Unit 4 Body Language How Do I Know My Students语法填空（含答案）-2025-2026学年高中英语人教版选择性必修第一册
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| 名称 | Unit 4 Body Language How Do I Know My Students语法填空（含答案）-2025-2026学年高中英语人教版选择性必修第一册 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-09-15 15:24:58 | ||
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How do I know my students
As an （ educate）, people often ask me how I know what 1.________ (go) 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 2.________ (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.
It is easy 3.________ (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 4.________ (confuse). I know when students are really interested, however, because they lean forward and look at me. People have a tendency 5.________ (lean) towards whatever they are interested in. So if a student has his head 6.________ (lower) 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 7.________ (each) other. Of course, not everyone 8.________ 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 9.________ (they) faces. It is as though they are asleep with their eyes open.
Some students are amused by something else. They spend all 10.________ (they) time looking anywhere but at me. Then again, some students' favourite activity is daydreaming. With their chins on their hands, they occupy 11.________ (they) by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows 12. The main thing is 13. (remind) distracted students that they need to pay attention in class.
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much 14.________ (hard) to distinguish when students are troubled. Students who are angry, afraid, or 15.________ (experience) 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 16.________ (face) in their hands like they are embarrassed or ashamed. Some students act this way merely because they are afraid of 17.________ (call) on by the teacher. However, if a student does not bother to brush her hair and her eyes are red from 18.________ (weep), 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 19.________ (go) on.
Ultimately, my duty is 20.________ (help) every student to learn. Their body language lets me know when 21.________ (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 22.________ (be) a teacher.
答案与解析
1. is going：考查时态。“what is going on”为固定表达，意为“正在发生什么”，结合语境，此处需用现在进行时体现学生当下的想法状态。
2. to have：考查非谓语动词。“it is + adj. + to do sth.”是固定句型，it 作形式主语，真正主语为后面的动词不定式“to have...”，表示“做某事是……的”。
3. to recognise：考查非谓语动词。同理，“it is easy to recognise”符合“it is + adj. + to do sth.”结构，动词不定式作真正主语，意为“很容易识别”。
4. confused：考查形容词。“look”在此处为系动词，后接形容词作表语；“confused”表示“（人）感到困惑的”，用于描述学生面对难题时的状态，而“confusing”表示“令人困惑的”，多修饰事物，故填“confused”。
5. to lean：have a tendency to do
6. lowered：考查非谓语动词。“have + 宾语 + 过去分词”为固定结构，“lowered”作宾语补足语，表被动，意为“使头被低下”，体现学生低头看表的状态。
7. each：考查固定搭配。“each other”是固定短语，意为“互相”，此处表示“给彼此写纸条”，符合语境。
8. who：考查定语从句。先行词为“everyone”，指人，且从句中缺少主语，故用关系代词“who”引导定语从句。
9. their：考查形容词性物主代词。此处需修饰名词“faces”，故用形容词性物主代词“their”，表示“他们的脸”。
10. their：考查形容词性物主代词。修饰名词“time”，需用形容词性物主代词“their”，意为“他们所有的时间”。
11. themselves：考查反身代词。“occupy oneself by doing sth.”为固定短语，意为“通过做某事消遣/使自己忙碌”，主语为“they”，故用反身代词“themselves”。
12. what：考查宾语从句。“who knows what”中，“what”引导宾语从句，作“knows”的宾语，指代“他们感兴趣的东西”，符合语境。
13. to remind：考查非谓语动词。“The main thing is to do sth.”为固定结构，动词不定式“to remind”作表语，说明“主要的事情是提醒分心的学生”。
14. harder：考查形容词比较级。根据语境，此处将“察觉学生有烦恼”与“察觉学生感兴趣、无聊或分心”进行对比，需用比较级“harder”，表示“更难”。
15. experiencing：考查动词时态。此处与“angry”“afraid”并列，且前面有“are”，构成现在进行时“are experiencing”，表示“正在经历焦虑”。
16. faces：考查名词复数。主语为“They”，指代多个学生，故“face”需用复数形式“faces”，表示“他们的脸”。
17. being called：考查非谓语动词。“of”为介词，后接动名词；且“call on”与逻辑主语“they”之间为被动关系，故用动名词的被动形式“being called”，意为“被老师叫到”。
18. weeping：考查非谓语动词。“from”为介词，后接动名词“weeping”，意为“因哭泣而红”。
19. is going：考查时态。“what is going on”为固定表达，结合语境，此处需用现在进行时，体现“正在发生的事情”。
20. to help：考查非谓语动词。“my duty is to do sth.”为固定结构，动词不定式“to help”作表语，说明“我的职责是帮助每个学生学习”。
21. to adjust：考查非谓语动词。此处与后面的“when to intervene”“when to talk”并列，均用“when + 动词不定式”结构，故填“to adjust”，表示“何时调整课堂活动”。
22. being：考查非谓语动词。“of”为介词，后接动名词“being”，意为“成为一名教师的重要组成部分”。
As an （ educate）, people often ask me how I know what 1.________ (go) 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 2.________ (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.
It is easy 3.________ (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 4.________ (confuse). I know when students are really interested, however, because they lean forward and look at me. People have a tendency 5.________ (lean) towards whatever they are interested in. So if a student has his head 6.________ (lower) 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 7.________ (each) other. Of course, not everyone 8.________ 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 9.________ (they) faces. It is as though they are asleep with their eyes open.
Some students are amused by something else. They spend all 10.________ (they) time looking anywhere but at me. Then again, some students' favourite activity is daydreaming. With their chins on their hands, they occupy 11.________ (they) by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows 12. The main thing is 13. (remind) distracted students that they need to pay attention in class.
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much 14.________ (hard) to distinguish when students are troubled. Students who are angry, afraid, or 15.________ (experience) 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 16.________ (face) in their hands like they are embarrassed or ashamed. Some students act this way merely because they are afraid of 17.________ (call) on by the teacher. However, if a student does not bother to brush her hair and her eyes are red from 18.________ (weep), 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 19.________ (go) on.
Ultimately, my duty is 20.________ (help) every student to learn. Their body language lets me know when 21.________ (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 22.________ (be) a teacher.
答案与解析
1. is going：考查时态。“what is going on”为固定表达，意为“正在发生什么”，结合语境，此处需用现在进行时体现学生当下的想法状态。
2. to have：考查非谓语动词。“it is + adj. + to do sth.”是固定句型，it 作形式主语，真正主语为后面的动词不定式“to have...”，表示“做某事是……的”。
3. to recognise：考查非谓语动词。同理，“it is easy to recognise”符合“it is + adj. + to do sth.”结构，动词不定式作真正主语，意为“很容易识别”。
4. confused：考查形容词。“look”在此处为系动词，后接形容词作表语；“confused”表示“（人）感到困惑的”，用于描述学生面对难题时的状态，而“confusing”表示“令人困惑的”，多修饰事物，故填“confused”。
5. to lean：have a tendency to do
6. lowered：考查非谓语动词。“have + 宾语 + 过去分词”为固定结构，“lowered”作宾语补足语，表被动，意为“使头被低下”，体现学生低头看表的状态。
7. each：考查固定搭配。“each other”是固定短语，意为“互相”，此处表示“给彼此写纸条”，符合语境。
8. who：考查定语从句。先行词为“everyone”，指人，且从句中缺少主语，故用关系代词“who”引导定语从句。
9. their：考查形容词性物主代词。此处需修饰名词“faces”，故用形容词性物主代词“their”，表示“他们的脸”。
10. their：考查形容词性物主代词。修饰名词“time”，需用形容词性物主代词“their”，意为“他们所有的时间”。
11. themselves：考查反身代词。“occupy oneself by doing sth.”为固定短语，意为“通过做某事消遣/使自己忙碌”，主语为“they”，故用反身代词“themselves”。
12. what：考查宾语从句。“who knows what”中，“what”引导宾语从句，作“knows”的宾语，指代“他们感兴趣的东西”，符合语境。
13. to remind：考查非谓语动词。“The main thing is to do sth.”为固定结构，动词不定式“to remind”作表语，说明“主要的事情是提醒分心的学生”。
14. harder：考查形容词比较级。根据语境，此处将“察觉学生有烦恼”与“察觉学生感兴趣、无聊或分心”进行对比，需用比较级“harder”，表示“更难”。
15. experiencing：考查动词时态。此处与“angry”“afraid”并列，且前面有“are”，构成现在进行时“are experiencing”，表示“正在经历焦虑”。
16. faces：考查名词复数。主语为“They”，指代多个学生，故“face”需用复数形式“faces”，表示“他们的脸”。
17. being called：考查非谓语动词。“of”为介词，后接动名词；且“call on”与逻辑主语“they”之间为被动关系，故用动名词的被动形式“being called”，意为“被老师叫到”。
18. weeping：考查非谓语动词。“from”为介词，后接动名词“weeping”，意为“因哭泣而红”。
19. is going：考查时态。“what is going on”为固定表达，结合语境，此处需用现在进行时，体现“正在发生的事情”。
20. to help：考查非谓语动词。“my duty is to do sth.”为固定结构，动词不定式“to help”作表语，说明“我的职责是帮助每个学生学习”。
21. to adjust：考查非谓语动词。此处与后面的“when to intervene”“when to talk”并列，均用“when + 动词不定式”结构，故填“to adjust”，表示“何时调整课堂活动”。
22. being：考查非谓语动词。“of”为介词，后接动名词“being”，意为“成为一名教师的重要组成部分”。