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人教2019版选择性必修一英语Unit 4 Body Language Using Language 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透）
（听说读写综合课｜肢体语言主题｜听力策略与观点表达｜）
第一部分 教案
一、基本信息
1.课题：Unit 4 Body Language Using Language——Explore body language and describe classroom body language
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为单元第4课时（Using Language），主要包括听、说、读、写综合技能训练。听力材料为一则关于肢体语言应用场景的日常对话，两位朋友在交谈中提到使用肢体语言进行交流的经历（如警察执行任务时用手势沟通），并讨论了卓别林的无声电影以及表演课中学习肢体语言表达的经历。本课重点培养学生“推断意义”（make inferences）的听力策略，即根据背景信息、上下文线索和逻辑推理来判断说话者的关系、对话场景及真实意图。口语活动要求学生使用肢体语言进行表演交流，并运用“请求澄清”（ask for clarification）的口语策略消除误解。写作部分要求学生阅读关于教师通过课堂肢体语言了解学生的语篇（How Do I Know My Students ），学习描述肢体语言的表达方法，并完成一篇描述某人肢体语言的短文。本课旨在帮助学生综合运用听说读写技能，深入理解肢体语言的表意功能。
6.学情分析
高二学生已完成本单元Reading and Thinking和Learning About Language两个板块的学习，对肢体语言的文化差异与共性以及动词-ing形式作宾语和表语已有较深入的了解，具备一定的相关主题词汇和语法基础。学生对肢体语言话题有浓厚兴趣，课堂参与度高。但学生仍存在以下短板：在听力中，不善于运用“推断意义”的听力策略（根据背景信息和上下文线索判断隐含意义）；在口语交流中，不善于运用“请求澄清”的口语策略消除误解；在描述肢体语言的写作中，对动作描写的表达不够丰富、生动；对肢体语言在日常交际中的应用场景理解不够全面。本课以肢体语言应用场景的听力对话和课堂肢体语言的阅读语篇为载体，依托英语学习活动观，落实“教—学—评”一体化闭环教学模式，嵌入听力策略指导（推断意义）、口语策略训练（请求澄清）和写作支架搭建，帮助学生综合提升听说读写能力，深入理解肢体语言的表意功能。
7.学科核心素养目标
（1）语言能力：掌握本课核心词汇与表达（gesture, facial expression, sign language, silent, acting, express oneself, communicate with, make inferences, clarify, misunderstand, etc.）；掌握描述肢体语言的常用表达（look up, make eye contact, lean forward, frown, cross one's arms, rest one's chin on one's hand, etc.）；能听懂关于肢体语言的对话并推断隐含意义；能运用肢体语言进行表演交流；能运用所学描述肢体语言的表达完成写作任务。
（2）文化意识：了解肢体语言在不同应用场景中的使用（如无声电影表演、警察执行任务、课堂教学等）；理解肢体语言在日常交际和跨文化沟通中的重要作用；增强对肢体语言的敏感性和观察力。
（3）思维品质：通过听力训练“推断意义”策略，培养逻辑推理与批判性思维能力；通过分析语篇中教师如何通过学生肢体语言了解其状态，培养信息筛选与归纳能力；通过描述和分析肢体语言的含义，培养观察能力与分析能力。
（4）学习能力：掌握“听前预测—听中推断—听后表达”的听力学习流程；掌握“请求澄清”（ask for clarification）的口语策略；掌握运用肢体语言相关表达进行写作的方法；培养合作学习与自主反思能力。
8.教学重难点
（1）教学重点：听懂关于肢体语言的对话并运用“推断意义”策略获取隐含信息；掌握描述肢体语言的相关词汇与表达；阅读并理解关于课堂肢体语言的语篇结构；运用所学表达完成描述某人肢体语言的写作任务。
（2）教学难点：在听力中根据背景信息和上下文线索推断说话者的真实意图和对话场景；在口语交流中自然运用“请求澄清”策略消除误解；在写作中生动、准确地描述肢体语言及其隐含含义。
9.教学准备：多媒体课件（含听力音频、肢体语言图片、视频片段、语篇文本）；听力任务单（含预测、推断、细节获取等分层任务）；口语表达评价量表；写作框架与评价量表；肢体语言相关表达卡片。
10.教学方法：任务型听力教学法、情境教学法、合作学习法、过程写作法、教学评一体化闭环教学法。
11.学法指导：引导学生掌握“听前预测—听中推断—听后表达”的听力学习流程；指导学生运用“推断意义”策略，根据背景信息、上下文线索和逻辑推理判断隐含意义；指导学生掌握“请求澄清”的口语策略（What did you mean by... / So you mean... / Could you explain... 等）；指导学生运用描述肢体语言的相关表达进行写作。
二、教学过程
（一）语境导入·激活话题（5分钟）
1.图片导入：呈现教材开篇页四张照片（皱眉、祈祷手势、拥抱和手语、微笑），引导学生讨论照片中的人物通过肢体语言在传达什么信息。
（1）frown, tightly shut eyes, tight-lipped → He could be in great pain. / He could be upset.
（2）fingers crossed, eyes closed → He could be hoping for good luck.
（3）hug, American Sign Language (hand gesture for love) → The woman is using American Sign Language to say “I love you”.
（4）smile, hold hands tightly → The children seem quite happy.
2.话题讨论：提问学生：When and where do people need to use body language to communicate effectively 引导学生思考肢体语言的应用场景（聋哑人使用手语、军人执行任务时、无声电影表演、跨语言交流等）。
3.话题铺垫：简要介绍本课听力内容——一段关于肢体语言应用的日常对话，两人在交谈中提到各自使用肢体语言的经历。点明本课将学习“推断意义”的听力策略，学会根据上下文线索判断说话者的隐含意思。
4.课题点明：Today we will listen to a conversation about body language. We will learn to make inferences while listening, practice asking for clarification, and write about classroom body language.
5.学法渗透：听力学习有方法——听前预测内容，听中根据背景信息和上下文线索推断隐含意义，听后验证并表达。
（二）听力策略讲解与听前准备（5分钟）
1.听力策略介绍：向学生介绍“推断意义”（Infer meaning）的听力策略。
（1）Sometimes things are not said directly,and somyou must
guess the meaning,relation ship of the people,orcontext.
（2）You can do this by:drawing conclusions from the back
ground information you already have.
looking at clues that tell you the context.
using logic to work out the meaning.
2.策略示例讲解：呈现一段简短的对话，引导学生根据上下文推断说话者的关系和隐含意义。
示例：A: “Don't forget to bring your umbrella today.” B: “Thanks for reminding me. I heard it's going to pour.”
推断：A和B的关系可能是家人或朋友；说话者可能在谈论天气；隐含意义是今天可能会下雨。
3.听力内容预测：引导学生根据标题和图片预测听力内容可能出现的关键信息和对话人物关系。
（三）听中理解·获取与推断（12分钟）
活动一 听第一遍·获取大意（3分钟）
1.任务要求：听第一遍录音，回答以下问题：
（1）How did the man get the idea of using gestures to communicate
→ From an action movie.
（2）What did the police leader tell his team by using gestures
→ He used gestures to tell them how many bad guys were in the house. Then he gave instructions on who should go where, and what they should do.
（3）What did the woman say about the acting classes that she's been taking
→ She said that right now they're learning how to use body language to express themselves.
（4）What did the man mean by saying “It's good you tried” at the end of the conversation
→ He meant that even though she wasn't very good at it, her experience was still worthwhile.
2.策略指导：第一遍听时重点关注对话的主题和基本信息，不需要捕捉所有细节。
3.核对答案：师生共同核对，板书关键信息。
4.过程评价：对听力任务完成准确、快速的学生进行口头表扬。
活动二 听第二遍·推断隐含意义（5分钟）
1.任务要求：听第二遍录音，运用“推断意义”策略判断以下陈述的正误（T/F），并说明推断依据：
（ ）（1）The two speakers are married.
（ ）（2）Making too many gestures in communication is not polite.
（ ）（3）The police team were probably successful in catching the criminals.
（ ）（4）Both speakers think body language is useful.
（ ）（5）The woman is not very confident about her silent acting ability.
→ 参考答案：（1）F（2）F（3）T（4）T（5）T
2.推断依据分析：引导学生针对每个陈述说明推断的依据。
（1）They don't live together. The woman mentions taking acting classes, suggesting they are friends or classmates.
（2）The man uses gestures when communicating, and the woman doesn't criticize him for it.
（3）The police leader's careful planning and clear gestures suggest effective communication, leading to success.
（4）The man thinks gestures are useful in communication; the woman is learning to use them.
（5）The man says “It's good you tried,” implying she wasn't very successful but the effort was valuable.
3.策略指导：推断时要综合运用背景信息、上下文线索和逻辑推理，不要凭空猜测。
4.小组核对：同桌互查答案，讨论推断依据。
5.展示点评：抽取学生展示推断结果和依据，师生共同点评。
活动三 听力填空·巩固关键信息（4分钟）
1.任务要求：听第三遍录音，补全听力中的关键句子（见学案）。
2.策略指导：第三遍听时要关注说话者的具体措辞，特别是表示肢体语言和表达的词汇。
3.展示点评：抽取学生展示答案，师生共同点评。
（四）口语表达·请求澄清（8分钟）
活动一 学习“请求澄清”策略（3分钟）
1.任务说明：在口语交流中，当遇到不理解或不确定的表达时，需要运用“请求澄清”（ask for clarification）策略来消除误解。
2.常用表达呈现：
（1）Asking for clarification:
What did you mean by...
So you mean...
So did that mean...
What I don't quite understand is...
Could you explain...
Could you give me an example
（2）Making clarification:
In other words...
What I meant was...
What I was trying to say was...
Does that make sense
Is that clear
3.策略指导：在口语交流中，当发现对方可能误解时，要主动请求澄清；在表达自己观点时，要注意观察对方是否理解，必要时做出澄清。
活动二 角色扮演·肢体语言表演与澄清（5分钟）
1.任务说明：学生以小组为单位，运用肢体语言进行表演交流。
2.活动步骤：
（1）每小组准备1个场景（如：在超市购物、在餐馆点餐、向陌生人问路等），其中一名学生仅用肢体语言（不说话）表演一个简单的信息，其他小组成员观看并猜测其含义。
（2）观看者运用“请求澄清”的句型向表演者提问：What did you mean by... / So you mean...
（3）表演者运用“澄清”的句型回应：What I meant was... / In other words... / What I was trying to say was...
3.表演展示：抽取2-3个小组进行展示，师生依据口语表达评价量表共同点评。
4.素养升华：引导学生理解——在实际交流中，误解是难免的。关键是要学会主动确认和澄清，以确保沟通顺畅。肢体语言虽然强大，但也容易产生歧义，因此需要结合言语进行确认。
（五）读前激活·阅读准备（3分钟）
1.话题过渡：提问学生：Do you think a teacher can understand students by looking at their body language How 引导学生思考课堂肢体语言。
2.文本预测：呈现教材P44阅读文章标题“How Do I Know My Students ”，引导学生预测文章内容，并思考作者可能通过哪些肢体语言来判断学生的状态。
3.词汇扫障：预教描述课堂肢体语言的相关表达（look up, make eye contact, lean forward, look at one's watch, frown, cross one's arms, rest one's chin on one's hand, stare out of the window等）。
（六）阅读与写作（12分钟）
活动一 阅读·梳理结构（5分钟）
1.任务要求：快速阅读文章“How Do I Know My Students ”，回答问题：
（1）What is the genre of this text （Narrative/Exposition）
（2）What is the main idea of the passage （The teacher can know what is going on in the minds of his/her students by looking at their body language.）
2.结构梳理：将文章划分为三部分，概括各部分主旨：
Part 1（Para.1-2）: Introduction — The teacher uses body language to understand students.
Part 2（Para.3-5）: Body — How body language shows whether students are interested, distracted, or troubled.
Part 3（Para.6）: Conclusion — Responding to students' body language is an important part of being a teacher.
3.匹配活动：将肢体语言与对应的含义匹配：
（1）Looking up and making eye contact → very interested
（2）Leaning over to look at one's watch → bored
（3）Two friends leaning heads together → writing notes
（4）Leaning forward and looking at the teacher → interested
（5）Looking up, but no eye contact, no expression → like they are asleep
（6）Looking away → distracted
（7）Chin on hand, looking out the window → daydreaming
（8）Looking down, arms or legs crossed → angry, afraid, or experiencing anxiety
（9）Frowning → sad or worried
（10）Hair not brushed, red eyes → serious problems
4.策略指导：阅读时要关注段落结构——主题句+具体例证，这是说明文的典型写法。
活动二 写作·描述肢体语言（7分钟）
1.任务说明：学生运用本课所学描述肢体语言的表达，完成一篇60词左右的短文，描述一个人的肢体语言及其含义。
2.写作要求：
（1）选择一张展示某人肢体语言的图片（或想象一个场景）。
（2）描述该人物的动作、表情和姿态。
（3）解释这些肢体语言可能传达的信息。
（4）运用至少3个本课核心词汇和短语。
3.写作框架：
第一段（引入）：Who is the person Where and when does the scene take place
第二段（描述）：What is the person doing What does his/her body language look like
第三段（分析）：What does this body language probably mean What can we infer from it
4.分层任务：
（1）基础层：根据教师提供的图片和关键词提示，完成一篇40词左右的短文。
（2）提升层：自选图片或场景，完成一篇60词左右的短文，描述肢体语言及其含义。
（3）拓展层：创作一个包含三个人物互动场景的短文（80词左右），描述各自的肢体语言及其可能传达的信息。
5.展示互评：抽取2-3名学生作品展示，师生依据写作评价量表共同点评。
（七）课堂小结（3分钟）
1.知识小结：梳理听力策略（推断意义）、口语策略（请求澄清）、描述肢体语言的相关表达、课堂肢体语言的语篇结构。
2.能力小结：回顾“听前预测—听中推断—听后表达”的听力学习流程，反思掌握情况。
3.素养小结：理解肢体语言在日常交际中的重要作用，增强对肢体语言的观察意识和跨文化交际能力。
（八）当堂检测（2分钟）
1.口头检测：随机抽查一名学生说出“请求澄清”的两种表达方式。
2.书面微练：完成1-2个描述肢体语言的句子翻译，当堂巩固。
（九）分层作业（2分钟）
基础层：背诵本课核心词汇与表达（gesture, facial expression, sign language, silent, acting, express oneself, communicate with, etc.）；整理课堂笔记，完成听力填空练习；用5句话描述一个人的肢体语言。
提升层：写一段80词左右的短文，描述课堂中一位老师或同学的肢体语言及其传达的信息（运用至少5个本课核心词汇和短语）；摘录听力中3个表示推测的句型并分析其用法。
拓展层：以“The Power of Body Language”为题，写一篇100词左右的英语短文，结合本课所学探讨肢体语言在日常交际中的重要性；观察并记录一位家人或朋友在某一情境中的肢体语言，用英语写出描述和分析。
三、板书设计
Unit 4 Body Language Using Language
Explore and Describe Body Language
1.Listening Strategy: Infer meaning
Draw conclusions from background information
Look at context clues
Use logic to work out the meaning
2.Speaking Strategy: Ask for clarification
Asking: What did you mean by... / So you mean... / Could you explain...
Making clarification: What I meant was... / In other words... / What I was trying to say was...
3.Reading Structure: How Do I Know My Students
Introduction (Para.1-2) → Body (Para.3-5) → Conclusion (Para.6)
Interested / Bored / Distracted / Troubled
4.Useful Expressions:
look up · make eye contact · lean forward · frown
cross one's arms · rest one's chin on one's hand
stare out of the window · look down
5.Theme:
Body language speaks louder than words.
四、教后反思
本课以肢体语言主题为载体，综合训练听、说、读、写技能，严格落实“教—学—评”一体化理念。教学流程遵循“导入—听力策略讲解—听中理解—口语策略训练—阅读与写作—小结—检测—作业”的闭环模式。通过分层听力任务、口语表演任务和写作任务覆盖全体学生，有效帮助学生掌握听力策略、口语策略和写作技能，同时加深对肢体语言在交际中作用的理解。
现存不足：部分学生对“推断意义”策略的运用不够熟练，在推断隐含意义时缺乏依据；在“请求澄清”的口语活动中，部分学生不能自然运用所学句型；写作中，部分学生对肢体语言的描述不够生动、准确。
后续改进：增设“推断意义”策略的专项训练，提供更多含有隐含意义的对话练习；提供更多口语活动的示范和支架，帮助学生自然运用请求澄清的表达；提供描述肢体语言的更多词汇和短语，丰富学生的表达素材。
第二部分 学案
Unit 4 Body Language Using Language 导学案
班级：__________ 姓名：__________
学号：__________ 得分：__________
一、学习目标
1.掌握本课核心词汇与表达（gesture, facial expression, sign language, silent, acting, express oneself, communicate with, etc.），掌握描述肢体语言的相关表达。
2.能听懂关于肢体语言的对话并运用“推断意义”策略获取隐含信息。
3.能运用“请求澄清”策略进行有效的口语交流。
4.能运用所学表达完成描述某人肢体语言的写作任务。
二、预习导学
（一）核心词汇英汉互译
英文：1.gesture 中文：__________
英文：2.facial expression 中文：__________
英文：3.sign language 中文：__________
英文：4.silent 中文：__________
英文：5.acting 中文：__________
英文：6.express oneself 中文：__________
英文：7.communicate with 中文：__________
英文：8.infer 中文：__________
英文：9.clarify 中文：__________
英文：10.misunderstand 中文：__________
英文：11.肢体语言 英文：__________
英文：12.眼神交流 英文：__________
英文：13.皱眉 英文：__________
英文：14.交叉双臂 英文：__________
英文：15.走神 英文：__________
（二）预习思考
1.When and where do people need to use body language to communicate effectively
→ _________________________________________________________________
2.Do you think body language is important in communication Why or why not
→ _________________________________________________________________
（三）预习疑点
1._________________________________________________________________
2._________________________________________________________________
三、课中合作探究
（一）听力策略学习
任务1：“推断意义”策略
When listening, sometimes things are not said directly. You must guess the meaning, relationship, or context. How can you do this
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
任务2：听力内容预测
根据教材P42页图片和标题，预测听力对话中可能会出现哪些关于肢体语言的内容：
→ _________________________________________________________________
（二）听中信息记录
任务1：听第一遍·获取大意
1.How did the man get the idea of using gestures to communicate
→ _________________________________________________________________
2.What did the police leader tell his team by using gestures
→ _________________________________________________________________
3.What did the woman say about the acting classes that she's been taking
→ _________________________________________________________________
4.What did the man mean by saying “It's good you tried” at the end of the conversation
→ _________________________________________________________________
任务2：听第二遍·推断隐含意义
判断以下陈述的正误（T/F），并说明推断依据：
（ ）（1）The two speakers are married.
→ 依据：_________________________________________
（ ）（2）Making too many gestures in communication is not polite.
→ 依据：_______________________________________________
（ ）（3）The police team were probably successful in catching the criminals.
→ 依据：_______________________________________________
（ ）（4）Both speakers think body language is useful.
→ 依据：_______________________________________________
（ ）（5）The woman is not very confident about her silent acting ability.
→ 依据：_______________________________________________
任务3：听第三遍·听力填空
补全以下听力中的关键句子：
1.Man: “I got the idea of using gestures from an ________ movie.”
2.Woman: “Can you give me an ________ ”
3.Man: “The police leader used ________ to tell them how many bad guys were in the house.”
4.Woman: “Right now we're learning how to use body language to ________ ourselves.”
5.Man: “It's ________ you tried. That's what matters.”
（三）口语策略学习与运用
任务1：“请求澄清”策略
阅读以下表达，判断其属于“请求澄清”还是“做出澄清”：
（ ）1.What did you mean by...
（ ）2.In other words...
（ ）3.So you mean...
（ ）4.What I was trying to say was...
（ ）5.Could you explain...
（ ）6.Does that make sense
任务2：角色扮演
根据以下情境，运用“请求澄清”或“做出澄清”的策略完成对话：
Situation: Your friend is telling you about a movie he/she watched last night. He/She says the movie was “unbelievable,” but you are not sure if he/she means it was good or bad.
You: _____________________________________________________________
Friend: “It was so exciting! I couldn't take my eyes off the screen.”
（四）阅读与写作
任务1：阅读·梳理结构
快速阅读文章“How Do I Know My Students ”，完成以下结构梳理：
Part 1（Para.1-2）: ______________________________________
Part 2（Para.3-5）: ______________________________________
Part 3（Para.6）: ________________________________________
任务2：写作·描述肢体语言
请根据以下提示，写一篇60词左右的短文，描述一个人的肢体语言及其含义：
提示：选择一张展示某人肢体语言的图片（或想象一个场景），描述该人物的动作、表情和姿态，并解释这些肢体语言可能传达的信息。
四、课堂达标自测
（一）词汇填空（20分）
1.The ________（手势）for “OK” has different meanings in different cultures.
2.Her ________（面部表情）showed that she was very surprised.
3.People who cannot hear often use ________（手语）to communicate.
4.The film was ________（无声的）, so the actors used body language to tell the story.
5.She is taking ________（表演）classes to learn how to use body language.
6.A smile can help you ________（表达）yourself without words.
7.Body language can help us ________（交流）people from different cultures.
8.We can ________（推断）his feelings from his facial expression.
9.Could you please ________（澄清）what you meant
10.We should avoid ________（误解）each other's body language.
（二）推断练习（20分）
阅读以下情境，推断人物的感受或意图：
1.A student sits at his desk with his head down, not moving. His textbook is closed. （He is probably ________.）
2.A girl walks into the classroom with a bright smile, waving to her friends. （She is probably ________.）
3.A boy is tapping his fingers on the desk and looking out the window. （He is probably ________.）
4.A woman has her arms crossed tightly and is frowning at her colleague. （She is probably ________.）
5.A man is leaning forward, making eye contact, and nodding while someone is speaking. （He is probably ________.）
（三）请求澄清句型运用（20分）
将下列句子翻译成英语：
1.你刚才说的“It's good you tried”是什么意思？
→ _________________________________________________________________
2.你的意思是说我们应该用肢体语言来交流吗？
→ _________________________________________________________________
3.我没太理解你说的表演课，你能解释一下吗？
→ _________________________________________________________________
4.我想说的是，肢体语言比言语更能表达情感。
→ _________________________________________________________________
5.换句话说，我们需要学会读懂别人的肢体语言。
→ _________________________________________________________________
（四）短文写作（40分）
请以“The Body Language I Noticed”为题，写一篇60词左右的英语短文，描述你在某一场合观察到的人物的肢体语言及其含义。要求：1.运用至少3个本课核心词汇；2.至少描述2个肢体动作及其隐含意义；3.结构完整、语言规范。
导学案参考答案
二、预习导学
（一）1.手势 2.面部表情 3.手语 4.无声的 5.表演 6.表达自己 7.与……交流 8.推断 9.澄清 10.误解 11.body language 12.eye contact 13.frown 14.cross one's arms 15.daydream
（二）开放性问题，参考答案略。
（三）开放性问题，参考答案略。
三、课中合作探究
（一）任务1：1.Drawing conclusions from background information you already have. 2.Looking at clues that tell you the context. 3.Using logic to work out the meaning.
（一）任务2：开放性问题，参考答案略。
（二）任务1：1.From an action movie. 2.He used gestures to tell them how many bad guys were in the house. Then he gave instructions on who should go where, and what they should do. 3.She said that right now they're learning how to use body language to express themselves. 4.He meant that even though she wasn't very good at it, her experience was still worthwhile.
（二）任务2：（1）F，推断依据：They don't live together. / The woman mentions taking acting classes, suggesting they are friends or classmates.
（2）F，推断依据：The man uses gestures when communicating, and the woman doesn't criticize him for it.
（3）T，推断依据：The police leader's careful planning and clear gestures suggest effective communication, leading to success.
（4）T，推断依据：The man thinks gestures are useful in communication; the woman is learning to use them.
（5）T，推断依据：The man says “It's good you tried,” implying she wasn't very successful but the effort was valuable.
（二）任务3：1.action 2.example 3.gestures 4.express 5.good
（三）任务1：请求澄清：1, 3, 5；做出澄清：2, 4, 6
（三）任务2：开放性问题，参考答案略。
（四）任务1：Part 1（Para.1-2）: Introduction — The teacher uses body language to understand students.
Part 2（Para.3-5）: Body — How body language shows whether students are interested, distracted, or troubled.
Part 3（Para.6）: Conclusion — Responding to students' body language is an important part of being a teacher.
（四）任务2：参考范文见下。
四、课堂达标自测
（一）1.gesture 2.facial expression 3.sign language 4.silent 5.acting 6.express 7.communicate with 8.infer 9.clarify 10.misunderstanding
（二）1.sleeping / bored 2.happy / excited 3.bored / impatient 4.angry / upset 5.interested / attentive
（三）1.What did you mean by “It's good you tried” 2.So you mean we should use body language to communicate 3.I don't quite understand about the acting classes. Could you explain 4.What I was trying to say was that body language can express feelings better than words. 5.In other words, we need to learn to read other people's body language.
（四）参考范文：
The Body Language I Noticed
Yesterday I observed a student in my class. He was leaning forward and looking at the teacher with great attention. His eyes were wide open and he nodded from time to time. This suggested he was very interested in the lesson. However, another student was resting his chin on his hand and staring out of the window. His textbook was closed and he was tapping his fingers on the desk. This probably meant he was bored and daydreaming. It is amazing how much body language can tell us!
第三部分 测评案
Unit 4 Body Language Using Language 同步测评
满分：100分 时间：40分钟
姓名：__________ 得分：__________
一、词汇运用（20分）
用所给单词或短语的适当形式填空（每词限用一次）：
gesture, facial expression, sign language, silent, acting, express oneself, communicate with, infer, clarify, misunderstand
1.The ________ for “OK” is not used in some cultures because it is considered rude.
2.Her ________ showed that she was deeply moved by the speech.
3.Deaf people often use ________ to communicate with each other.
4.The film was ________, so the actors had to use their bodies and faces to tell the story.
5.She is taking ________ classes to improve her ability to use body language.
6.A smile can help you ________ without saying a word.
7.Body language can help us ________ people who speak different languages.
8.We can ________ a lot about a person's feelings from their body language.
9.Could you please ________ what you meant by that comment
10.We should avoid ________ each other's intentions.
二、听力推断（20分）
根据听力内容（参照课堂听力材料），判断以下陈述的正误（T/F）：
（ ）1.The man learned to use gestures from a documentary.
（ ）2.The police leader used gestures to give instructions to his team.
（ ）3.The woman is taking acting classes to learn how to dance.
（ ）4.The man said “It's good you tried” to criticize the woman.
（ ）5.Both speakers think body language is useful in communication.
（ ）6.The police team's mission was probably successful.
（ ）7.The woman is confident about her silent acting ability.
（ ）8.The two speakers are probably classmates or friends.
三、请求澄清句型运用（20分）
用适当的请求澄清或做出澄清的表达完成以下对话：
A: I think body language is more important than spoken language.
B: ___________________________________________________________ （请求澄清）
A: What I meant was that actions can sometimes express feelings better than words.
B: ___________________________________________________________ （确认理解）
A: Yes, that's exactly what I'm saying. For example, a hug can mean more than “I miss you.”
B: ___________________________________________________________ （请求举例）
A: Sure. When someone crosses their arms and frowns, it probably means they're angry or defensive.
B: ___________________________________________________________. （做出澄清，确认自己的理解）
四、阅读理解与写作（40分）
任务一：结构分析（10分）
阅读文章“How Do I Know My Students ”（教材P44），回答问题：
1.The passage can be divided into three parts. What are they
Part 1: ________________________________________________
Part 2: ________________________________________________
Part 3: ________________________________________________
2.What is the main idea of the passage
→ __________________________________________________________
任务二：短文写作（30分）
请以“A Person's Body Language”为题，写一篇60词左右的英语短文，描述一个人在某一情境中的肢体语言及其传达的信息。要求：1.运用至少4个描述肢体语言的表达；2.解释肢体语言可能传递的含义；3.结构完整、语言规范。
测评案参考答案与评分标准
一、词汇运用（20分，每题2分）
1.gesture 2.facial expression 3.sign language 4.silent 5.acting 6.express yourself / express oneself 7.communicate with 8.infer 9.clarify 10.misunderstanding
二、听力推断（20分，每题2.5分）
1.F 2.T 3.F 4.F 5.T 6.T 7.F 8.T
三、请求澄清句型运用（20分，每题5分）
参考答案（开放答案，合理即可）：
B: What did you mean by that / Could you explain what you meant
B: So you mean actions can express feelings better than words / So did that mean...
B: Could you give me an example
B: In other words, crossed arms and frowning show anger. Is that clear / What I was trying to say was...
四、阅读理解与写作（40分）
任务一：结构分析（10分）
1.Part 1（Para.1-2）: Introduction — The teacher uses body language to understand students.
Part 2（Para.3-5）: Body — How body language shows whether students are interested, distracted, or troubled.
Part 3（Para.6）: Conclusion — Responding to students' body language is an important part of being a teacher.
2.The main idea is that a teacher can understand what is going on in the minds of his/her students by looking at their body language.
任务二：参考范文（30分）
A Person's Body Language
I noticed a man sitting alone in the park. He was frowning and had his arms crossed tightly. His eyes were looking down at the ground, and he was sighing from time to time. He kept checking his watch as if he was waiting for someone who was late. His body language suggested that he was impatient and perhaps a little angry. I could also infer from his expression that he was worried about something. It is interesting how much we can read from a person's body language without them saying a word.
评分标准：
描述肢体语言的表达运用：12分，至少4个，使用正确、自然
含义解释合理性：8分，合情合理，有逻辑
语言准确性：5分，语法正确，拼写无误，表达流畅
结构连贯性：5分，结构完整，衔接自然，运用连接词
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