尴尬或羞愧。有些学生这样做仅仅是因为他们害怕被老师叫到。然而，如果一个学生懒得梳头，并且两眼因哭泣而发红，那么我能推断出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，我知道我需要询问和评估所发生的事情。 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何时调整课堂活动、何时介入，何时与学生单独交谈，这样他们就都能在学校里得到最大的收获。对肢体语言做出回应是作为一名教师必不可少的环节。
◆ 课文助读 要点直击
Step 1 skimming: 文本整体理解：关注布局谋篇
Task 1: Warming up
1．How does a teacher know what's going on in the minds of his/her students
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2．What does this text talk about
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 2: Before reading—Analyze the title
1．Where is the text likely to be taken from
A．A social magazine.
B．A science book.
C．A research report.
D．A health magazine.
Step 2 Scanning: 文本整体理解：关注布局谋篇
Task 1 Choose the best answer.
1．How does the writer know what is going on in the students' minds
A．By asking them questions.
B．By having one on one conversations.
C．By watching their body language.
D．By learning about their habits.
2．How did the students feel when they lean forward and look at the writer
A．Confused. B．Interested.
C．Surprised. D．Bored.
3．What do students usually do when they are worried
A．Have their arms crossed.
B．Have their legs closed.
C．Wear a frown.
D．Brush their hair.
4．If students are not interested in a lesson, what may they do
A．They may look up and make eye contact.
B．They may lean forward and look at the teacher.
C．They may lower their heads and look at the watch.
D．They may smile when the teacher makes a joke.
Task 2 细读课文，关注表达策略
【学结构】
Part The key point Purpose
Ⅰ (Paras. 1－2) Lead into the topic by Q & A． Introduction
Ⅱ (Paras. 3－5) Examples of body language & what they imply
Recognise when students are interested or (1) __________________．(Para. 3)
Recognise when students are (2) __________________. (Para. 4)
Distinguish when students are (3) __________________．(Para. 5)
Ⅲ (Para.6) Reconfirm the importance of body language Conclusion: Why students' body language is important.
【学技巧】
在描述类文章中，我们可以用具体化的表达，从环境、神态、情绪到动作，刻画越具体，越能让读者有画面感，进而产生共鸣。尽力表现出来而不是告知(try to show , not to tell)，让描述更生动、更形象。
例1：抓住眼、嘴、手、脚等身体部位具体描述，让心理描写更加传神！
To tell: My mother was hopeful.
To show: My mother's eyes were sparkling with hope.
例2：抓住人物主要特征，如眼神、头发、走路姿态等，详细刻画，运用动词、形容词和副词及高级句式，让外貌描写更精彩。
To tell: Mac felt very tired.
To show：Mac felt so exhausted that he lay in his mother's arms, sleeping soundly.
How I Know My Students—Observe Their Body Language
When students are (1) __________________ When students are (2) __________________ When students are (3) __________________ When students are (4) __________________
☆look up and make eye contact ☆lean (5) __________________ and look at me ☆(6) __________________his head to check his watch ☆(7) __________________heads together
Looking up may not necessarily mean interest. Some are (8) __________________and always wear the same (9) __________________ expression. ☆look any where else ☆daydrea ming: (10) __________________out of the window or up at the ceiling ☆angry/afraid/(11) __________________：cross their arms in front of their chests，cross/close their legs ☆sad：wear a (12) __________________ ☆embarrassed/ashamed: hide faces in their hands ☆having (13) __________________： messy hair, red eyes
【学语言之重点句型】
1．[句型]have＋宾语＋过去分词作宾补
[教材]So if a student ________________________ to look at his watch, it implies he is bored and just counting the minutes for the class to end.
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。
2．[句型]部分否定
[教材]Of course, ________________ who looks up is paying attention in class.
当然，不是每个抬头的人都专注于课堂。
3．[句型]while意为“虽然，尽管”，引导让步状语从句
[教材]____________________________ when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled.
虽然很容易看出学生何时感兴趣，何时感到无聊，但要分辨出学生何时有困扰有时会难得多。
4．[句型]with复合结构在句中作状语
[教材]________________________________， they occupy themselves by staring out of the window or up at the ceiling.
他们两手托着下巴，忙着盯窗外或天花板。4-4-4 2024-2025学年高二选择性必修第一册英语
Unit 4 Using Language（1） 整体掌握 小阅读学案
人教版英语24字整体教学 教师版
Using Language
◆ 读前清障 词汇再现
◆ 课文翻译 疏通理解
◆ 课文助读 要点直击
◆ 读前清障 词汇再现
Ⅰ. 核心词汇
根据语境写出正确的单词
1．a shooting ________ 枪击事件
2．________ the effects of these changes 评估变化的影响
3．a relaxed ________ 休闲姿势
4．________ his head 弯下他的头
5．________ a secret 泄露一条秘密
6．________ a problem 澄清问题
7．________ the question out 把问题勾选出来
8．________ your head 低下头
9．It is easy to ________ 容易察觉
10．________ from 区别于
11．stop ________ me 停止烦我
12．________ uncontrollably 不由自主地哭起来
13．have ________ with other students 与其他学生发生冲突
14．________ into the problem 调查问题
15．________ conclude 最终得出结论
16．an important ________ of being a teacher 成为一名教师的重要组成部分
Ⅱ. 拓展词汇
根据语境写出相应的派生词
1．①________ much space 占用大量空间
②look for an ________ 寻找一份工作
2．①experience learning ________ 体验学习焦虑
②be ________ about his safety 为他的安全担心
3．①an ________ silence 难堪的沉默
②an ________ situation 一个尴尬的局面
③social ________ 社交尴尬
4．①________ class activities 调整课堂活动
②speed ________ 速度调整
5．①________ with water 水发生反应
②chemical ________ 化学反应
6．①feel ashamed 感到羞愧
②a ________ thing 一件可耻的事
7．①a famous educator 一位著名的教育家
②________ the public to respect the environment 教育公众爱护环境
③________ background 教育背景
8．①have a tendency to do sth. 有做某事的倾向
②________to do sth. 倾向于做某事
Ⅲ. 重点短语
1．____________ 换句话说；也就是说
2．____________ (短暂地)访问；要求(某人讲话等)；正式邀请
3．____________ 有某种影响；在工作
4．____________ 向上看；查阅
5．____________ 盯着……看
6．____________ 费心地做某事
7．____________ 与某人有冲突
8．____________ 对……做出反应
【答案】
Ⅰ. 1．incident 2.assess 3.pose 4.bend 5.reveal 6.clarify 7.tick 8.lower 9.perceive 10.distinguish
11．bothering 12.weep 13.conflicts 14.inquire
15．ultimately ponent
Ⅱ. 1．occupy; occupation
2．anxiety; anxious
3．embarrassed; embarrassing; embarrassment
4．adjust; adjustment
5．react; reaction
6．shameful
7．educate; education
8．tend
Ⅲ. 1．in other words 2.call on 3.at work 4.look up 5.stare at 6.bother to do sth. 7.have conflicts with sb. 8.react to
◆ 课文翻译 疏通理解
读文清障 原文呈现 课文翻译
①educator/'ed uke t (r)/n.教师；教育工作者；教育家 educate v．教育；育人 educated adj.受过教育的；有学问的 ②tick/t k/vt.给(试卷、问题等)打钩号 vi.(钟表)发出嘀嗒声 n．钩号 what makes sb. tick 使某人这样做的原因 tick all the/one's boxes 投其所好；迎合众人/某人的爱好 ③be interested in...对……感兴趣 ④tend to do sth.易于做某事，往往会发生某事 ⑤make a joke 开玩笑 ⑥tendency/'tend nsi/n.趋势；倾向 have a tendency to do sth.倾向于做某事 ⑦lower/'l (r)/vt.把……放低；降低；减少 adj.下面的；下方的；较小的 low adj.低的；低矮的 ⑧imply/ m'pla /vt.意味着；暗示 ⑨barely/'be li/adv.几乎不；勉强才能；刚刚 bare adj.裸体的；裸露的；(树木)光秃秃的；(土地)荒芜的 ⑩spend time doing sth.花费时间做某事 chin/t n/n.下巴 occupy/' kjupa /vt.占据；占用 occupy sb./oneself in doing sth.使某人/自己忙于做某事 occupy sb./oneself with sth.使某人/自己忙于某事 stare/ste (r)/vi.盯着看；凝视 n．凝视 stare at由于茫然、好奇、无礼或傲慢而长时间地看，意为“凝视”。 ceiling/'si l /n.天花板；上限 distract/d 'str kt/vt.分散(注意力)；使分心 perceive/p 'si v/vt.察觉；看待；理解 distinguish/d 'st ɡw /vi.&vt.区分；辨别 distinguished adj.杰出的；有名气的 anxiety/ 'za ti/n.焦虑；担心；害怕 anxious adj.焦虑的 chest/t est/n.胸部；胸膛 embarrassed/ m'b r st/adj.难堪的；尴尬的 embarrass vt.使尴尬 embarrassing adj.令人尴尬的 ashamed/ ' e md/adj.羞愧；惭愧 shameful adj.令人羞愧的 merely/'m li/adv.只是；仅仅；只不过 call on (短暂地)访问；要求(某人讲话等)；正式邀请 bother/'b (r)/vi.&vt.费心；麻烦；因……操心 n．麻烦；不便 weep/wi p/vi.&vt.哭泣；流泪 at work 有某种影响；在工作 conflict/'k nfl kt/n.矛盾；冲突 /k n'fl kt/vi.冲突；抵触 have conflicts with...与……有冲突 in conflict with...与……相冲突 come into conflict with sb.与某人发生冲突 inquire/ n'kwa (r)/(＝enquire)vi.&vt.询问；打听 ultimately/' lt m tli/adv.最终；最后 [近义词]finally/eventually 最后，最终 adjust/ 'd st/vt.调整；调节 vi.&vt.适应；(使)习惯 adjust (oneself) to...(使自己)适应…… adjustable adj.可调节的 adjustment n．调整 intervene/ nt 'vi n/vi.干预；介入 react/r ' kt/vi.(对……)起反应；回应；(对食物等)有不良反应 react to 对……反应 component/k m'p n nt/n.组成部分；零件 HOW DO I KNOW MY STUDENTS As an educator①， 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 tick②？ My answer I look at their body language. It is easy to recognise when students are interested in③ a lesson. Most tend to④ look up and make eye contact. When I make a joke⑤， 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. 1 People have a tendency⑥ to lean towards whatever they are interested in. So if a student has his head lowered⑦ to look at his watch, it implies⑧ 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. 2Of 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 barely⑨ move, and they always have the same distant expression on their faces. 3It is as though they are asleep with their eyes open. Some students are amused by something else. They spend all their time looking⑩ 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. 4The main thing is reminding distracted students that they need to pay attention in class. 5While 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. 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. 我如何了解我的学生？ 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，我是如何弄清楚每个学生为何会这样的呢？ 我的答案是什么呢？我看他们的肢体语言。 当学生们对一堂课感兴趣时，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。1.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。如果两个朋友把头靠在一起，他们可能在互相写纸条。2.当然，不是每个抬头看的学生都在专心听讲。有些学生抬头看，但没有眼神交流。他们的眼睛几乎不动，脸上有同样的疏远呆滞的表情。3.好像是睁着眼睛在睡觉。 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，忙着盯着窗外或天花板。他们当然对某些东西感兴趣，但谁知道是什么呢。4.主要的事情是提醒分心的学生在课堂上要注意听讲。 5．尽管很容易察觉学生们是何时感兴趣、何时感到无聊或精力不集中的，但要分辨出学生们何时有困扰有时会难得多。愤怒、害怕或者焦虑的学生可能会交叉他们的双臂抱在胸前，他们双腿并拢或交叉，就像在保护自己的身体一样。难过或担心的学生们几乎总是愁眉不展。他们也会用手掩面，好像很尴尬或羞愧。有些学生这样做仅仅是因为他们害怕被老师叫到。然而，如果一个学生懒得梳头，并且两眼因哭泣而发红，那么我能推断出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，我知道我需要询问和评估所发生的事情。 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何时调整课堂活动、何时介入，何时与学生单独交谈，这样他们就都能在学校里得到最大的收获。对肢体语言做出回应是作为一名教师必不可少的环节。
◆ 课文助读 要点直击
Step 1 skimming: 文本整体理解：关注布局谋篇
Task 1: Warming up
1．How does a teacher know what's going on in the minds of his/her students
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2．What does this text talk about
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Maybe through the words they say or through their body language, such as frowning，daydreaming， leaning forward，lowering their heads，looking up and smiling.
2. The text is an account from a teacher who demonstrates how he observes/looks at his students' body language to better help his teaching.
Task 2: Before reading—Analyze the title
1．Where is the text likely to be taken from
A．A social magazine.
B．A science book.
C．A research report.
D．A health magazine.
【答案】 A
Step 2 Scanning: 文本整体理解：关注布局谋篇
Task 1 Choose the best answer.
1．How does the writer know what is going on in the students' minds
A．By asking them questions.
B．By having one on one conversations.
C．By watching their body language.
D．By learning about their habits.
2．How did the students feel when they lean forward and look at the writer
A．Confused. B．Interested.
C．Surprised. D．Bored.
3．What do students usually do when they are worried
A．Have their arms crossed.
B．Have their legs closed.
C．Wear a frown.
D．Brush their hair.
4．If students are not interested in a lesson, what may they do
A．They may look up and make eye contact.
B．They may lean forward and look at the teacher.
C．They may lower their heads and look at the watch.
D．They may smile when the teacher makes a joke.
【答案】
1. C 2.B 3.A 4.C
Task 2 细读课文，关注表达策略
【学结构】
Part The key point Purpose
Ⅰ (Paras. 1－2) Lead into the topic by Q & A． Introduction
Ⅱ (Paras. 3－5) Examples of body language & what they imply
Recognise when students are interested or (1) __________________．(Para. 3)
Recognise when students are (2) __________________. (Para. 4)
Distinguish when students are (3) __________________．(Para. 5)
Ⅲ (Para.6) Reconfirm the importance of body language Conclusion: Why students' body language is important.
【答案】
bored
distracted
troubled
【学技巧】
在描述类文章中，我们可以用具体化的表达，从环境、神态、情绪到动作，刻画越具体，越能让读者有画面感，进而产生共鸣。尽力表现出来而不是告知(try to show , not to tell)，让描述更生动、更形象。
例1：抓住眼、嘴、手、脚等身体部位具体描述，让心理描写更加传神！
To tell: My mother was hopeful.
To show: My mother's eyes were sparkling with hope.
例2：抓住人物主要特征，如眼神、头发、走路姿态等，详细刻画，运用动词、形容词和副词及高级句式，让外貌描写更精彩。
To tell: Mac felt very tired.
To show：Mac felt so exhausted that he lay in his mother's arms, sleeping soundly.
How I Know My Students—Observe Their Body Language
When students are (1) __________________ When students are (2) __________________ When students are (3) __________________ When students are (4) __________________
☆look up and make eye contact ☆lean (5) __________________ and look at me ☆(6) __________________his head to check his watch ☆(7) __________________heads together
Looking up may not necessarily mean interest. Some are (8) __________________and always wear the same (9) __________________ expression. ☆look any where else ☆daydrea ming: (10) __________________out of the window or up at the ceiling ☆angry/afraid/(11) __________________：cross their arms in front of their chests，cross/close their legs ☆sad：wear a (12) __________________ ☆embarrassed/ashamed: hide faces in their hands ☆having (13) __________________： messy hair, red eyes
【答案】
interested
bored
distracted
troubled
forward
lower
lean
absent minded
distant
stare
anxious
frown
conflicts
【学语言之重点句型】
1．[句型]have＋宾语＋过去分词作宾补
[教材]So if a student ________________________ to look at his watch, it implies he is bored and just counting the minutes for the class to end.
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。
2．[句型]部分否定
[教材]Of course, ________________ who looks up is paying attention in class.
当然，不是每个抬头的人都专注于课堂。
3．[句型]while意为“虽然，尽管”，引导让步状语从句
[教材]____________________________ when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled.
虽然很容易看出学生何时感兴趣，何时感到无聊，但要分辨出学生何时有困扰有时会难得多。
4．[句型]with复合结构在句中作状语
[教材]________________________________， they occupy themselves by staring out of the window or up at the ceiling.
他们两手托着下巴，忙着盯窗外或天花板。
【答案】
1．has his head lowered
2．not everyone
3．While it is easy to perceive
4．With their chins on their hands
