資源簡介

Section Ⅴ　Writing
寫作項(xiàng)目——Write a description of body language
本單元的寫作任務(wù)是描寫肢體語言，旨在強(qiáng)化學(xué)生基本的細(xì)節(jié)描寫能力。細(xì)節(jié)描寫是使文章內(nèi)容充實(shí)、詳盡豐富的基本技能。通過描寫肢體動(dòng)作，可把人物寫活寫真，從而凸顯人物性格，顯露內(nèi)心世界，讓人物有活力，讓文章有生氣。
|由教材學(xué)寫作|
一、學(xué)細(xì)節(jié)描寫
肢體語言可以反映人物的性格特征和習(xí)慣，傳達(dá)人物之間的互動(dòng)和關(guān)系，讓讀者更加深入地了解人物的情感和內(nèi)心世界，增強(qiáng)讀者的參與感和代入感。在寫作中，合理運(yùn)用肢體語言可以讓文本更加生動(dòng)、細(xì)膩和富有表現(xiàn)力。課文第三至五段以一位老師自述的口吻描寫了在課堂中觀察到的學(xué)生的肢體語言，運(yùn)用了大量的動(dòng)作、神情描寫。如：
表示interested的肢體語言 look up and make eye contact；smile; lean forward等
表示bored的肢體語言 have one's head lowered to look at ...; lean heads together; have the same distant expression on one's face; an absence of eye contact; eyes barely move等
表示distracted的肢體語言 with their chins on their hands; stare out of the window or up at the ceiling等
表示troubled的肢體語言 have one's arms crossed in front of one's chests; wear a frown; have legs closed or crossed; hide one's faces in one's hands等
這些自然流露的肢體語言真實(shí)地再現(xiàn)了學(xué)生在課堂上的精神面貌，可以讓讀者更直觀地感受到人物的情緒，宛如身臨其境。
①She didn't say a word but nodded ____________________.
她一句話也沒說，只是帶著燦爛的微笑點(diǎn)了點(diǎn)頭。
②While Mr Rowe seemed cheerful and relaxed that day, it seemed like Steven
__________________________________.
雖然羅先生那天看起來很開心、很放松，但史蒂文似乎既生氣又困惑。
③He was in a bad mood.He ________________________ to hide it and managed a smile.
他心情不好，低下頭來掩飾，勉強(qiáng)笑了一下。
二、學(xué)寫作手法
描寫人物時(shí)，除了可以運(yùn)用外貌、語言、動(dòng)作描寫等方法，使人物栩栩如生，躍然紙上，還可以借助一些寫作手法，如對(duì)比、襯托、正面描寫與側(cè)面描寫相結(jié)合等，揭示和突顯人物的精神品質(zhì)。如課文第二段將學(xué)生對(duì)課堂感興趣與感到無聊的肢體動(dòng)作表現(xiàn)進(jìn)行對(duì)比，形象地展現(xiàn)了人物的特征。
三、學(xué)修辭手法
課文中運(yùn)用了比喻的修辭手法，使讀者更好地理解學(xué)生的情緒，讓讀者對(duì)學(xué)生的內(nèi)心狀態(tài)有更深刻的認(rèn)識(shí)。如把have their arms crossed in front of their chests and their legs closed or crossed比喻為they are guarding their bodies，使文章更富有吸引力。
四、學(xué)亮點(diǎn)表達(dá)
文章中使用了一些疑問句式，以引起讀者的閱讀興趣。文章標(biāo)題“HOW DO I KNOW MY STUDENTS？(我是如何了解我的學(xué)生的？)”點(diǎn)明了作者的寫作目的；第一段使用特殊疑問句“So, how can I really know what makes each student tick？”提出問題，如一個(gè)“hook(鉤子)”，用來勾起讀者的閱讀興趣。第二段先用一般疑問句的省略形式重復(fù)該問題，然后進(jìn)行回答，借此引出文章的主題：通過肢體語言了解學(xué)生。
五、學(xué)正能量式結(jié)尾
文章最后一段體現(xiàn)了一位有經(jīng)驗(yàn)的老師對(duì)學(xué)生的關(guān)愛。老師不僅把學(xué)生的行為表現(xiàn)看在眼里，更重要的是，老師善于解讀學(xué)生的行為表現(xiàn)所代表的情緒和狀態(tài)，及時(shí)發(fā)現(xiàn)學(xué)生的問題和困難，及時(shí)提供幫助。學(xué)生應(yīng)該從更加積極的角度看待老師的工作和付出，師生相互信任、共同努力，該段最后一句具有點(diǎn)睛功效，充滿正能量。這也是讀后續(xù)寫結(jié)尾的常見特點(diǎn)，起到升華主題、收束全文的作用。
|寫作技法指導(dǎo)|
讀后續(xù)寫在描寫人物的肢體語言時(shí)，應(yīng)把握兩個(gè)原則，一是“順序”原則，即按一定的先后順序進(jìn)行邏輯表述；二是“重點(diǎn)”原則，對(duì)能刻畫人物特征的地方要進(jìn)行重點(diǎn)描述，切忌不分重點(diǎn)的“流水賬”。通常要注意以下幾點(diǎn)：
1．列明寫作順序，做到表達(dá)有序
在描寫人物的肢體動(dòng)作時(shí)，首先對(duì)人物進(jìn)行整體觀察，了解人物的大致位置和動(dòng)作。然后按照從上到下的順序，依次描述人物的頭部、頸部、肩部、手臂、手部、軀干、腿部和腳部的動(dòng)作。如：
He stood straight, holding his head high and looking firmly into the distance, clenched his fist tightly with his right hand, and bent his arm slightly, as if cheering for himself. He took a step forward with his left leg, showing confidence and determination.
按照這樣的順序進(jìn)行描寫，可以使讀者更清晰地了解人物的肢體動(dòng)作，更好地理解人物的情感和意圖。
2．注重刻畫重點(diǎn)，凸顯內(nèi)心世界
要寫好一個(gè)人物，首先得抓住人物的特征，然后展開具體描寫。描寫外貌，可寫人物的五官、頭發(fā)與胡須，也可寫臉色、神情，尤其是眼睛；描繪衣著，可寫人物某次的具體穿著，也可寫其習(xí)慣的顏色搭配，衣服式樣等。注意不要泛泛地?cái)⑹雠c描寫，要抓住人物區(qū)別于他人的獨(dú)特之處來寫，以展現(xiàn)人物的內(nèi)心世界。如：
She fiddled (擺弄) with her hair nervously, twisting and twirling (盤繞) it around her fingers, revealing her inner restlessness.
這段話中“fiddled (擺弄) with her hair, twisting and twirling (盤繞)”等具體的肢體動(dòng)作描寫，生動(dòng)地展現(xiàn)了她的不安情緒，刻畫了人物的主要的肢體特征，達(dá)到了展現(xiàn)其內(nèi)心世界的效果。
3．注重連貫性的動(dòng)作描寫
在進(jìn)行人物肢體動(dòng)作描寫時(shí)，要細(xì)化動(dòng)作，把動(dòng)作過程分解成細(xì)微的動(dòng)作，學(xué)會(huì)描寫動(dòng)作時(shí)不僅表現(xiàn)“在做什么”，而且表現(xiàn)“在怎樣做”。除了精選表示動(dòng)作的詞語，而且要給動(dòng)詞加上適當(dāng)?shù)男揎棾煞帧＿m當(dāng)?shù)男揎棾煞挚梢约?xì)致地表達(dá)出動(dòng)作的時(shí)間、速度、力度、方式等，使人物形象更加具有活力，能更好地表現(xiàn)人物鮮明的個(gè)性與思想境界。動(dòng)作描寫中最常見的修飾成分就是狀語，如副詞、介詞短語、非謂語動(dòng)詞短語等。如：
As my car neared it my thoughts drifted back to the moment when I rescued the hummingbird from the spider's web. I rushed back to the deserted house. It was a great comfort that the original hole in the window was nowhere to be found. Leaving the house, I couldn't help wondering how it was getting on now.
當(dāng)我的車接近它時(shí)，我的思緒又回到了我從蜘蛛網(wǎng)中救出蜂鳥的那一刻。我沖回那座空無一人的房子。窗戶上原來的洞不見了，這是一種極大的安慰。離開這個(gè)房子后，我不禁想知道現(xiàn)在它過得怎么樣了。
[針對(duì)練筆]
觀察下面這幅圖，用英文向大家描述一下圖中肢體語言的含義。
根據(jù)括號(hào)內(nèi)的漢語提示補(bǔ)全短文。
The man whose eyes seem to be fixed on something ①______________ (皺著眉)．In the meantime, ②__________________________ (他把一只手放在下巴上), covering his mouth and nose, and ③__________________________ (另一只手放在這只胳膊的肘部) as if holding his breath.It may mean he is stuck in a problem and ④__________________ (陷入沉思)．Be sure to leave him alone, or you can be seen as a rude looker on, which sometimes can lead to unexpected conflicts.In a word, ⑤__________________________________________________ (讀懂一個(gè)人的肢體語言是非常重要的) for people to get along with each other.
|寫作素材儲(chǔ)備|
一、肢體語言常用表達(dá)
(一)有關(guān)hand的肢體動(dòng)作描寫
1．take one's hand　　　　　　　 牽某人的手
2．reach out one's hand 伸出手
3．shake one's hand 握手
4．put one's hands to one's cheeks 用雙手捂住臉
5．raise one's hands 舉手
6．She smiled and extended a hand in welcome.
她笑著并伸出一只手表示歡迎。
7．She shrugged and spread her hands，“That's all I can tell you.”
她聳聳肩，攤開雙手說：“我只能告訴你這么多了。”
8．Her hands shook/trembled as she lifted the glass to her lips.她的手顫抖著把杯子送到唇邊。
(二)有關(guān)finger的肢體動(dòng)作描寫
1．wag/wave one's finger 揮動(dòng)手指
2．with gentle fingers 用輕柔的手指
3．The teacher raised a warning finger and we stopped talking.
老師舉起一個(gè)手指以示警告，我們停止了交談。
4．She raised/held up a finger to her lip to ask for silence.她把一根手指舉到唇邊，要求肅靜。
(三)有關(guān)arm的肢體動(dòng)作描寫
1．fold one's arms　　　　　 某人雙臂交叉
2．hold out/open one's arms 某人伸出/張開雙臂
3．catch/grab one's arm 抓住某人的胳膊
4．take one's arm 挽住某人的胳膊
5．He was running forward, waving his arms. 他向前跑著，揮動(dòng)著雙臂。
6．He stood there with crossed arms, looking angry.他站在那里，雙臂交叉，看上去很生氣。
(四)有關(guān)shoulder的肢體動(dòng)作描寫
1．look (back) over one's shoulder　 回頭看
2．tap the man on the shoulder 拍拍這個(gè)人的肩膀
3．shoulder one's way 擠出一條路
4．When I asked him why he had done it, he just shrugged his shoulders.
當(dāng)我問他為什么這么做時(shí)，他只是聳聳肩。
5．The child sat on her father's shoulders to watch the parade go by.
那個(gè)孩子坐在她父親的肩膀上看游行經(jīng)過。
(五)關(guān)于back的肢體動(dòng)作描寫
1．bend one's back　　　　　　 彎腰
2．on one's back 在某人的背上
3．He yawned and stretched his back as he got out of bed.他下床時(shí)打了個(gè)哈欠，伸了個(gè)懶腰。
4．He leaned his back against the bar. 他把背靠在吧臺(tái)上。
(六)有關(guān)foot的肢體動(dòng)作描寫
1．drag one's feet 故意拖拉
2．put one's feet up 坐下休息
3．She jumped to her feet when she heard the news. 當(dāng)聽到這個(gè)消息時(shí)，她跳了起來。
4．She was tapping/stamping her feet impatiently. 她不耐煩地敲打/跺著腳。
(七)有關(guān)knee的肢體動(dòng)作描寫
1．bend your knees 膝蓋彎曲
2．go down on one's knees 跪下
3．Suddenly her knees weakened and she fell to the floor.突然，她的雙膝彎曲，她摔倒在地板上。
4．He hugged his knees to keep warm.
他抱著雙膝取暖。
5．He sat on his father's knees, listening to his father tell stories.
他坐在父親的雙膝上，聽父親講故事。
二、續(xù)寫語段積累
1．All of us stood there staring at the wonderful machine before us. None of us knew what to think of it. We all respected and admired the scientist, but this was something too impossible to believe. I looked over at Filby, who knew the scientist better than any of us, and was surprised to see him smiling. He turned to me and started to shake his head, saying softly, “What if he really has done it What if this is all for real Think about it！”
2．He nodded and bit his lip, tears welling up in his eyes. I hugged him firmly, patting his back gently. “I have faith in you and you will not be looked down upon. Instead, everyone will cheer for you when you are running！” David was inspired instantly and accepted to run. Seeing the determination in his eyes, I wiped the tears on his cheeks, promising to keep him company until the end of the competition.
Section Ⅴ
由教材學(xué)寫作
一、①with a bright smile　②was angry and confused
③lowered his head
針對(duì)練筆
①is frowning　②he puts one hand on his chin
③the other hand under the elbow of the arm　④lost in thought　⑤understanding a person's body language is very important
6 / 6(共53張PPT)
Section Ⅴ
Writing
寫作項(xiàng)目——Write a description of body language
課時(shí)跟蹤檢測
Contents 目錄
01
02
01
寫作項(xiàng)目——Write a description
of body language
本單元的寫作任務(wù)是描寫肢體語言，旨在強(qiáng)化學(xué)生基本的細(xì)節(jié)描寫能力。細(xì)節(jié)描寫是使文章內(nèi)容充實(shí)、詳盡豐富的基本技能。通過描寫肢體動(dòng)作，可把人物寫活寫真，從而凸顯人物性格，顯露內(nèi)心世界，讓人物有活力，讓文章有生氣。
由教材學(xué)寫作
一、學(xué)細(xì)節(jié)描寫
肢體語言可以反映人物的性格特征和習(xí)慣，傳達(dá)人物之間的互動(dòng)和關(guān)系，讓讀者更加深入地了解人物的情感和內(nèi)心世界，增強(qiáng)讀者的參與感和代入感。在寫作中，合理運(yùn)用肢體語言可以讓文本更加生動(dòng)、細(xì)膩和富有表現(xiàn)力。課文第三至五段以一位老師自述的口吻描寫了在課堂中觀察到的學(xué)生的肢體語言，運(yùn)用了大量的動(dòng)作、神情描寫。如：
表示interested的肢體語言 look up and make eye contact；smile; lean forward等
表示bored的肢體語言 have one's head lowered to look at ...; lean heads together; have the same distant expression on one's face; an absence of eye contact; eyes barely move等
表示distracted的肢體語言 with their chins on their hands; stare out of the window or up at the ceiling等
表示troubled的肢體語言 have one's arms crossed in front of one's chests; wear a frown; have legs closed or crossed; hide one's faces in one's hands等
這些自然流露的肢體語言真實(shí)地再現(xiàn)了學(xué)生在課堂上的精神面貌，可以讓讀者更直觀地感受到人物的情緒，宛如身臨其境。
仿寫訓(xùn)練/完成句子
①She didn't say a word but nodded _________________.
她一句話也沒說，只是帶著燦爛的微笑點(diǎn)了點(diǎn)頭。
②While Mr Rowe seemed cheerful and relaxed that day, it seemed like Steven ______________________.
雖然羅先生那天看起來很開心、很放松，但史蒂文似乎既生氣又困惑。
③He was in a bad mood.He _______________ to hide it and managed a smile.他心情不好，低下頭來掩飾，勉強(qiáng)笑了一下。
with a bright smile
was angry and confused
lowered his head
二、學(xué)寫作手法
描寫人物時(shí)，除了可以運(yùn)用外貌、語言、動(dòng)作描寫等方法，使人物栩栩如生，躍然紙上，還可以借助一些寫作手法，如對(duì)比、襯托、正面描寫與側(cè)面描寫相結(jié)合等，揭示和突顯人物的精神品質(zhì)。如課文第二段將學(xué)生對(duì)課堂感興趣與感到無聊的肢體動(dòng)作表現(xiàn)進(jìn)行對(duì)比，形象地展現(xiàn)了人物的特征。
三、學(xué)修辭手法
課文中運(yùn)用了比喻的修辭手法，使讀者更好地理解學(xué)生的情緒，讓讀者對(duì)學(xué)生的內(nèi)心狀態(tài)有更深刻的認(rèn)識(shí)。如把have their arms crossed in front of their chests and their legs closed or crossed比喻為they are guarding their bodies，使文章更富有吸引力。
四、學(xué)亮點(diǎn)表達(dá)
文章中使用了一些疑問句式，以引起讀者的閱讀興趣。文章標(biāo)題“HOW DO I KNOW MY STUDENTS？(我是如何了解我的學(xué)生的？)”點(diǎn)明了作者的寫作目的；第一段使用特殊疑問句“So, how can I really know what makes each student tick？”提出問題，如一個(gè)“hook(鉤子)”，用來勾起讀者的閱讀興趣。第二段先用一般疑問句的省略形式重復(fù)該問題，然后進(jìn)行回答，借此引出文章的主題：通過肢體語言了解學(xué)生。
五、學(xué)正能量式結(jié)尾
文章最后一段體現(xiàn)了一位有經(jīng)驗(yàn)的老師對(duì)學(xué)生的關(guān)愛。老師不僅把學(xué)生的行為表現(xiàn)看在眼里，更重要的是，老師善于解讀學(xué)生的行為表現(xiàn)所代表的情緒和狀態(tài)，及時(shí)發(fā)現(xiàn)學(xué)生的問題和困難，及時(shí)提供幫助。學(xué)生應(yīng)該從更加積極的角度看待老師的工作和付出，師生相互信任、共同努力，該段最后一句具有點(diǎn)睛功效，充滿正能量。這也是讀后續(xù)寫結(jié)尾的常見特點(diǎn)，起到升華主題、收束全文的作用。
寫作技法指導(dǎo)
讀后續(xù)寫在描寫人物的肢體語言時(shí)，應(yīng)把握兩個(gè)原則，一是“順序”原則，即按一定的先后順序進(jìn)行邏輯表述；二是“重點(diǎn)”原則，對(duì)能刻畫人物特征的地方要進(jìn)行重點(diǎn)描述，切忌不分重點(diǎn)的“流水賬”。通常要注意以下幾點(diǎn)：
1．列明寫作順序，做到表達(dá)有序
在描寫人物的肢體動(dòng)作時(shí)，首先對(duì)人物進(jìn)行整體觀察，了解人物的大致位置和動(dòng)作。然后按照從上到下的順序，依次描述人物的頭部、頸部、肩部、手臂、手部、軀干、腿部和腳部的動(dòng)作。如：
He stood straight, holding his head high and looking firmly into the distance, clenched his fist tightly with his right hand, and bent his arm slightly, as if cheering for himself. He took a step forward with his left leg, showing confidence and determination.
按照這樣的順序進(jìn)行描寫，可以使讀者更清晰地了解人物的肢體動(dòng)作，更好地理解人物的情感和意圖。
2．注重刻畫重點(diǎn)，凸顯內(nèi)心世界
要寫好一個(gè)人物，首先得抓住人物的特征，然后展開具體描寫。描寫外貌，可寫人物的五官、頭發(fā)與胡須，也可寫臉色、神情，尤其是眼睛；描繪衣著，可寫人物某次的具體穿著，也可寫其習(xí)慣的顏色搭配，衣服式樣等。注意不要泛泛地?cái)⑹雠c描寫，要抓住人物區(qū)別于他人的獨(dú)特之處來寫，以展現(xiàn)人物的內(nèi)心世界。如：
She fiddled (擺弄)with her hair nervously, twisting and twirling (盤繞) it around her fingers, revealing her inner restlessness.
這段話中“fiddled (擺弄) with her hair, twisting and twirling (盤繞)”等具體的肢體動(dòng)作描寫，生動(dòng)地展現(xiàn)了她的不安情緒，刻畫了人物的主要的肢體特征，達(dá)到了展現(xiàn)其內(nèi)心世界的效果。
3．注重連貫性的動(dòng)作描寫
在進(jìn)行人物肢體動(dòng)作描寫時(shí)，要細(xì)化動(dòng)作，把動(dòng)作過程分解成細(xì)微的動(dòng)作，學(xué)會(huì)描寫動(dòng)作時(shí)不僅表現(xiàn)“在做什么”，而且表現(xiàn)“在怎樣做”。除了精選表示動(dòng)作的詞語，而且要給動(dòng)詞加上適當(dāng)?shù)男揎棾煞帧＿m當(dāng)?shù)男揎棾煞挚梢约?xì)致地表達(dá)出動(dòng)作的時(shí)間、速度、力度、方式等，使人物形象更加具有活力，能更好地表現(xiàn)人物鮮明的個(gè)性與思想境界。動(dòng)作描寫中最常見的修飾成分就是狀語，如副詞、介詞短語、非謂語動(dòng)詞短語等。如：
As my car neared it my thoughts drifted back to the moment when I rescued the hummingbird from the spider's web. I rushed back to the deserted house. It was a great comfort that the original hole in the window was nowhere to be found. Leaving the house, I couldn't help wondering how it was getting on now.
當(dāng)我的車接近它時(shí)，我的思緒又回到了我從蜘蛛網(wǎng)中救出蜂鳥的那一刻。我沖回那座空無一人的房子。窗戶上原來的洞不見了，這是一種極大的安慰。離開這個(gè)房子后，我不禁想知道現(xiàn)在它過得怎么樣了。
[針對(duì)練筆]
觀察下面這幅圖，用英文向大家描述一下圖中肢體語言的含義。
根據(jù)括號(hào)內(nèi)的漢語提示補(bǔ)全短文。
The man whose eyes seem to be fixed on something ①__________ (皺著眉)．In the meantime, ② _________________________ (他把一只手放在下巴上), covering his mouth and nose, and ③ ______________________________________ (另一只手放在這只胳膊的肘部) as if holding his breath.It may mean he is stuck in a problem and ④ ____________ (陷入沉思)．Be sure to leave him alone,
is frowning
he puts one hand on his chin
the other hand under the elbow of the arm
lost in thought
or you can be seen as a rude looker-on, which sometimes can lead to unexpected conflicts.In a word, ⑤_____________________________
__________________________ (讀懂一個(gè)人的肢體語言是非常重要的) for people to get along with each other.
understanding a person's body
language is very important
寫作素材儲(chǔ)備
一、肢體語言常用表達(dá)
(一)有關(guān)hand的肢體動(dòng)作描寫
1．take one's hand　　　　　　　 牽某人的手
2．reach out one's hand 伸出手
3．shake one's hand 握手
4．put one's hands to one's cheeks 用雙手捂住臉
5．raise one's hands 舉手
6．She smiled and extended a hand in welcome.
她笑著并伸出一只手表示歡迎。
7．She shrugged and spread her hands，“That's all I can tell you.”
她聳聳肩，攤開雙手說：“我只能告訴你這么多了。”
8．Her hands shook/trembled as she lifted the glass to her lips.
她的手顫抖著把杯子送到唇邊。
(二)有關(guān)finger的肢體動(dòng)作描寫
1．wag/wave one's finger 揮動(dòng)手指
2．with gentle fingers 用輕柔的手指
3．The teacher raised a warning finger and we stopped talking.
老師舉起一個(gè)手指以示警告，我們停止了交談。
4．She raised/held up a finger to her lip to ask for silence.
她把一根手指舉到唇邊，要求肅靜。
(三)有關(guān)arm的肢體動(dòng)作描寫
1．fold one's arms　　　　　 某人雙臂交叉
2．hold out/open one's arms 某人伸出/張開雙臂
3．catch/grab one's arm 抓住某人的胳膊
4．take one's arm 挽住某人的胳膊
5．He was running forward, waving his arms.
他向前跑著，揮動(dòng)著雙臂。
6．He stood there with crossed arms, looking angry.
他站在那里，雙臂交叉，看上去很生氣。
(四)有關(guān)shoulder的肢體動(dòng)作描寫
1．look (back) over one's shoulder 回頭看
2．tap the man on the shoulder 拍拍這個(gè)人的肩膀
3．shoulder one's way 擠出一條路
4．When I asked him why he had done it, he just shrugged his shoulders.
當(dāng)我問他為什么這么做時(shí)，他只是聳聳肩。
5．The child sat on her father's shoulders to watch the parade go by.
那個(gè)孩子坐在她父親的肩膀上看游行經(jīng)過。
(五)關(guān)于back的肢體動(dòng)作描寫
1．bend one's back　　　　　　 彎腰
2．on one's back 在某人的背上
3．He yawned and stretched his back as he got out of bed.
他下床時(shí)打了個(gè)哈欠，伸了個(gè)懶腰。
4．He leaned his back against the bar.
他把背靠在吧臺(tái)上。
(六)有關(guān)foot的肢體動(dòng)作描寫
1．drag one's feet 故意拖拉
2．put one's feet up 坐下休息
3．She jumped to her feet when she heard the news.
當(dāng)聽到這個(gè)消息時(shí)，她跳了起來。
4．She was tapping/stamping her feet impatiently.
她不耐煩地敲打/跺著腳。
(七)有關(guān)knee的肢體動(dòng)作描寫
1．bend your knees 膝蓋彎曲
2．go down on one's knees 跪下
3．Suddenly her knees weakened and she fell to the floor.
突然，她的雙膝彎曲，她摔倒在地板上。
4．He hugged his knees to keep warm.
他抱著雙膝取暖。
5．He sat on his father's knees, listening to his father tell stories.
他坐在父親的雙膝上，聽父親講故事。
二、續(xù)寫語段積累
1．All of us stood there staring at the wonderful machine before us. None of us knew what to think of it. We all respected and admired the scientist, but this was something too impossible to believe. I looked over at Filby, who knew the scientist better than any of us, and was surprised to see him smiling. He turned to me and started to shake his head, saying softly, “What if he really has done it？ What if this is all for real？ Think about it！”
2．He nodded and bit his lip, tears welling up in his eyes. I hugged him firmly, patting his back gently. “I have faith in you and you will not be looked down upon. Instead, everyone will cheer for you when you are running！” David was inspired instantly and accepted to run. Seeing the determination in his eyes, I wiped the tears on his cheeks, promising to keep him company until the end of the competition.
02
課時(shí)跟蹤檢測
一、寫作專項(xiàng)訓(xùn)練
Ⅰ.完成語段(12分)
He ran to the door, ①______ (wave) his arms. However, she stood there with her arms ② ______ (cross) in front of her chest and looked very angry. He opened his arms, ③ ______ (smile). But she turned around, ④ _____ (try) to keep him at arm's length. As a result, he had to approach her and ⑤ ______ (reach) out to catch her left arm. He took her arm, ⑥ _________ (whisper) an apology, “I'm sorry.” They walked home arm in arm.
waving
crossed
smiling
trying
reached
whispering
Ⅱ.應(yīng)用文寫作(15分)
假定你是李華，英語課上，你學(xué)習(xí)了有關(guān)“肢體語言”主題語境下各國的文化差異。請(qǐng)你用英語寫一篇短文介紹一下。要點(diǎn)如下：
1．什么是肢體語言？
2．肢體語言有什么作用？
3．使用肢體語言應(yīng)注意的問題。
注意：1.寫作詞數(shù)應(yīng)為80左右；
2．請(qǐng)按如下格式作答。
Body language
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
參考范文：
Body language
Body language is used by people for sending messages to one another.It's an important form of nonverbal language, including facial expressions, gestures, eye contact, etc.
Body language provides us with hidden signals in communication.For example, we can tell that one is in a rush when he constantly checks his watch while talking to someone.Thus, ending the conversation soon is a wise choice.Proper use of body language can break the ice, but we also need to be careful when using body language, as it varies from culture to culture.
Convenient and useful as it may sound, remember, nodding your head may not mean yes in some cultures.
Ⅲ.讀后續(xù)寫(25分)
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
You can always believe patience and perseverance (毅力) are always rewarded whatever you do. This was a lesson Eli learned. Eli is my seven-year-old grandson. I always teach him things I think he should know, and he tries to teach me to play some of the games that I have for him on my iPad. He is very patient and persistent, but so far no success with that. It's all just foreign to me.
The other day, Eli and his dad came for a visit. I could tell something was bothering him and asked him what was wrong. At first, he just shrugged and said nothing was wrong. But his body language told me a different story.
I asked again — pushing a little. Eli said that he was having a problem. He was trying to learn how to blow bubble-gum bubbles (口香糖泡泡). It seemed like all of his friends could blow bubble-gum bubbles, but he just couldn't do it. I tried to explain how to do it, but aside from making funny faces and sticking out my tongue, nothing got accomplished. He tried to do what I said. His cheeks puffed out (鼓起). His face got red. He made funny noises. But no bubbles.
Then I had an idea. I asked Eli if he had another piece of gum — and not the ABC kind. He did. He gave it to me. Now, I hadn't chewed a piece of bubble gum for years. Wow, it's sweet. And one piece is huge. It filled my entire mouth. I don't remember a piece of bubble gum being that big. I chewed and chewed and chewed. Finally, that piece of gum became more manageable.
I worked that piece of gum around in my mouth and wrapped it around my tongue, and then I slowly blew a bubble. Nice! I guess it's like riding a bicycle. Even though I hadn't tried blowing bubbles with bubble gum for years, I completely remembered how to do it at the first attempt.
After the bubble burst, I began to show Eli how to blow bubbles, but still nothing worked.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2．請(qǐng)按如下格式作答。
Just when we were both about to give up, he got that knowing kind of look on his face.____________________________________________
____________________________________________________________
“I blew a bubble.” Eli shouted excitedly._______________________
____________________________________________________________
參考范文：
Just when we were both about to give up, he got that knowing kind of look on his face. He moved the gum around in his mouth, wrapping it around his tongue. He sat up straighter, and then he slowly, very slowly, blew. His face got red, and his cheeks puffed out. Slowly, very slowly, a bubble appeared. It was a very tiny bubble, but it was still a bubble. His beautiful blue eyes just lit up. And then, “Pop！” As quickly as he blew it, it disappeared. But it didn't matter. Eli was so excited.
“I blew a bubble！” Eli shouted excitedly.“Oh, yes, Eli, I saw it. It was a perfect bubble, too. Please do it again.” Eli and I were blowing bubbles together and laughing. Each time he blew, the bubble would get a little bigger. Sometimes, the bubble would burst. Sometimes, mine did, too. We both wound up with bubble gum on our noses and chins, which made us laugh. Sometimes, the bubbles got really big and didn't burst. Success requires patience, right？ You can always believe patience and perseverance are always rewarded.
二、閱讀拓展訓(xùn)練
People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why.
Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均勻地) across a face as Westerners do, Easterners fix their attention on the eyes.
“We show that Easterners and Westerners look at different face features to read facial expressions，” Jack said.“Westerners look at the eyes and the mouth in equal measure, whereas Easterners favour the eyes and ignore the mouth.”
According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed.As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations.
The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories：happy, sad, surprised, fearful, disgusted, angry, or neutral.They compared how accurately participants read those facial expressions using their particular eye movement strategies.
It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than Westerners did.“The cultural difference in eye movements that _____ show is probably a reflection of cultural difference in facial expressions，” Jack said.“Our data suggest that whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less.”
they
In short, the data show that facial expressions are not universal signals of human emotion.From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion.Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation.
語篇解讀：本文是一篇說明文。一項(xiàng)新的科學(xué)研究發(fā)現(xiàn)：東方人比西方人更難于讀懂他人的面部表情。西方人用整張臉來表達(dá)情感，而東方人更多地用眼睛而不是嘴巴。數(shù)據(jù)表明，面部表情并不是人類情感的普遍信號(hào)。
1．The discovery shows that Westerners ______ .
A．pay equal attention to the eyes and the mouth
B．consider facial expressions universally reliable
C．observe the eyes and the mouth in different ways
D．have more difficulty in recognizing facial expressions
解析：細(xì)節(jié)理解題。根據(jù)第三段第二句可知，這一發(fā)現(xiàn)表明，西方人對(duì)眼睛和嘴巴的重視程度是一樣的。故選A。
√
2．What does the underlined word “they” in paragraph 6 refer to？
A．The participants in the study.
B．The researchers of the study.
C．The errors made during the study.
D．The data collected from the study.
√
解析：代詞指代題。結(jié)合上下文語境可推斷出，“they”指的是第五段提到的這次研究的參與者。故選A。
3．What can be the best title for the text？
A．The Eye as the Window to the Soul
B．Cultural Differences in Reading Facial Expressions
C．Effective Methods to Develop Social Skills
D．How to Increase Cross-cultural Understanding
√
解析：標(biāo)題歸納題。一項(xiàng)新的科學(xué)研究發(fā)現(xiàn)：東方人比西方人更難于讀懂他人的面部表情。西方人用整張臉來表達(dá)情感，而東方人更多地用眼睛而不是嘴巴。數(shù)據(jù)表明，面部表情并不是人類情感的普遍信號(hào)。因此，本文的最佳標(biāo)題為“解讀面部表情的文化差異”。故選B。UNIT 4　課時(shí)檢測(五)　Writing
一、寫作專項(xiàng)訓(xùn)練
Ⅰ.完成語段(12分)
He ran to the door, ①__________ (wave) his arms. However, she stood there with her arms ②________ (cross) in front of her chest and looked very angry. He opened his arms, ③________ (smile). But she turned around, ④____________ (try) to keep him at arm's length. As a result, he had to approach her and ⑤__________ (reach) out to catch her left arm. He took her arm, ⑥______________________________ (whisper) an apology, “I'm sorry.” They walked home arm in arm.
Ⅱ.應(yīng)用文寫作(15分)
假定你是李華，英語課上，你學(xué)習(xí)了有關(guān)“肢體語言”主題語境下各國的文化差異。請(qǐng)你用英語寫一篇短文介紹一下。要點(diǎn)如下：
1．什么是肢體語言？ 　2.肢體語言有什么作用？
3．使用肢體語言應(yīng)注意的問題。
注意：1.寫作詞數(shù)應(yīng)為80左右；　2.請(qǐng)按如下格式作答。
Body language
Ⅲ.讀后續(xù)寫(25分)
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
You can always believe patience and perseverance (毅力) are always rewarded whatever you do. This was a lesson Eli learned. Eli is my seven year old grandson. I always teach him things I think he should know, and he tries to teach me to play some of the games that I have for him on my iPad. He is very patient and persistent, but so far no success with that. It's all just foreign to me.
The other day, Eli and his dad came for a visit. I could tell something was bothering him and asked him what was wrong. At first, he just shrugged and said nothing was wrong. But his body language told me a different story.
I asked again — pushing a little. Eli said that he was having a problem. He was trying to learn how to blow bubble gum bubbles (口香糖泡泡). It seemed like all of his friends could blow bubble gum bubbles, but he just couldn't do it. I tried to explain how to do it, but aside from making funny faces and sticking out my tongue, nothing got accomplished. He tried to do what I said. His cheeks puffed out (鼓起). His face got red. He made funny noises. But no bubbles.
Then I had an idea. I asked Eli if he had another piece of gum — and not the ABC kind. He did. He gave it to me. Now, I hadn't chewed a piece of bubble gum for years. Wow, it's sweet. And one piece is huge. It filled my entire mouth. I don't remember a piece of bubble gum being that big. I chewed and chewed and chewed. Finally, that piece of gum became more manageable.
I worked that piece of gum around in my mouth and wrapped it around my tongue, and then I slowly blew a bubble. Nice! I guess it's like riding a bicycle. Even though I hadn't tried blowing bubbles with bubble gum for years, I completely remembered how to do it at the first attempt.
After the bubble burst, I began to show Eli how to blow bubbles, but still nothing worked.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；　2.請(qǐng)按如下格式作答。
Just when we were both about to give up, he got that knowing kind of look on his face.
“I blew a bubble.” Eli shouted excitedly.
二、閱讀拓展訓(xùn)練
People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why.
Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均勻地) across a face as Westerners do, Easterners fix their attention on the eyes.
“We show that Easterners and Westerners look at different face features to read facial expressions，” Jack said.“Westerners look at the eyes and the mouth in equal measure, whereas Easterners favour the eyes and ignore the mouth.”
According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed.As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross cultural situations.
The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories：happy, sad, surprised, fearful, disgusted, angry, or neutral.They compared how accurately participants read those facial expressions using their particular eye movement strategies.
It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than Westerners did.“The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions，” Jack said.“Our data suggest that whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less.”
In short, the data show that facial expressions are not universal signals of human emotion.From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion.Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation.
1．The discovery shows that Westerners ____.(　　)
A．pay equal attention to the eyes and the mouth
B．consider facial expressions universally reliable
C．observe the eyes and the mouth in different ways
D．have more difficulty in recognizing facialexpressions
2．What does the underlined word “they” in paragraph 6 refer to？(　　)
A．The participants in the study.
B．The researchers of the study.
C．The errors made during the study.
D．The data collected from the study.
3．What can be the best title for the text？(　　)
A．The Eye as the Window to the Soul
B．Cultural Differences in Reading Facial Expressions
C．Effective Methods to Develop Social Skills
D．How to Increase Cross cultural Understanding
UNIT 4　課時(shí)檢測(五)
一、寫作專項(xiàng)訓(xùn)練
Ⅰ.①waving　②crossed　③smiling　④trying　⑤reached
⑥whispering
Ⅱ.應(yīng)用文寫作(參考范文)
Body language
Body language is used by people for sending messages to one another.It's an important form of nonverbal language, including facial expressions, gestures, eye contact, etc.
Body language provides us with hidden signals in communication.For example, we can tell that one is in a rush when he constantly checks his watch while talking to someone.Thus, ending the conversation soon is a wise choice.Proper use of body language can break the ice, but we also need to be careful when using body language, as it varies from culture to culture.
Convenient and useful as it may sound, remember, nodding your head may not mean yes in some cultures.
Ⅲ.讀后續(xù)寫(參考范文)
Just when we were both about to give up, he got that knowing kind of look on his face. He moved the gum around in his mouth, wrapping it around his tongue. He sat up straighter, and then he slowly, very slowly, blew. His face got red, and his cheeks puffed out. Slowly, very slowly, a bubble appeared. It was a very tiny bubble, but it was still a bubble. His beautiful blue eyes just lit up. And then, “Pop！” As quickly as he blew it, it disappeared. But it didn't matter. Eli was so excited.
“I blew a bubble！” Eli shouted excitedly.“Oh, yes, Eli, I saw it. It was a perfect bubble, too. Please do it again.” Eli and I were blowing bubbles together and laughing. Each time he blew, the bubble would get a little bigger. Sometimes, the bubble would burst. Sometimes, mine did, too. We both wound up with bubble gum on our noses and chins, which made us laugh. Sometimes, the bubbles got really big and didn't burst. Success requires patience, right You can always believe patience and perseverance are always rewarded.
二、閱讀拓展訓(xùn)練
語篇解讀：本文是一篇說明文。一項(xiàng)新的科學(xué)研究發(fā)現(xiàn)：東方人比西方人更難于讀懂他人的面部表情。西方人用整張臉來表達(dá)情感，而東方人更多地用眼睛而不是嘴巴。數(shù)據(jù)表明，面部表情并不是人類情感的普遍信號(hào)。
1．選A　細(xì)節(jié)理解題。根據(jù)第三段第二句可知，這一發(fā)現(xiàn)表明，西方人對(duì)眼睛和嘴巴的重視程度是一樣的。故選A。
2．選A　代詞指代題。結(jié)合上下文語境可推斷出，“they”指的是第五段提到的這次研究的參與者。故選A。
3．選B　標(biāo)題歸納題。一項(xiàng)新的科學(xué)研究發(fā)現(xiàn)：東方人比西方人更難于讀懂他人的面部表情。西方人用整張臉來表達(dá)情感，而東方人更多地用眼睛而不是嘴巴。數(shù)據(jù)表明，面部表情并不是人類情感的普遍信號(hào)。因此，本文的最佳標(biāo)題為“解讀面部表情的文化差異”。故選B。
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