資源簡(jiǎn)介

Section Ⅲ　Using Language
　　
維度一：品句填詞
1.Now that she is occupied with her work，I don’t want to 　　　　　　（麻煩） her with my problems.
2.Putting ourselves in their shoes is of great importance when we have 　　　　　　（沖突） with friends.
3.It’s important to 　　　　　　（辨別） reality from dreams in our daily lives.
4.Hearing the result of the competition， she couldn’t help 　　　　　　（哭泣） aloud.
5.The baby is sleeping， so please 　　　　　　（降低） your voice when you have to talk.
6.When making a speech， you have to 　　　　　（調(diào)整） your language to the age of your audience.
7.The fireman told us how to 　　　　　　　　（反應(yīng)） in case a fire should happen.
8.　　　　　　 （最終）， you have to make your own judgements.
9.To our delight， what I said 　　　　　　（澄清） the situation in the end.
10.She 　　　　　　（詢問(wèn)） of me most politely whether I wished to continue.
維度二：詞形轉(zhuǎn)換
1.The old man 　　　　　　（bend） over， picked up the plastic bag from the ground and then threw it into the dustbin.
2.He was 　　　　　　（embarrass） when he was forced to admit making a mistake.
3.There is a 　　　　　　（tend） for people to spend more and more time on their mobile phones.
4.In the street， she found herself 　　　　　　（stare） at by a stranger， which made her a little nervous.
5.As a special 　　　　　　（educate） teacher at the school， I was familiar with the challenges David faced and was proud of his strong determination.
6.She was deeply 　　　　　　（shame） of her behaviour at the party.
7.When learning his friend had moved to a 　　　（slight） larger house， he wandered around， depressed and full of 　　　　　　（anxious）.
8.We had to return the ticket because we 　　　　　　　　（bare） had time to catch the train.
維度三：固定搭配和句式
1.Everyone needs friends， but 　　　　　　　　　　　　　　　（并不是每個(gè)人都知道） how to be a good friend.
2.My computer broke down and 　　　　　　　　　　　　（我必須找人修理它） so as not to delay my work.
3.Our teacher loves us deeply 　　　　　　　　　　　　　　（好像我們是她們自己的孩子一樣）.
4.It was at that time that she 　　　　　　　　　　　　　　　　　　　　　（與丈夫發(fā)生沖突而感到羞愧）.
5.She 　　　　　　　　　　　　　　（焦急地等待她的丈夫） in the dark forest.
6.　　　　　　　　　　　　　　　　　　　　　 （盡管學(xué)生們來(lái)自不同的國(guó)家）， they got on quite well in the summer camp.
維度四：課文語(yǔ)法填空
　　As an 1.　　　　　　 （educate）， people often ask me how I know what is going on in the minds of my students.My answer is that I look at their body language.It is easy for me 2.　　　　　　 （recognise） when students are interested in a lesson.People have a 3.　　　　　　 （tend） to lean towards whatever they are interested in.So if a student has his head 4.　　　　　　 （lower） to look at his watch， it implies he is bored and just counting the minutes for the class to end.Sometimes some students are 5.　　　　　　 （amuse） by something else.So the main thing is reminding distracted students 6.　　　　　　 they need to pay attention in class.
While 7.　　　　　　 is easy to perceive when students are interested， bored， or distracted， it is sometimes much harder to distinguish when students 8.　　　　　　 （trouble）.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 9.　　　　　　 （individual）.Reacting to body language is 10.　　　　　　 important component of being a teacher.
Ⅰ.閱讀理解
A
　　（2024·滄州十校高二下學(xué)期月考）When you are about to get a shot of good and bad news， what is your preference — good news first， or bad？ And what should your preference be？
In an initial study， participants filled out a personality inventory （清單）.One group was told that they were going to get feedback， some of which was good and some of which was bad， and were asked which they wanted to hear first.A second group was told that they were going to give someone else feedback about their personality inventory and that some of the news would be good and some bad.They were asked what news they wanted to deliver first.
Most people （78％） wanted to hear the bad news first because they believed they would feel better if they got the bad news out of the way and ended on a good note.People delivering news， though， were split： Those who imagined what a recipient would want to hear tended to want to give the bad news first， while those who focused on their own feelings tended to want to give the good news first because they felt it would be easier to start by giving good news.
But which is actually better for us， getting good news first or bad？ Another study suggests that the answer to this important question depends on whether you are focused on your mood or on changing your behaviour.
In this study， participants who got the bad news first were in a better mood and were less worried overall than those who got the good news first.However， participants who got the bad news first were less interested in improving their behaviour than those who got the good news first.
Overall， we like to get bad news first because the last thing you hear affects your mood.However， it turns out that being a little unsettled can be motivating.So， if you are motivated to act on the bad feedback by making changes in your behaviour， it is better to focus on what is wrong and to hear it last.
1.What can we learn about the initial study？
A.The first group would announce news.
B.The second group would get feedback.
C.The two groups received the same task.
D.The two groups produced different results.
2.What can we infer about people delivering the bad news first in the first study？
A.They belong to optimistic type.
B.They belong to pessimistic type.
C.They care about their own feelings.
D.They focus on the listeners’ feelings.
3.Who were more likely to improve their behaviour according to the second study？
A.Those who got the bad news first.
B.Those who got the good news first.
C.Those who delivered the bad news first.
D.Those who delivered the good news first.
4.What is the author’s advice for us in the last paragraph？
A.Hear the bad news last.
B.Hear the good news last.
C.Focus on our mood.
D.Stick to our behaviour.
B
　　（2024·南京高二下學(xué)期質(zhì)檢）In the past， video calls were mainly used for just a few elements of business meetings or hangouts with friends and family.Now， video conference tools are essential for our productivity， learning， and social interaction.We use them not only for fun， but mainly as a meaningful part of our work.
Once we started to attend endless video calls for a few hours each day， people became exhausted.This term is called “zoom fatigue”， and it is associated with overusing virtual communication platforms.
I know that there are some advantages of using video conferencing tools.Without them， it might not be possible to work from home.But there is a price that we need to pay for that sort of convenience.
When we are having a live conversation with another person， everything seems pretty natural.While speaking， you look into the eyes， sometimes slightly moving away your gaze onto something else.
Even if you’re in a conference room with 10 people， you don’t have this feeling of being observed all the time.You notice that people mostly look at the person who is currently speaking， and then they move their gaze onto someone else.But when you use a teleconferencing tool， things are different.Being physically on camera makes you very aware of being watched all the time.It’s because you don’t know who is looking at you.You just see many faces on your screen.
Marissa Shuffler， an associate professor at Clemson University， once said，“When you’re on a video conference， you know everybody’s looking at you； you are on stage， feeling like you need to perform.”
Moreover， there is another interesting tendency as far as video calls are concerned.Who are you looking at most of the time？ The answer is yourself.For most people it’s hard not to look at their own face if they can see it on the screen.It’s just tempting to confirm whether our head is at the right angle or if we’re having a good hair day and our shirt isn’t creased （起皺）.
5.What do the underlined words “zoom fatigue” refer to according to Paragraph 2？
A.The popularity of video calls.
B.Being addicted to video calls.
C.Feeling bored with video calls.
D.Tiredness caused by video calls.
6.What do video calls mean compared with live conversations？
A.Higher cost.　　　　B.More freedom.
C.More pressure. D.Better experience.
7.Why do we look at ourselves most of the time on the screen？
A.To behave ourselves.
B.To get some comfort.
C.To encourage ourselves.
D.To attract some attention.
8.What’s the author’s attitude to video calls？
A.Satisfied. B.Negative.
C.Skeptical. D.Ambiguous.
Ⅱ.完形填空
　　（2024·重慶高二下學(xué)期月考）Undoubtedly， Sherpas are the unsung heroes of Mount Everest.Back in 1953， Edmund Hillary could not have 　9　 the summit of the world’s highest mountain without the help of Sherpa mountaineer Tenzing Norgay.Today Sherpas 　10　 to challenge nature on this famous mountain.
Recently the 30-year-old Nepali mountain guide Gelje Sherpa carried out a heroic 　11　 when a Malaysian climber came close to death in Everest’s infamous “death zone”.According to the Himalayan Database， Everest has 　12　 more than 310 lives since 1924.The Malaysian climber looked likely to join this number when Gelje 　13　 him， alone on the mountain and lacking equipment.He was 　14　 in a dangerous situation.
Gelje was faced with a 　15　： continue guiding his client to the mountain’s summit， or 　16　 the journey and save the stranded climber.For Gelje， it wasn’t 　17　 — the climber had to be saved.Gelje 　18　 his companion to give up the summit 　19　， strapped （捆扎） the climber to his back and 　20　 him down 600 metres over the course of six hours.Later， he was joined by another 　21　， Nima Tashi Sherpa， who helped to carry the climber the rest of the way to base camp.
“It is almost 　22　 to rescue climbers at that altitude，” Department of Tourism official Bigyan Koirala told the Reuters news agency.“It is a very rare operation.”
But Gelje achieved what’s incredible， and his heroic efforts 　23　.The rescued climber， whose name was not released to the media， was flown home after his condition improved.
9. A.found B.reached
C.visited D.seen
10. A.switch B.intend
C.manage D.continue
11. A.rescue B.mission
C.project D.challenge
12. A.claimed B.caught
C.witnessed D.discovered
13. A.made out B.looked over
C.came across D.searched for
14. A.normally B.definitely
C.basically D.regularly
15. A.plan B.choice
C.mission D.solution
16. A.finish B.change
C.abandon D.forget
17. A.difficult B.natural
C.interesting D.casual
18. A.requested B.allowed
C.demanded D.convinced
19. A.attempt B.concept
C.risk D.purpose
20. A.moved B.pulled
C.dragged D.carried
21. A.guide B.visitor
C.doctor D.nurse
22. A.obvious B.necessary
C.impossible D.acceptable
23. A.turned up B.paid off
C.worked out D.set down
Ⅲ.應(yīng)用文寫(xiě)作
　　對(duì)于縮寫(xiě)的網(wǎng)絡(luò)流行語(yǔ)（如yyds和xswl），人們有不同的看法。請(qǐng)你就此話題寫(xiě)一篇短文給某英文網(wǎng)站投稿，內(nèi)容包括：
1.時(shí)下很流行這種縮寫(xiě)的網(wǎng)絡(luò)用語(yǔ)；
2.你對(duì)這種網(wǎng)絡(luò)流行語(yǔ)的看法；
3.說(shuō)明你喜歡或不喜歡的理由。
注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；
2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Ⅳ.讀后續(xù)寫(xiě)
　　閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
Once upon a time， there lived a young boy named Ethan in a small village.With a passion for music， Ethan was enthusiastic about playing the guitar.Every day after school， he would rush home， grab his guitar， and lose himself in the melodies he created.
The village was hosting a talent show， and Ethan decided to participate.However， doubts started to creep into his mind.He began comparing himself to other talented musicians and questioning his abilities.The fear of failure began to consume him.
But Ethan’s grandfather， who had always been his biggest supporter， noticed his grandson’s inner struggle.He sat down with Ethan and shared a story from his own youth.
“When I was your age，” his grandfather began， “I had a dream of becoming a painter.But I was filled with self-doubt， just like you are now.I decided to seek guidance from a wise old artist in a nearby town.”
The old artist listened to his worries and offered him a challenge.He asked Ethan’s grandfather to paint a picture on a large canvas in front of a crowd.Overwhelmed by the challenge， he hesitated.
The wise artist smiled and said，“Don’t focus on what others might think.Instead， paint from your heart and pour your soul into every stroke.The beauty lies not in perfection， but in the authenticity of your creation.”
Encouraged by these words， Ethan’s grandfather accepted the challenge.He painted with passion， letting his emotions guide his brush.The crowd watched in awe as a beautiful masterpiece emerged on the canvas.
Finishing the story， Ethan’s grandfather said， “That day， I realised that success is not defined by how perfect we are or how we compare to others.It’s about embracing our unique talents， taking risks， and expressing ourselves with passion and authenticity.”
注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式作答。
　　Inspired by his grandfather’s story， Ethan decided to give the talent show his all.　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　Ethan didn’t win the talent show， but he felt like a winner deep inside.　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Section Ⅲ　Using Language
基礎(chǔ)知識(shí)自測(cè)
維度一
1.bother　2.conflicts　3.distinguish　4.weeping　5.lower
6.adjust　7.react　8.Ultimately　9.clarified　10.inquired
維度二
1.bent　2.embarrassed　3.tendency　4.stared　5.education
6.ashamed　7.slightly； anxiety　8.barely
維度三
1.not everyone/everybody knows
2.I must have it repaired
3.as though/if we were their own children
4.was ashamed to have come into conflict with/conflict with her husband
5.waited for her husband with anxiety
6.While the students came from different countries
維度四
1.educator　2.to recognise　3.tendency　4.lowered
5.amused　6.that　7.it　8.are troubled　9.individually　10.an
素養(yǎng)能力提升
Ⅰ.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。“我有一個(gè)好消息和一個(gè)壞消息，你想先聽(tīng)哪個(gè)？”這是我們生活中經(jīng)常面臨的一個(gè)問(wèn)題。而對(duì)此問(wèn)題的不同回答，又意味著什么呢？
1.D　推理判斷題。根據(jù)第二、三段可知，在這項(xiàng)研究中，研究對(duì)象被分為兩組：一組將聆聽(tīng)反饋（聽(tīng)消息），另一組將告知他人反饋（告訴消息）；研究結(jié)果表明：第一組人員的回答比較一致，78％的人都想先聽(tīng)壞消息，而第二組則觀點(diǎn)產(chǎn)生分歧和對(duì)立。這說(shuō)明兩個(gè)小組的研究結(jié)果不一致。
2.D　推理判斷題。根據(jù)第三段可知，那些想象對(duì)方會(huì)想聽(tīng)到什么的人傾向于先說(shuō)壞消息，而那些關(guān)注自己感受的人傾向于先說(shuō)好消息。由此可知，先說(shuō)壞消息的人在乎對(duì)方的感受，而先說(shuō)好消息的人在乎自己的感受。
3.B　細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段可知，與先聽(tīng)到好消息的研究對(duì)象相比，先聽(tīng)到壞消息的研究對(duì)象對(duì)改善自己的行為不太感興趣。由此可知，先聽(tīng)到好消息者更有可能改變自己的行為。
4.A　細(xì)節(jié)理解題。根據(jù)最后一段可知，作者給我們的建議是：如果你有動(dòng)力通過(guò)改變自己的行為來(lái)應(yīng)對(duì)糟糕的反饋，那么最好把注意力集中在出現(xiàn)錯(cuò)誤的地方，也就是最后聽(tīng)壞消息。
語(yǔ)篇解讀：本文是一篇說(shuō)明文。視頻通話和視頻會(huì)議給我們帶來(lái)了很大的便利，可是，我們卻要為這種便利付出相應(yīng)的代價(jià)。
5.D　詞義猜測(cè)題。根據(jù)第二段可知，作者這里提到的zoom fatigue是指由視頻通話給我們帶來(lái)的一種疲憊感。
6.C　推理判斷題。根據(jù)第四至六段可知，人與人之間面對(duì)面的交談是輕松自然的，而視頻通話期間，我們感覺(jué)一直有人盯著自己，同時(shí)有一種上舞臺(tái)表演的感覺(jué)。這自然會(huì)給我們?cè)鎏砗芏嗟膲毫Α?br/>7.A　細(xì)節(jié)理解題。根據(jù)最后一段可知，在視頻通話中，我們經(jīng)常會(huì)看自己——關(guān)注自己頭的角度、頭發(fā)是否整齊、襯衣是否起皺。behave oneself相當(dāng)于show good manners。
8.B　觀點(diǎn)態(tài)度題。綜合全文可知，作者主要指出視頻通話帶來(lái)的問(wèn)題——讓我們疲憊不堪，并分析了造成這一結(jié)果的原因。由此可推知，作者對(duì)視頻通話的態(tài)度是消極的。
Ⅱ.
語(yǔ)篇解讀：本文是一篇記敘文。當(dāng)30歲的尼泊爾登山向?qū)elje Sherpa看到一名馬來(lái)西亞登山者面臨生命危險(xiǎn)時(shí)，他說(shuō)服他所服務(wù)的珠峰挑戰(zhàn)者放棄登山，果斷將那位馬來(lái)西亞登山者背下了山。
9.B　根據(jù)下文without the help of Sherpa mountaineer Tenzing Norgay可知，1953年，如果沒(méi)有夏爾巴人Tenzing Norgay的幫助，Edmund Hillary不可能登上世界最高峰。
10.D　上文Back in 1953是在說(shuō)過(guò)去，這里作者接著告訴我們：今天，夏爾巴人繼續(xù)在這座著名的山上挑戰(zhàn)自然。
11.A　根據(jù)下文可知，Gelje Sherpa實(shí)施了一次英勇的救援行動(dòng)。
12.A　根據(jù)喜馬拉雅數(shù)據(jù)庫(kù)的數(shù)據(jù)，自1924年以來(lái)，珠穆朗瑪峰已經(jīng)奪走了310多人的生命。claim奪取（生命）。
13.C　當(dāng)Gelje Sherpa遇到這位馬來(lái)西亞登山者時(shí)，他獨(dú)自一人在山上，沒(méi)有裝備。come across偶然遇到。
14.B　根據(jù)上文alone on the mountain and lacking equipment可知，這位馬來(lái)西亞登山者的處境確實(shí)很危險(xiǎn)。definitely確切地；肯定地；確實(shí)。
15.B　根據(jù)下文continue guiding his client to the mountain’s summit， or可知，這時(shí)Gelje Sherpa面臨著一個(gè)選擇：要么繼續(xù)陪他服務(wù)的登山者登上峰頂，要么放棄登山，救人。
16.C　參見(jiàn)上題解析。
17.A　根據(jù)破折號(hào)后的the climber had to be saved可知，對(duì)Gelje Sherpa來(lái)說(shuō)，這不是很難的選擇。也就是說(shuō)，他很容易就作出了救人的選擇。
18.D　然后，Gelje Sherpa說(shuō)服他所服務(wù)的登山者放棄了登頂珠峰的嘗試。
19.A　參見(jiàn)上題解析。attempt試圖；企圖；嘗試。
20.D　根據(jù)上文strapped（捆扎） the climber to his back可知，Gelje Sherpa將這位馬來(lái)西亞登山者背下了山。
21.A　上文提到了Gelje Sherpa是一位登山向?qū)В虼诉@里是指另一位登山向?qū)А?br/>22.C　根據(jù)下文It is a very rare operation.可知，這次救援難度極大，幾乎是不可能的。
23.B　根據(jù)文章尾句可知，這位馬來(lái)西亞登山者成功獲救。也就是說(shuō)Gelje Sherpa的努力沒(méi)有白費(fèi)，得到了回報(bào)。
Ⅲ.
　　With the development of information technology and rapid social change， some Internet words， such as yyds and xswl， have grown in popularity among the young people.
Personally speaking， I’m fond of these new Internet words and I think it’s necessary for us to master them.
First of all， these abbreviations are much easier to type on the keyboard， which makes our communication easier and more convenient.Secondly， living in a fast-changing world， we must keep pace with the times.If we don’t know these words， we won’t understand what others are saying.Finally， these new words are interesting and funny.Not only can they make our conversations vivid and lively， but they can also help reduce our pressure from heavy learning load.
Ⅳ.
　　Inspired by his grandfather’s story， Ethan decided to give the talent show his all. He practiced tirelessly and poured his heart into every note.When the day of the talent show arrived， Ethan took a deep breath， stepped on stage， and played his guitar like never before. The audience was captivated by his performance. Ethan’s fingers danced on the strings， creating melodies that touched their hearts.At that moment， he realised that his self-doubts had held him back， but now he was free.
Ethan didn’t win the talent show， but he felt like a winner deep inside.This experience taught him that winning or losing isn’t the most important thing in our lives.What really matters is to believe in ourselves， to embrace our passions， and to chase our dreams with all our energy.Meanwhile， he realised that success is not always measured by external recognition but by the joy and fulfillment we find in pursuing our passions.Therefore， Ethan continued to play his guitar， inspiring others with his music and reminding everyone that the true reward lies in the journey itself.
1 / 3Section Ⅲ　Using Language
Part Ⅰ　Explore body language
　　　　　　　　　　　　　聽(tīng)說(shuō)課前清障 ——排除疑難，胸有成竹
1.reveal vt.揭示；顯示；露出
2.clarify vt.使更清晰易懂；闡明；澄清
3.in other words 換句話說(shuō)；也就是說(shuō)
4.try out 嘗試；試用
5.take the criminals by surprise 突然襲擊罪犯
6.give instructions 給予指示
7.use body language to express oneself
用肢體語(yǔ)言來(lái)表達(dá)自己
8.I was just telling my friend over there to meet me for lunch down the street in twenty minutes.我剛剛告訴我那邊的朋友二十分鐘后到街上和我一起吃午飯。
9.You were sending him secret hand signals.
你在給他發(fā)秘密手勢(shì)。
10.So， the police leader used hand gestures to tell his team what to do.
所以，警察隊(duì)長(zhǎng)用手勢(shì)告訴他的團(tuán)隊(duì)該做什么。
11.I thought it was pretty cool how they used hand gestures to communicate.
我覺(jué)得他們用手勢(shì)交流很酷。
12.You can say a lot without speaking.
你可以不用語(yǔ)言就表達(dá)很多內(nèi)容。
　　　　　　　　　　　　　話題聽(tīng)力提能 ——捕捉信息，精準(zhǔn)判斷
聽(tīng)下面一段對(duì)話，回答第1至3題。該對(duì)話讀兩遍。
1.What is the man doing？
A.Watching a movie.
B.Watching a match.
C.Watching a lecture.
2.Where does Betty come from？
A.England.　B.America.　C.Switzerland.
3.What is nonverbal communication？
A.Communicating with words.
B.Communicating without words.
C.Communicating with lectures.
聽(tīng)下面一段對(duì)話，回答第4至6題。該對(duì)話讀兩遍。
4.What does the woman think of her interview？
A.Not so bad. B.Quite good. C.Rather poor.
5.When will the body language show take place？
A.At 3：00. B.At 4：00. C.At 5：00.
6.Why does the man not go to the show？
A.Because he has an appointment.
B.Because he has a lecture.
C.Because he has some classes.
聽(tīng)下面一段對(duì)話，回答第7至9題。該對(duì)話讀兩遍。
7.How many examples does the man make？
A.2. B.3. C.4.
8.What does the woman think of these examples？
A.Amusing. B.Amazing. C.Entertaining.
9.How does body language make information？
A.More attractive.
B.More directly.
C.Easy to learn.
聽(tīng)下面一段獨(dú)白，回答第10至12題。該獨(dú)白讀兩遍。
10.If a polar bear slaps the ground， what does it mean？
A.Angry. B.Hungry. C.Upset.
11.When a polar bear meets another one， what does it usually do？
A.Throwing a fit.
B.Standing up on its hind legs with its paws hanging down.
C.Wagging its head from side to side.
12.What does a polar bear do when it wants to show friendship to another？
A.Slowly moving backward with its head down.
B.Slowly circling the other bear.
C.Rushing forward with its head down.
　　　　　　　　　　　　　話題表達(dá)實(shí)戰(zhàn) ——聚焦主題，定向突破
　　女主持人就動(dòng)物界的肢體語(yǔ)言采訪了Max Snelling……
　　閱讀下面對(duì)話，根據(jù)語(yǔ)境選擇最佳選項(xiàng)。
W：Today we are interviewing Max Snelling， who wrote a book about body language in the animal world.Hello， Max.
M：Hello.
W：In your book you talk about how animals use body language the same way as people do.
M：That’s right.　1　 However， it is especially true of chimps.
W：In what way？
M：Well， when we humans are worried or frightened， we sometimes smile in a nervous way.　2　
W：Why is that？
M：Perhaps they are trying to look friendly so an enemy will not hurt them.　3　
W：We stand tall and put our hands on our sides.Sometimes we shout.
M：　4　 Chimps do the same thing — they stand up， move their arms around， throw things about， and make noise.
W：　5　
M：That’s right.
A.Exactly.We want to look bigger and stronger.
B.Chimps also look as though they are smiling when they are nervous.
C.Now， what do we often do when we are angry？
D.Just like we do.
E.This is true of many animals.
　　兩個(gè)人就肢體語(yǔ)言展開(kāi)了討論……
　　閱讀并根據(jù)提示完成下面對(duì)話。
W：Body language is very interesting.
M：Not just interesting， but useful because it can help you make yourself easily understood.1.　　　　　　　　　　　　　　　　　　 （當(dāng)你在和別人交談時(shí)）， you are not just using words， but also using expressions and gestures.
W：Quite right.For example， waving one’s hand is to say “Good-bye”.A smile and handshake show welcome， and clapping hands means congratulations.2.　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 （點(diǎn)頭表示同意，但是搖頭表示不同意）.The gestures are accepted both by Chinese and foreigners as having the same meaning.
M：Yes， but different countries also have different body language.For example， men in Russia， France and Arab countries kiss each other when they meet， but people in China or Australia 3.　　　　　　　　　　　　　　　 （握手而不是親吻）.People in Rio like touching each other， but people from English speaking countries do not touch each other.If you touch an English person， you should say “Sorry”.
W：Yes， people in Arab countries like standing close to one another when they are talking， 4.　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 （但是英國(guó)人說(shuō)話時(shí)必須保持距離）.In some Asian countries， you must not touch the head of another person.In Arab countries， you eat using the fingers of your right hand； the left hand is not used at all.In parts of Asia， you must not sit with your feet pointing at another person.
M：What’s more， when you use a foreign language， it is very important to know the meanings of gestures and movements in the foreign country.5.　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 （遵守這些風(fēng)俗習(xí)慣有助于你與他人溝通） and make your stay there much more pleasant.
　　　　　　　　　　　　　聽(tīng)力技巧點(diǎn)撥 ——授之以漁，證之以例
讀音辨別能力
英語(yǔ)的讀音在英語(yǔ)語(yǔ)言交流當(dāng)中起著非常重要的作用。如果讀音不同，就可能表示不同的意義。因此，學(xué)生首先必須具備英語(yǔ)讀音辨別的能力。
1.辨別單詞讀音的能力
對(duì)單詞讀音的辨別應(yīng)該注意單詞的近音、單詞的重音、多音詞及同音詞的辨別。
（1）近音單詞的辨別能力：英語(yǔ)中的近音辨別對(duì)學(xué)生來(lái)說(shuō)，確實(shí)是個(gè)難點(diǎn)。高考聽(tīng)力測(cè)試中經(jīng)常在數(shù)詞上出題，來(lái)考查學(xué)生對(duì)近音的辨別。
【典例】　How much is the shirt？
A.￡9.50.　　B.￡9.18.　　C.￡9.15.
【聽(tīng)力材料】
M： Excuse me.Can you tell me how much the shirt is？
W：Yes， it’s nine fifteen.
【分析】　C　由于fifty與fifteen的讀音非常相近，因此，很多學(xué)生失誤，將答案選錯(cuò)。
（2）單詞重音的辨別能力：英語(yǔ)中很多單詞讀音的重音位置不同，詞義也不一樣。
【典例】　We’ll [r k d] his [ rek d] when the game is over.
【分析】　句子中的[r k d]和[ rek d]都是單詞record的讀音，只是重音位置不同引起詞性和意義都不一樣。前者讀作[r k d]，為動(dòng)詞，意為“記載，記錄”；后者讀作 [ rek d]，為名詞，意為“（體育運(yùn)動(dòng)或活動(dòng)的）紀(jì)錄”。
（3）多音詞的辨別能力：英語(yǔ)中還有一些單詞有多種讀音。讀音不同，詞義也就不同，學(xué)生也必須具備對(duì)這些詞的辨別能力。
【典例】　He said he had no time to listen to my [ k skju s].That means he won’t [ k skju z] me.
【分析】　句子中的excuse分別讀作[ k skju s]和[ k skju z]，前面的[ k skju s]是名詞，意為“借口，理由”；而后面的[ k skju z]是動(dòng)詞，意為“原諒，寬恕”。
（4）同音詞的辨別能力：在英語(yǔ)中，有許多單詞讀音相同，在句子中聽(tīng)起來(lái)完全一樣，但是拼寫(xiě)和意義不同。如當(dāng)聽(tīng)到句子“What do you think of the [ fla （r）]？”時(shí)，我們就很難判斷句中指的究竟是flower （花，花朵）還是flour （面粉）。如果根據(jù)下一句“The quality is very good.”， 那么學(xué)生很快就能明白，句子中的[ fla （r）]原來(lái)是指flour。因此，在英語(yǔ)學(xué)習(xí)過(guò)程中，學(xué)生還應(yīng)具備根據(jù)上下文對(duì)英語(yǔ)同音詞的辨別能力。
2.辨別句子讀音的能力
一般說(shuō)來(lái)，句子讀音有兩種情況值得注意：一是句子的重音；二是句子的語(yǔ)調(diào)。隨著句子的重音和語(yǔ)調(diào)的變化，句子的意思也隨之改變。在英語(yǔ)聽(tīng)力考試的過(guò)程中，學(xué)生一定要能夠辨別。
（1）辨別句子重音的能力：句子的重音是有規(guī)定的。一般情況下，實(shí)義詞，如名詞、行為動(dòng)詞、形容詞、副詞、數(shù)詞、疑問(wèn)詞及感嘆詞都應(yīng)該重讀；而功能詞，如連詞、介詞、冠詞、助動(dòng)詞、情態(tài)動(dòng)詞、人稱(chēng)代詞等都不重讀。但是，在對(duì)話當(dāng)中的起始部分之后，說(shuō)話人可根據(jù)說(shuō)話的目的、意圖對(duì)任何單詞或短語(yǔ)進(jìn)行重讀加以強(qiáng)調(diào)。
【典例】　W： Could you show me the coat， please？
M：Which one？
W：The red one on the right.
【分析】　男士一聽(tīng)到女士說(shuō)的第1句話中的show和coat，就馬上知道女士的意圖和要求；女士一聽(tīng)到男士回答的Which就馬上明白了男士的疑惑，于是著重突出red和right，使她說(shuō)話的內(nèi)容更加準(zhǔn)確。
具備了對(duì)句子重音的辨別能力，就能很快抓住說(shuō)話者的目的、意圖，抓住話語(yǔ)的中心內(nèi)容和要點(diǎn)，從而快速作出正確的反應(yīng)和判斷。
（2）辨別句子語(yǔ)調(diào)的能力：英語(yǔ)句子的語(yǔ)調(diào)非常重要，它常用來(lái)表達(dá)某種情感、愿望和要求。英語(yǔ)中句子的語(yǔ)調(diào)有3種，即降調(diào)、升調(diào)和降升調(diào)。降調(diào)主要用于陳述句、祈使句、感嘆句、反意疑問(wèn)句和特殊疑問(wèn)句中，表示確定、命令、要求、驚訝、感慨和詢問(wèn)情況的情感；升調(diào)主要用于一般疑問(wèn)句以及一些特殊的反意疑問(wèn)句或祈使句中，表示一種不確定、不解或警告的情感；降升調(diào)主要用于對(duì)比句、選擇疑問(wèn)句、反問(wèn)、告別語(yǔ)及祝愿語(yǔ)中，常用來(lái)表示比較、異議、提醒、建議、鼓勵(lì)或顯得親切的情感等。
能夠辨別句子的語(yǔ)調(diào)，就能更好地把握說(shuō)話者的弦外之音，就能更準(zhǔn)確地理解說(shuō)話者的意思、情感和態(tài)度，從而提高英語(yǔ)聽(tīng)力理解水平。
Part Ⅱ　Describe classroom body language
1.How does the teacher know his students may have a problem？
A.By talking to them individually.
B.By telephoning their parents.
C.By watching their behaviours.
D.By analysing their facial expressions.
2.What will students do if they are interested in a lesson？
A.Look out of the window.
B.Hide their faces in their hands.
C.Lower their heads to look at the books.
D.Lean forward and look at the teacher.
3.When students have their arms crossed in front of their chests and their legs crossed， they may feel 　　　　.
A.happy B.excited C.shocked D.angry
4.How does the author develop the passage？
A.By listing some phenomena.
B.By answering some questions.
C.By teaching some body language.
D.By analysing some body language.
Step 1　品教材課文 Step 2　析寫(xiě)作手法
HOW DO I KNOW MY STUDENTS？ 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. 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.[1]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. 　　[1]本句是一個(gè)復(fù)合句。if引導(dǎo)條件狀語(yǔ)從句，implies后為賓語(yǔ)從句。 　　本文是一篇“總—分—總”結(jié)構(gòu)的說(shuō)明文。作者的寫(xiě)作目的從標(biāo)題HOW DO I KNOW MY STUDENTS？就能看出來(lái)，本文就是為了回答這個(gè)問(wèn)題的。 第一段使用特殊疑問(wèn)句So， how can I really know what makes each student tick？提出問(wèn)題，用來(lái)引起讀者的閱讀興趣。 第二段簡(jiǎn)明扼要地提出觀察學(xué)生的肢體語(yǔ)言是了解學(xué)生的關(guān)鍵。先用一般疑問(wèn)句的省略形式重復(fù)該問(wèn)題，然后進(jìn)行回答，借此引出文章的主題——通過(guò)肢體語(yǔ)言了解學(xué)生。
續(xù)表
Step 1　品教材課文 Step 2　析寫(xiě)作手法
　　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.[2]The main thing is reminding distracted students that they need to pay attention in class. 　　[2]本句是一個(gè)復(fù)合句。reminding后接雙賓語(yǔ)。 　　[3]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. 　　[3]本句是一個(gè)復(fù)合句。While引導(dǎo)讓步狀語(yǔ)從句，兩個(gè)it為形式主語(yǔ)；兩個(gè)when皆引導(dǎo)賓語(yǔ)從句。 　　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. 　　第三、四段用了大量的例子來(lái)說(shuō)明學(xué)生的肢體語(yǔ)言和他們的情緒狀態(tài)之間有很強(qiáng)的關(guān)聯(lián)，比如：如果學(xué)生對(duì)課堂內(nèi)容感興趣，他們通常愿意抬起頭和老師有眼神交流。借助一些生動(dòng)形象的形容詞或動(dòng)詞，描述課堂上學(xué)生的肢體語(yǔ)言，如look up、 smile、 confused、 lean forward、 has his head lowered、 leaning their heads together等。 　　第五段主要講述了盡管學(xué)生在感興趣、無(wú)聊或心煩意亂時(shí)，很容易被察覺(jué)，但有時(shí)很難分辨出學(xué)生有什么問(wèn)題。第一句是該段的主題句，同時(shí)也是過(guò)渡句，起承上啟下的作用。 第六段回扣主題，最后一句點(diǎn)明對(duì)肢體語(yǔ)言的反應(yīng)是作為一名教師的重要組成部分。
【參考譯文】
我是如何了解我的學(xué)生的？
作為一名教育工作者，人們經(jīng)常問(wèn)我，我是怎么知道學(xué)生的腦子里在想什么的。許多學(xué)生生性靦腆，沉默寡言。同時(shí)，班上的學(xué)生有四十多人，想與每位學(xué)生一對(duì)一談話不是那么容易。那么，我是如何搞清楚每個(gè)學(xué)生為何會(huì)這樣的呢？
想知道我的答案嗎？我觀察他們的肢體語(yǔ)言。
學(xué)生對(duì)一堂課感興趣時(shí)，很容易就可以看出來(lái)。大部分學(xué)生會(huì)抬頭看，并且有眼神交流。我開(kāi)玩笑時(shí)，他們露出笑容。我講到難點(diǎn)時(shí)，他們一臉茫然。然而，學(xué)生興趣盎然時(shí)，我也看得出來(lái)，因?yàn)樗麄儠?huì)身體前傾，注視著我。人們?cè)趯?duì)某個(gè)事物感興趣時(shí)，往往會(huì)身體前傾。所以，如果一名學(xué)生低頭看手表，這就表明他覺(jué)得無(wú)聊，數(shù)著時(shí)間，只盼早點(diǎn)下課。如果兩個(gè)好朋友把頭靠在一起，那么他們很可能是在互相寫(xiě)紙條。當(dāng)然，不是所有抬著頭的學(xué)生都是在認(rèn)真聽(tīng)課。有些學(xué)生雖然抬著頭，卻沒(méi)有眼神交流。他們的眼睛幾乎不動(dòng)，臉上表情疏遠(yuǎn)呆滯，好像睜著眼睛在睡覺(jué)。
有些學(xué)生在自?shī)首詷?lè)。整節(jié)課他們始終盯著別的東西，沒(méi)看我一眼。此外，有些學(xué)生最喜歡的活動(dòng)就是做白日夢(mèng)。他們托著下巴，全神貫注地盯著窗外或天花板。一定是什么東西吸引了他們的注意力，但是誰(shuí)也不知道到底是什么。重要的是提醒走神的學(xué)生專(zhuān)心聽(tīng)講。
盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無(wú)聊或精力不集中是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。憤怒、害怕或焦慮的學(xué)生會(huì)雙臂交叉放在胸前，雙腿并攏或交叉，像是在保護(hù)自己的身體。傷心或憂慮的學(xué)生幾乎總是皺著眉頭，也會(huì)雙手捂臉，一副尷尬或羞愧的樣子。有些學(xué)生這副模樣，只是因?yàn)樗麄兒ε吕蠋熖釂?wèn)。但是，要是學(xué)生都懶得梳頭，并且兩眼因哭泣而發(fā)紅，那么我能夠推斷她遇到了更嚴(yán)重的問(wèn)題。極有可能她與同學(xué)或家人發(fā)生了很大的沖突。不管是什么，我知道我必須去探個(gè)究竟，搞明白發(fā)生了什么事情。
最后，我的職責(zé)是幫助每一位學(xué)生學(xué)習(xí)。他們的肢體語(yǔ)言讓我知道該何時(shí)調(diào)整課堂活動(dòng)、何時(shí)干預(yù)、何時(shí)與學(xué)生單獨(dú)談話，從而讓他們?cè)谛Ｊ斋@最大。對(duì)肢體語(yǔ)言作出反應(yīng)是教師職責(zé)的重要組成部分。
Step 3　背出彩佳句
一、概述肢體語(yǔ)言
1.People may have different body language even if they live in the same country.
即使生活在同一個(gè)國(guó)家，人們也可能會(huì)有不同的肢體語(yǔ)言。
2.People from different cultures may misunderstand the gestures they use.
來(lái)自不同文化的人可能會(huì)誤解他們使用的手勢(shì)。
二、肢體語(yǔ)言在不同文化中的含義
1.In China， we wave our hands to say “hello” or “goodbye” while meeting guests.
在中國(guó)，我們會(huì)見(jiàn)客人時(shí)揮手說(shuō)“你好”或“再見(jiàn)”。
2.It is good manners to greet our guests by shaking hands with them.
和客人握手打招呼是有禮貌的。
3.Like people in many other countries， we nod our heads to say “yes” and shake our heads to say “no”.
像許多其他國(guó)家的人一樣，我們點(diǎn)頭說(shuō)“是”，搖頭說(shuō)“不”。
三、掌握肢體語(yǔ)言的意義
1.If we can’t understand the cultural differences between different countries， it may cause misunderstanding.
如果我們不了解不同國(guó)家之間的文化差異，這可能會(huì)引起誤解。
2.Using body language in a correct way will help you to communicate with people in a foreign country.
正確地使用肢體語(yǔ)言將幫助你與外國(guó)人交流。
用英文描述右圖中肢體語(yǔ)言的含義。
注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；
2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
一、合理布局，精心謀篇
二、遣詞造句，規(guī)范得體
1.根據(jù)提示介紹圖畫(huà)中的肢體語(yǔ)言
①那人皺著眉頭。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
②他的眼睛似乎聚焦著什么東西。
His eyes seem to 　　　　　　　　　　　　　　　　　　　　　　　.
③用定語(yǔ)從句合并句①和句②
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
④他把一只手放在下巴上。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
⑤他捂住嘴和鼻子。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
⑥用動(dòng)詞-ing短語(yǔ)作狀語(yǔ)合并句④和句⑤
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
⑦他把另一只手放在胳臂肘下，好像在屏住呼吸。
He puts the other hand under the elbow of the arm 　　　　　　　　　　　　.
⑧他的肢體語(yǔ)言告訴我們什么？（特殊疑問(wèn)句）
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
2.根據(jù)提示說(shuō)明肢體語(yǔ)言所蘊(yùn)藏的含義
①他陷入問(wèn)題中。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
②他陷入沉思中。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
③用連詞and連接句①和句②
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
④別打擾他，否則你會(huì)被視為粗魯?shù)年J入者。
　　　　　　　　　　　　　　　　， or you can be seen as a rude interloper.
⑤這件事有時(shí)會(huì)導(dǎo)致意想不到的沖突。
The event sometimes can 　　　　　　　　　　　　　　　　.
⑥用定語(yǔ)從句合并句④和句⑤
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
三、恰當(dāng)銜接，自然過(guò)渡
用過(guò)渡詞in the meantime連接第1題中的句③、句⑥和句⑦，同時(shí)把句⑦改為省略句。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
四、認(rèn)真謄寫(xiě)，賞心悅目
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
核心詞匯集釋
in other words 換句話說(shuō)；也就是說(shuō)
【用法】
in a word　　　　　　　　總之；簡(jiǎn)言之
keep one’s word 遵守諾言
break one’s word 失信；不守諾言
have a word with ... 與……談?wù)?br/>have words with ... 與……爭(zhēng)吵
word comes/came that ... 有消息說(shuō)……
【佳句】　He has achieved his aim.In other words， his ambition has come true.
他已經(jīng)實(shí)現(xiàn)了他的目標(biāo)。也就是說(shuō)，他的夢(mèng)想實(shí)現(xiàn)了。
【練透】　用word的相關(guān)短語(yǔ)填空
①　　　　　　　　， my life will be much richer and more colourful.
②Once you have made a promise， you should 　　　　　　　　， or no one will trust you.
③He has 　　　　　　　　so many times that I cannot trust him any more.
【寫(xiě)美】　完成句子
④換句話說(shuō)，我們是自己未來(lái)的主人。
　　　　　　　　　， we are the master of our own future.
stare vi.盯著看；凝視n.凝視
【教材原句】　With their chins on their hands， they occupy themselves by staring out of the window or up at the ceiling.他們雙手托著下巴，全神貫注地盯著窗外或天花板。
【用法】
stare at　　　　　　　　　凝視；盯著看
stare sb up and down 上下打量某人
stare sb in the face 盯著某人的臉看
【佳句】　He gave me a long stare but didn’t answer my question.
他盯著我看了很久，但沒(méi)有回答我的問(wèn)題。
【寫(xiě)美】　完成句子
①她上下打量著我，好像不認(rèn)識(shí)我似的。
She 　　　　　　　　　　　　as if she didn’t know me.
②在公共場(chǎng)合盯著陌生人看是不禮貌的。
　　　　　　　　　　　　　　　　 strangers in public.
distinguish vi.& vt.區(qū)分；辨別
【教材原句】　While it is easy to perceive when students are interested， bored， or distracted， it is sometimes much harder to distinguish when students are troubled.
盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無(wú)聊或精力不集中是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。
【用法】
（1）distinguish between A and B　區(qū)分A和B
distinguish ...from ...　　把……與……區(qū)分開(kāi)來(lái)
distinguish oneself （as ...） （作為……）而出名
（2）distinguished adj. 卓越的；著名的；杰出的
be distinguished for ...　因……而出名
be distinguished as ... 作為……而出名
【佳句】　Mount Tai is distinguished for its beautiful sights as well as rich culture， attracting visitors all over the world.
泰山以其美麗的景色和豐富的文化而聞名，吸引著世界各地的游客。
【練透】　單句語(yǔ)法填空
①As far as we all know， she has already distinguished 　　　　　　（she） as a great volleyball coach in the world.
②It’s my pleasure to introduce Chinese painting to our 　　　　　　　　　　　（distinguish） guests.
【寫(xiě)美】　完成句子
③閱讀好書(shū)既能充實(shí)我們的思想又能教我們分辨是非。
Reading good books can not only enrich our minds but also teach us to 　　　　　　　　　　　　　　　　　.
embarrassed adj.難堪的；尷尬的
【教材原句】　They may also hide their faces in their hands like they are embarrassed or ashamed.
他們也會(huì)雙手捂臉，一副尷尬或羞愧的樣子。
【用法】
（1）be/feel embarrassed about/at ...對(duì)……感到難為情/不知所措
（2）embarrassment n.　　　尷尬，難為情
to one’s embarrassment 讓某人尷尬的是
（3）embarrass vt. 使難堪，使尷尬
embarrassing adj. 令人尷尬的
【佳句】　Embarrassed and ashamed，she opened her mouth with her eyes widening and face turning red.（讀后續(xù)寫(xiě)之心理描寫(xiě)）
既尷尬又羞愧，她張開(kāi)嘴巴，睜大眼睛，臉漲得通紅。
【練透】　單句語(yǔ)法填空
①The wife stood there with 　　　　　　（embarrass）， feeling the blood rushing to her face.
②The 　　　　　　look on his face suggested he was in an 　　　　　　situation.（embarrass）
【寫(xiě)美】　一句多譯
③令我尷尬的是，我的頭卡在大南瓜里了。
→　　　　　　　　　　　，my head was stuck in the huge pumpkin.（embarrassment）
→　　　　　　　　　　　　　　　　　　　 was that my head was stuck in the huge pumpkin.（what引導(dǎo)主語(yǔ)從句）
ashamed adj.羞愧；慚愧
【用法】
（1）be ashamed of ...　　為……而感到羞恥
be ashamed to do sth 羞于/恥于做某事
be ashamed that ... 對(duì)……感到羞愧
（2）shame n.　　　　　　羞恥；慚愧；遺憾的事
It’s a shame that ... ……真讓人遺憾。
What a shame/pity！ 真遺憾！
【佳句】　Her head was hanging gently，and tears of shame were shining from the corners of her eyes. （讀后續(xù)寫(xiě)之神態(tài)描寫(xiě)）
她的頭輕輕地垂著，眼角上閃著羞愧的淚光。
【練透】　單句語(yǔ)法填空
①I(mǎi) feel 　　　　　　（shame） of myself for having done many things that harm the environment.
②She was ashamed 　　　　　　（tell） her mother that she had failed again.
【寫(xiě)美】　完成句子
③我既羞愧又沮喪，心如刀絞一般，淚水模糊了我的雙眼。
　　　　　　　　　　　　，I felt as if a knife were piercing my heart and tears blurred my eyes. （讀后續(xù)寫(xiě)之心理描寫(xiě)）
bother vi.& vt.費(fèi)心；麻煩；因……操心n.麻煩；不便
【教材原句】　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.然而，如果一個(gè)學(xué)生懶得梳頭，并且兩眼因哭泣而發(fā)紅，那么我能推斷出她在學(xué)習(xí)上遇到了更嚴(yán)重的問(wèn)題。
【用法】
bother sb with sth　 　為某事打擾或麻煩某人
bother doing/to do sth 費(fèi)心做某事
It bothers sb to do sth/that ... 使某人苦惱的是……
【佳句】　①I(mǎi) am terribly sorry to bother you with such small things.
為一些如此小的事麻煩你，我真抱歉。
②The problem has been bothering me for weeks.
那問(wèn)題已經(jīng)困擾了我?guī)讉€(gè)星期。
【練透】　單句語(yǔ)法填空
①I(mǎi) didn’t want to bother her 　　　　　　work matters on her day off.
②Why bother 　　　　　　（go） to Italy and Denmark， when there are so many appealing places here？
【寫(xiě)美】　完成句子
③我確實(shí)需要你的寶貴建議，希望不會(huì)給你帶來(lái)太大的麻煩。
I do need your valuable suggestions， hoping it 　　　　　　　　　　　　　　　.
adjust vt.調(diào)整；調(diào)節(jié)vi.& vt.適應(yīng)；（使）習(xí)慣
【教材原句】　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.
他們的肢體語(yǔ)言讓我知道該何時(shí)調(diào)整課堂活動(dòng)、何時(shí)干預(yù)、何時(shí)與學(xué)生單獨(dú)談話，從而讓他們?cè)趯W(xué)校收獲最大。
【用法】
（1）adjust （oneself） to （doing） sth　　　（使某人）適應(yīng)（做）某事
（2）adjustment n. 調(diào)整；適應(yīng)
make an adjustment/adjustments （to sth）（對(duì)某事）做出調(diào)整
（3）adjustable adj. 可調(diào)節(jié)的
【佳句】　As for how to adjust yourself to the new school life here quickly， I’d like to give you some advice.
關(guān)于如何使你自己快速適應(yīng)這里的新學(xué)校生活，我想給你一些建議。
【練透】　單句語(yǔ)法填空
①The height of the bicycle seat is 　　　　　　（adjust）.
②Some schools will make 　　　　　　（adjust） in agreement with the national soccer reform.
【寫(xiě)美】　完成句子
③作為一名交換生，我花了很長(zhǎng)時(shí)間去適應(yīng)新環(huán)境。
As an exchange student， 　　　　　　　　　　　　　　　　　　　　　　　　　　　　. （告知信）
重點(diǎn)句型解構(gòu)
句型公式：have＋賓語(yǔ)＋過(guò)去分詞（作賓語(yǔ)補(bǔ)足語(yǔ)）
【教材原句】　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.
所以，如果一名學(xué)生低頭看手表，這就表明他覺(jué)得無(wú)聊，數(shù)著時(shí)間，只盼早點(diǎn)下課。
【用法】
（1）句中的has his head lowered為“have＋賓語(yǔ)＋賓語(yǔ)補(bǔ)足語(yǔ)”結(jié)構(gòu)。本句中過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)，表示被動(dòng)。
（2）“have＋賓語(yǔ)＋賓語(yǔ)補(bǔ)足語(yǔ)”結(jié)構(gòu)如下：
①have sth done　　使某事被做
②have sb do sth 讓某人做某事
③have sb doing sth 使某人一直做某事
④have sth to do 有某事要做（主語(yǔ)自己做）
【品悟】　①M(fèi)y mother never allows me to play computer games unless I have my homework finished.
如果我完不成家庭作業(yè)，我媽媽決不允許我玩電腦游戲。
②You need to have your temperature taken before seeing the doctor.
你看醫(yī)生前需要先量體溫。
【寫(xiě)美】　完成句子
①天很冷，她讓火日夜燃燒著。
It was cold， and she 　　　　　　　　　　　day and night.
②我們學(xué)生課后有各種各樣的活動(dòng)參加。
We students 　　　　　　　　　　　　　　　　　　after class.
③我的手機(jī)出毛病了，昨天我去修了。
Something was wrong with my mobile phone and I 　　　　　　　　yesterday.
④讓你等了這么長(zhǎng)時(shí)間，我必須向你道歉。今天，我有太多緊急的事情要處理。
I must apologise to you for 　　　　　　　　　　　　　　　　　　　　.Today， 　　　　　　　　　　　　　　　. （道歉信）
句型公式：部分否定
【教材原句】　Of course， not everyone who looks up is paying attention in class.
當(dāng)然，不是所有抬著頭的學(xué)生都是在認(rèn)真聽(tīng)課。
【用法】
“not everyone .../everyone ...not”等表示部分否定，意為“并非每個(gè)人都……”。
（1）all、 both、 each、 every、 everyone、 everybody、 everything、 always、 whole、 entirely等具有總括意義的詞與否定詞連用，構(gòu)成部分否定；
（2）當(dāng)表示完全否定意義時(shí)，英語(yǔ)中常用no、 none、 nobody、 nothing、 no one、 neither等詞與謂語(yǔ)動(dòng)詞的肯定式連用來(lái)表達(dá)。
【品悟】　It’s impossible for both the applicants to get the job， because not both of them are fit for the job.
＝It’s impossible for both the applicants to get the job， because both of them are not fit for the job.
兩個(gè)申請(qǐng)人都得到這份工作是不可能的，因?yàn)椴皇莾蓚€(gè)人都適合這份工作。
【寫(xiě)美】　完成句子/一句多譯
①湯姆邀請(qǐng)杰克和彼得和他一起去野餐，但是他們兩個(gè)都不想去，因?yàn)樗麄冇泄ぷ饕觥?br/>Tom asks Jack and Peter to go on a picnic with him，but 　　　　　　　　　　　　　， because they have work to do.
②最近的一項(xiàng)調(diào)查顯示，并非我們學(xué)校的所有學(xué)生都在空閑時(shí)間進(jìn)行體育鍛煉。
→A recent survey shows that 　　　　　　　　　　　　　　　　　　　　　　　　　　　in their spare time.
→A recent survey shows that 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　in their spare time.
句型公式：while作連詞，引導(dǎo)讓步狀語(yǔ)從句
【教材原句】　While it is easy to perceive when students are interested， bored， or distracted， it is sometimes much harder to distinguish when students are troubled.盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無(wú)聊或精力不集中是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。
【用法】
while作連詞時(shí)的主要用法：
（1）意為“雖然；盡管”時(shí)，表示轉(zhuǎn)折，引導(dǎo)讓步狀語(yǔ)從句；
（2）意為“但是；可是”時(shí)，表示對(duì)比，引導(dǎo)并列句；
（3）意為“當(dāng)……的時(shí)候”時(shí)，引導(dǎo)時(shí)間狀語(yǔ)從句。
【品悟】　While travelling can broaden your horizons， I don’t think it’s a good idea to spend too much time and money on it.
盡管旅游能夠拓寬你的視野，但是我認(rèn)為在這方面花費(fèi)太多的時(shí)間和金錢(qián)不是一個(gè)好主意。
【寫(xiě)美】　完成句子
①盡管我承認(rèn)有問(wèn)題存在，但我不同意說(shuō)這些問(wèn)題不能解決。
　　　　　　　　　　　　　　　　　　　， I don’t agree that they cannot be solved.
②李江推薦中國(guó)傳統(tǒng)服裝，而蘇華更喜歡校服。
Li Jiang recommends the traditional Chinese dress 　　　　　　　　　　　　　　　　　　　　　　　　　.
③他養(yǎng)成了開(kāi)車(chē)上班時(shí)聽(tīng)有聲書(shū)的習(xí)慣。
He forms a habit of listening to audio books 　　　　　　　　　　　　　.
情感描寫(xiě) ①weep vi.& vt.哭泣；流淚 ②anger n.憤怒；怒氣 vt.使生氣；激怒 ③anxiety n.焦慮；擔(dān)心；害怕 ④embarrassed adj.難堪的；尷尬的 ⑤ashamed adj.羞愧；慚愧 ⑥feel down 感到沮喪
動(dòng)作描寫(xiě) ①slump vi.垂頭彎腰地走（或坐等） ②bend vt.& vi.（使）彎曲；傾斜；偏向 ③lower vt.把……放低；降低；減少 adj.下面的；下方的；較小的 ④bother vi.& vt.費(fèi)心；麻煩；因……操心 ⑤stare vi.盯著看；凝視 ⑥distract vt.分散（注意力）；使分心 ⑦break down 消除；分解；打破
第一步：完成句子雛形現(xiàn)
1.一個(gè)騎自行車(chē)的女孩撞倒了一位老奶奶。
　　　　　　　　　　 knocked down an old grandma.
2.女孩懶得扶她起來(lái)，而是憤怒地責(zé)備她。
The girl didn’t 　　　　　　　　　　　　　　　　　　　　　　　.
3.然后，女孩騎著車(chē)走了。
Then the girl 　　　　　　　　.
4.片刻之后，女孩發(fā)現(xiàn)后座上的運(yùn)動(dòng)鞋不見(jiàn)了。
A moment later， the girl 　　　　　　　　　　　　　　　　on the backseat 　　　　　　　　　.
5.令她吃驚的是，老奶奶焦急萬(wàn)分地在等她。
To her surprise，the old grandma was 　　　　　　　　　　　　　　　.
6.女孩如此羞愧和尷尬，她低著頭，眼睛盯著地面，感覺(jué)血液涌上臉龐。
The girl 　　　　　　　　　　　　　　.She 　　　　　　　　　　　　　　　　the ground， feeling the blood rush to her face.
7.女孩終于崩潰了，止不住地哭起來(lái)。
The girl finally 　　　　　　　　　　　　　　　　　.
8.老奶奶俯下身，溫柔地?fù)崦念^。
　　　　　　　　　　　　　　　　　 and stroked her head gently.
第二步：句式升級(jí)造亮點(diǎn)
9.把句6合并升級(jí)為so ...that ...引導(dǎo)的倒裝句型
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
第三步：過(guò)渡銜接連成篇
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
提示：完成課后作業(yè)　UNIT 4　Section Ⅲ
◇本單元語(yǔ)法學(xué)了什么內(nèi)容？ 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 ◇自我評(píng)價(jià) 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　
◇本單元寫(xiě)作練了哪個(gè)方面？ 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　
回顧單元知識(shí)·提高語(yǔ)言能力
一、 核心單詞寫(xiě)對(duì)
1.　　　　　　 adj.合適的；恰當(dāng)?shù)?br/>2.　　　　　　 adj.相同的
3.　　　　　　 n.面頰；臉頰
4.　　　　　　 vt.較喜歡；選擇；有利于
n.幫助；恩惠；贊同
5.　　　　　　 vi.鞠躬；點(diǎn)頭vt.低（頭）
n.弓；蝴蝶結(jié)
6.　　　　　　 n.腰；腰部
7.　　　　　　 n.發(fā)生的事情；嚴(yán)重事件；沖突
8.　　　　　　 adj.內(nèi)部的；里面的
9.　　　　　　 n.故作姿態(tài)；（為畫(huà)像、拍照等擺的）姿勢(shì)vi.擺好姿勢(shì)vt.造成（威脅、問(wèn)題等）
10.　　　　　　 vt.& vi.（使）彎曲；傾斜；偏向
11.　　　　　　 vt.揭示；顯示；露出
12. 　　　　　　vt.意味著；暗示
13.　　　　　　 adv.幾乎不；勉強(qiáng)才能；剛剛
14.　　　　　　 vi.盯著看；凝視n.凝視
15.　　　　　　 n.天花板；上限
16.　　　　　　 adv.只是；僅僅；只不過(guò)
17.　　　　　　 vi.& vt.詢問(wèn)；打聽(tīng)
18.　　　　　　 vi.干預(yù)；介入
19.　　　　　　 n.組成部分；零件
20. 　　　　　　n.語(yǔ)氣；腔調(diào)；口吻
Ⅰ.單詞拼寫(xiě)
1.However， this situation will be 　　　　　（澄清） in the near future.
2.He made himself understood with the help of 　　　　　　（手勢(shì)）.
3.Since my brother is rather tall， he has to 　　　　　　（把……放低） his head to get through the door.
4.With his arms folded across his 　　　　　（胸部）， Robert looked at his friend with a smile on his face.
5.　　　　　　 （最終）， he received a scholarship to attend Yale University.
6.As far as I know， Amy was the only person to 　　　　　　（當(dāng)場(chǎng)看到） the car accident.
7.The skin acts as a 　　　　　　（屏障） against disease and the sun’s harmful rays.
8.There is a 　　　　　　（沖突） between what they are doing and what you want.
9.Not having accepted the invitation to the party， little Tom 　　　　　　（哭泣） yesterday.
10.This 　　　　　　（事情） really let me know that I have a long way to go.
11.So I have no choice but to 　　　　　　（麻煩） you to correct my mistakes in my essay.
二、拓展詞匯用活
1.　　　　　　 n.交流；相互影響→interact v.交流；溝通；合作；相互影響，相互作用
2.　　　　　　 vi.（根據(jù)情況）變化；改變→various adj.各種各樣的；多姿多彩的→variety n.不同種類(lèi)；多樣化
3.　　　　　　 vi.贊成；同意 vt.批準(zhǔn)；通過(guò)→approval n.贊成；同意；批準(zhǔn)；通過(guò)
4.　　　　　　 vt.使用；應(yīng)用；雇用→employer n.雇主；老板→employee n.雇員；雇工→employment雇用；使用；就業(yè)；職業(yè)
5.　　　　　　 vi.相異；不同于→different adj.不同的→difference n.不同；差異
6.　　　　　　 n.憤怒；怒氣 vt.使生氣；激怒→angry adj.生氣的→angrily adv.憤怒地；生氣地
7.　　　　　　 adj.可靠的；可信賴的→rely vi.依賴；依靠
8.　　　　　　 adj.輕微的；略微的；細(xì)小的→slightly adv.略微；稍微
9.　　　　　　 vt.評(píng)估；評(píng)價(jià)→assessment n.評(píng)價(jià)；評(píng)定
10.　　　　　　 n.教師；教育工作者；教育家→educate v.教育→educated adj.受過(guò)教育的→education n.教育
11.　　　　　　 n.趨勢(shì)；傾向→tend v.往往會(huì)；傾向于，趨向
12. 　　　　　　vt.占據(jù)；占用→occupation n.職業(yè)
13.　　　　　　 vt.分散（注意力）；使分心→distraction n.注意力分散；分心→distracted adj.分心的；注意力分散的
14.　　　　　　 vi.& vt.區(qū)分；辨別→distinguished adj.卓越的；杰出的；著名的
15.　　　　　　 n.焦慮；擔(dān)心；害怕→anxious adj.焦急的，焦慮的
16.　　　　　　 adj.難堪的；尷尬的→embarrass vt.使尷尬→embarrassing adj.令人尷尬的→embarrassment n.窘迫；難堪；困境
17.　　　　　　 adj.羞愧；慚愧→shame n.羞恥，羞愧；慚愧→shameful adj.可恥的；不道德的→shameless adj.無(wú)恥的
18.　　　　　　 vt.調(diào)整；調(diào)節(jié)vi.& vt.適應(yīng)；（使）習(xí)慣→adjustment n.調(diào)整；調(diào)節(jié)；適應(yīng)
19.　　　　　　 vi.（對(duì)……）起反應(yīng)；回應(yīng)；（對(duì)食物等）有不良反應(yīng)→reaction n.反應(yīng)；回應(yīng)
Ⅱ.用所給詞的適當(dāng)形式填空
1.Some think that a woman’s body cells have a 　　　　　　（tend） to age more slowly than a man’s.
2.①The little girl showed no 　　　　　　（anxious） before the competition.She seemed to have prepared for it very well.
②As is reported， more and more people are 　　　　　　（anxiety） about the quality of the air.
3.What 　　　　　　me was that my son had stolen a watch in a shop and I warned him 　　　　not to do that again.（angry）
4.Much to my 　　　　　　， he asked me an 　　　　　　question.I felt so 　　　　　that my face was red.（embarrass）
5.①Being 　　　　（educate） in a famous university is what most students desire for.
②This was a time when women were looked down upon and had no right to receive 　　　　　　（educate）.
6.　　　　　　 of after-class activities will be held，　　　　　　 from the English corner to the literature club.（vary）
7.①The new school year is right around the corner， but the 　　　　　　（adjust） to returning to school may take a few weeks.
②Many college graduates had difficulty in 　　　　　　（adjust） to rural life.
8.As for online learning， you may find yourself easily 　　　　　　（distract）.
9.①Whatever she says will not make any 　　　　　（differ） to our arrangements.
②As to what clothes to wear， students hold 　　　　　　（differ） opinions.
10.① Anyway， 　　　　　　（react） to body language is an important component for a teacher.
②What was Jeff’s 　　　　　　（react） when you told him about the bad news？
11.　　　　　　 have tried their best to create more 　　　　　　opportunities so that more 　　　　　　can be 　　　　.（employ）
12.There is a school with a 　　　　　　（distinguish） academic record in my hometown.
13.Americans think it rude to put out one’s tongue，but the Chinese often use this gesture language when they are embarrassed or 　　　　　　（shame）.
三、重點(diǎn)短語(yǔ)用準(zhǔn)
1.　　　　　　　　　相比之下
2.　　　　　　　 （與……）相比較
3.　　　　　　　 推理；推斷
4.　　　　　　　 消除；分解；打破；（機(jī)器）出故障
5.　　　　　　　 從……到……不等
6.　　　　　　　 盯著看
7.　　　　　　　 度過(guò)；熬過(guò)；完成；使理解；使明白
8.　　　　　　　 理解；明白；弄清楚
9.　　　　　　　 直起來(lái)；整理；收拾整齊
10.　　　　　　　 換句話說(shuō)；也就是說(shuō)
11.　　　　　　　 有某種影響；在工作
12.　　　　　　　 （短暫地）訪問(wèn)；要求（某人講話等）；正式邀請(qǐng)
Ⅲ.選用左欄短語(yǔ)并用其適當(dāng)形式填空
1.The boy with his back to the camera began to 　　　　　　　　； he was turning.
2.He 　　　　　　　　the exam paper blankly， not knowing what to write.
3.It takes a long time to 　　　　　　　　prejudices， but we will keep trying.
4.It was very cold yesterday， but 　　　　　　　　， it seems a bit warm today.
5.House prices 　　　　　　place 　　　　　　　　place， and they are usually high in the center of downtown.
6.I’m at a loss whether I should bring a small gift or not when I 　　　　　　　　him.
7.Judging from his puzzled expression， we 　　　　　　　　that he didn’t figure out what I said just now.
四、經(jīng)典句式寫(xiě)美
1.句型公式：“否定詞＋比較級(jí)”表達(dá)最高級(jí)含義
教材原句：And if we are feeling down or lonely， there is nothing better than seeing the smiling face of a good friend.
2.句型公式：部分否定
教材原句：Of course， not everyone who looks up is paying attention in class.
3.句型公式：have＋賓語(yǔ)＋過(guò)去分詞（作賓語(yǔ)補(bǔ)足語(yǔ)）
教材原句：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.
4.句型公式：while作連詞，引導(dǎo)讓步狀語(yǔ)從句
教材原句：While it is easy to perceive when students are interested， bored， or distracted， it is sometimes much harder to distinguish when students are troubled.
Ⅳ.完成句子
1.依我看來(lái)，這家旅館的服務(wù)最好了。
As far as I’m concerned， 　　　　　　　　　　　　　　　　　　　　.
2.事實(shí)是并不是每個(gè)人都非常重視環(huán)境保護(hù)。
The truth is that 　　　　　　　　is attaching great importance to environmental protection.
3.爬山時(shí)，她的腳受傷了。
She 　　　　　　　　　　　when climbing the mountain.
4.雖然她是一個(gè)可愛(ài)的姑娘，但有時(shí)很難與她共事。
　　　　　　　　　　　　　　　， she can be extremely difficult to work with.
整合話題元素·增強(qiáng)思維品質(zhì)
1.be lost in thought 陷入沉思
2.cover one’s mouth and nose 遮住口鼻
3.fix eyes on something 眼睛盯著什么東西
4.put one hand on one’s chin
一只手放在下巴上
5.hold one’s breath 屏住呼吸
1.By learning body language we can broaden our mental horizons and increase our knowledge in various fields.
通過(guò)學(xué)習(xí)肢體語(yǔ)言我們能夠開(kāi)闊我們的精神視野，增加我們?cè)诟黝I(lǐng)域的知識(shí)。
2.Body language is a way of communication， but not everybody can use the same body language to communicate with others.
肢體語(yǔ)言是交流的一種方式，但并非所有人都可以用同一種肢體語(yǔ)言與他人交流。
3.If you want to go out to travel， it is very important for you to figure out the body language there.
如果你要外出旅游，了解當(dāng)?shù)氐闹w語(yǔ)言是非常重要的。
4.There are actually seven universal expressions of emotions on the face： happiness， sadness， anger， fear， surprise， contempt and disgust.
實(shí)際上人的面部通常有7種表情：快樂(lè)、悲傷、生氣、恐懼、驚訝、輕視和厭惡。
5.Body language is the quiet， secret and most powerful language of all！ Outgoing people generally use their arms with big movements， while quieter people keep them close to their bodies.
肢體語(yǔ)言是所有語(yǔ)言中安靜、神秘和最強(qiáng)有力的語(yǔ)言！外向的人通常會(huì)用手臂做大動(dòng)作，而安靜的人則會(huì)讓手臂靠近身體。
Section Ⅲ　Using Language
Part Ⅰ　Explore body language
【話題聽(tīng)說(shuō)·勤操練】
話題聽(tīng)力提能
1－5　CABCA　6－10　AABAA　11－12　CB
聽(tīng)力材料：
（Text 1）
W：Hi， what are you doing？
M：Oh， I’m watching a lecture about nonverbal communication given by Professor Betty from England.
W：Nonverbal communication？ What is it？ Could you please make it clear and simple？ I’m so confused about it！
M：OK， nonverbal communication refers to communicate without words.In other words， it’s body language.
（Text 2）
M：How about your job interview， Ally？
W：The whole thing in interview was so bad， but I have learned a lot from the experience.Now I really know how important of body language is in our life.
M：Body language is one of the most powerful means of communication， often even more powerful than spoken language.
W：Yes， we should pay more attention to it.I heard that the body language show will be held at 3：00 this afternoon.How about going and listening？
M：Oh， it sounds good， but I have made an appointment at 4：00 p.m.
W：It’s a pity.
（Text 3）
W：Could you tell us some knowledge about the body language？
M：OK， about body language， I want to make some examples to you.Walking with hands in pockets； hand to cheek， thinking.
W：It’s so amazing！ I never know these simple motions can deliver so much information， and our thought would be read easily by others while we do not pay attention to！
M：Yes， body language is expressing yourself by your body act.Though it is not directly than language， but it makes the information more attractive！ And there are many actors who are good at acting the body language， like Charlie Chaplin.
（Text 4）
Animals often use body language to show their emotions.For example， when it wants to show fear and tell you to stay away， a polar bear will slap the ground.Of course， polar bears also slap the ground when they are angry.If a polar bear is trying to catch a seal and the seal gets away， the bear may throw a fit.Sometimes polar bears wag their heads from side to side when they see another bear.While this could mean that the bear is worried， if the bear stands up on its hind legs with its paws hanging down， it probably means it wants to play.A polar bear who wants to show that it is friendly to another bear will often slowly circle the other bear， and then slowly move forward with its head down and touch its nose to the other bear’s nose.Of course， if a polar bear rushes forward with its head down.Look out！ It could mean that it just wants you to go away.However， there is a good chance that it is going to attack.
話題表達(dá)實(shí)戰(zhàn)
Scene One
1－5　EBCAD
Scene Two
1.When you are talking with others
2.Nodding the head means agreement， but shaking the head means disagreement
3.shake hands instead of kissing
4.but English people must keep a distance away when they are talking
5.Following the customs will help you communicate with people
Part Ⅱ　Describe classroom body language
【速讀語(yǔ)篇·知文意】
1－4　CDDD
【演練佳作·寫(xiě)美文】
寫(xiě)作步驟
二、1.①The man is frowning.
②be fixed on something
③The man whose eyes seem to be fixed on something is frowning.
④He puts one hand on his chin.
⑤He covers his mouth and nose.
⑥He puts one hand on his chin， covering his mouth and nose.
⑦as if holding his breath
⑧What does his body language tell us？
2.①He is stuck in a problem.
②He is lost in thought.
③He is stuck in a problem and lost in thought.
④Be sure to leave him alone
⑤lead to unexpected conflicts
⑥Be sure to leave him alone， or you can be seen as a rude interloper， which sometimes can lead to unexpected conflicts.
三、The man whose eyes seem to be fixed on something is frowning.In the meantime， he puts one hand on his chin， covering his mouth and nose， and the other hand under the elbow of the arm as if holding his breath.
四、
　　The man whose eyes seem to be fixed on something is frowning.In the meantime， he puts one hand on his chin， covering his mouth and nose， and the other hand under the elbow of the arm as if holding his breath.What does his body language tell us？
It often means he is stuck in a problem and lost in thought.Be sure to leave him alone， or you can be seen as a rude interloper， which sometimes can lead to unexpected conflicts.
【核心知識(shí)·巧突破】
核心詞匯集釋
1.①I(mǎi)n a word　②keep your word　③broken his word
④In other words
2.①stared me up and down　②It is bad manners to stare at
3.①herself　②distinguished　③distinguish between right and wrong
4.①embarrassment　②embarrassed； embarrassing
③To my embarrassment； What embarrassed me/What made me embarrassed
5.①ashamed　②to tell　③Ashamed and frustrated
6.①with　②to go/going　③won’t bother you much
7.①adjustable　②adjustments　③it took me a long time to adjust to/adjust myself to the new surroundings
重點(diǎn)句型解構(gòu)
1.①had the fire burning　②have various activities to take part in　③had it repaired　④having you waiting for such a long time； I have so many urgent things to attend to
2.①neither of them want（s） to　②not all the students in our school take physical exercise； all the students in our school don’t take physical exercise
3.①While I admit that there are problems　②while Su Hua prefers the school uniform　③while he is driving to work
【教材詞匯·練續(xù)寫(xiě)】
第一步
1.A girl riding a bike
2.bother to help her up but blamed her in anger
3.rode away
4.found her sports shoes； missing
5.waiting for her with great anxiety
6.was ashamed and embarrassed； lowered her head and stared at
7.broke down and wept without control
8.The old grandma bent forward
第二步
9.So ashamed and embarrassed was the girl that she lowered her head and stared at the ground，feeling the blood rush to her face.
第三步
　　A girl riding a bike knocked down an old grandma.The girl didn’t bother to help her up but blamed her in anger.Then the girl rode away.A moment later，the girl found her sports shoes on the backseat missing.To her surprise，the old grandma was waiting for her with great anxiety.So ashamed and embarrassed was the girl that she lowered her head and stared at the ground，feeling the blood rush to her face.The girl finally broke down and wept without control.The old grandma bent forward and stroked her head gently.
1 / 3(共161張PPT)
Section Ⅲ　Using Language
1
Part Ⅰ　Explore body language
目 錄
2
Part Ⅱ　Describe classroom body language
3
課時(shí)檢測(cè)·提能力
Part Ⅰ　Explore body language
1
聽(tīng)說(shuō)課前清障 ——排除疑難，胸有成竹
1. reveal vt.揭示；顯示；露出
2. clarify vt.使更清晰易懂；闡明；澄清
3. in other words 換句話說(shuō)；也就是說(shuō)
4. try out 嘗試；試用
5. take the criminals by surprise 突然襲擊罪犯
6. give instructions 給予指示
7. use body language to express oneself
用肢體語(yǔ)言來(lái)表達(dá)自己
8. I was just telling my friend over there to meet me for lunch down the
street in twenty minutes.
我剛剛告訴我那邊的朋友二十分鐘后到街上和我一起吃午飯。
9. You were sending him secret hand signals.
你在給他發(fā)秘密手勢(shì)。
10. So， the police leader used hand gestures to tell his team what to do.
所以，警察隊(duì)長(zhǎng)用手勢(shì)告訴他的團(tuán)隊(duì)該做什么。
11. I thought it was pretty cool how they used hand gestures to
communicate.
我覺(jué)得他們用手勢(shì)交流很酷。
12. You can say a lot without speaking.
你可以不用語(yǔ)言就表達(dá)很多內(nèi)容。
　　　　　　　　　　　　　話題聽(tīng)力提能 ——捕捉信息，精準(zhǔn)判斷
聽(tīng)下面一段對(duì)話，回答第1至3題。該對(duì)話讀兩遍。
1. What is the man doing？
A. Watching a movie.
B. Watching a match.
C. Watching a lecture.
2. Where does Betty come from？
A. England. B. America. C. Switzerland.
3. What is nonverbal communication？
A. Communicating with words.
B. Communicating without words.
C. Communicating with lectures.
聽(tīng)下面一段對(duì)話，回答第4至6題。該對(duì)話讀兩遍。
4. What does the woman think of her interview？
A. Not so bad. B. Quite good. C. Rather poor.
5. When will the body language show take place？
A. At 3：00. B. At 4：00. C. At 5：00.
6. Why does the man not go to the show？
A. Because he has an appointment.
B. Because he has a lecture.
C. Because he has some classes.
聽(tīng)下面一段對(duì)話，回答第7至9題。該對(duì)話讀兩遍。
7. How many examples does the man make？
A. 2. B. 3. C. 4.
8. What does the woman think of these examples？
A. Amusing. B. Amazing. C. Entertaining.
9. How does body language make information？
A. More attractive.
B. More directly.
C. Easy to learn.
聽(tīng)下面一段獨(dú)白，回答第10至12題。該獨(dú)白讀兩遍。
10. If a polar bear slaps the ground， what does it mean？
A. Angry. B. Hungry. C. Upset.
11. When a polar bear meets another one， what does it usually do？
A. Throwing a fit.
B. Standing up on its hind legs with its paws hanging down.
C. Wagging its head from side to side.
12. What does a polar bear do when it wants to show friendship to
another？
A. Slowly moving backward with its head down.
B. Slowly circling the other bear.
C. Rushing forward with its head down.
聽(tīng)力材料：
（Text 1）
W：Hi， what are you doing？
M：Oh， I’m watching a lecture about nonverbal communication
given by Professor Betty from England.
W：Nonverbal communication？ What is it？ Could you please make
it clear and simple？ I’m so confused about it！
M：OK， nonverbal communication refers to communicate without
words.In other words， it’s body language.
（Text 2）
M：How about your job interview， Ally？
W：The whole thing in interview was so bad， but I have learned a lot
from the experience.Now I really know how important of body
language is in our life.
M：Body language is one of the most powerful means of
communication， often even more powerful than spoken language.
W：Yes， we should pay more attention to it.I heard that the body
language show will be held at 3：00 this afternoon.How about going
and listening？
M：Oh， it sounds good， but I have made an appointment at 4：00
p.m.
W：It’s a pity.
（Text 3）
W：Could you tell us some knowledge about the body language？
M：OK， about body language， I want to make some examples to
you.Walking with hands in pockets； hand to cheek， thinking.
W：It’s so amazing！ I never know these simple motions can deliver
so much information， and our thought would be read easily by others
while we do not pay attention to！
M：Yes， body language is expressing yourself by your body
act.Though it is not directly than language， but it makes the
information more attractive！ And there are many actors who are good
at acting the body language， like Charlie Chaplin.
（Text 4）
Animals often use body language to show their emotions.For
example， when it wants to show fear and tell you to stay away， a
polar bear will slap the ground.Of course， polar bears also slap the
ground when they are angry.If a polar bear is trying to catch a seal and
the seal gets away， the bear may throw a fit.Sometimes polar bears
wag their heads from side to side when they see another bear.While this
could mean that the bear is worried， if the bear stands up on its hind
legs with its paws hanging down， it probably means it wants to play.
A polar bear who wants to show that it is friendly to another bear will often
slowly circle the other bear， and then slowly move forward with its head
down and touch its nose to the other bear’s nose.Of course， if a polar bear
rushes forward with its head down.Look out！ It could mean that it just
wants you to go away.However， there is a good chance that it is going to
attack.
　　　　　　　　　　　　　話題表達(dá)實(shí)戰(zhàn) ——聚焦主題，定向突破
　　女主持人就動(dòng)物界的肢體語(yǔ)言采訪了Max Snelling……
　　閱讀下面對(duì)話，根據(jù)語(yǔ)境選擇最佳選項(xiàng)。
W：Today we are interviewing Max Snelling， who wrote a book about
body language in the animal world.Hello， Max.
M：Hello.
W：In your book you talk about how animals use body language the same
way as people do.
M：That’s right. 　1　 However， it is especially true of chimps.
W：In what way？
M：Well， when we humans are worried or frightened， we sometimes
smile in a nervous way. 　2　
W：Why is that？
M：Perhaps they are trying to look friendly so an enemy will not hurt
them. 　3　
W：We stand tall and put our hands on our sides.Sometimes we shout.
M： 　4　 Chimps do the same thing — they stand up， move their arms
around， throw things about， and make noise.
W： 　5　
M：That’s right.
A. Exactly.We want to look bigger and stronger.
B. Chimps also look as though they are smiling when they are nervous.
C. Now， what do we often do when we are angry？
D. Just like we do.
E. This is true of many animals.
答案：1－5　EBCAD
　　兩個(gè)人就肢體語(yǔ)言展開(kāi)了討論……
　　閱讀并根據(jù)提示完成下面對(duì)話。
W：Body language is very interesting.
M：Not just interesting， but useful because it can help you make
yourself easily understood.1. （當(dāng)你
在和別人交談時(shí)）， you are not just using words， but also using
expressions and gestures.
When you are talking with others　
W：Quite right.For example， waving one’s hand is to say “Good-
bye”.A smile and handshake show welcome， and clapping hands means
congratulations.2.
（點(diǎn)頭表示同意，但是搖頭表示不同
意）.The gestures are accepted both by Chinese and foreigners as having
the same meaning.
Nodding the head means agreement， but shaking the
head means disagreement　
M：Yes， but different countries also have different body language.For
example， men in Russia， France and Arab countries kiss each other
when they meet， but people in China or Australia 3.
（握手而不是親吻）.People in Rio like touching
each other， but people from English speaking countries do not touch each
other.If you touch an English person， you should say “Sorry”.
shake hands
instead of kissing　
W：Yes， people in Arab countries like standing close to one another
when they are talking， 4.
（但是英國(guó)人說(shuō)話時(shí)必須保持距離）.In some
Asian countries， you must not touch the head of another person.In Arab
countries， you eat using the fingers of your right hand； the left hand is
not used at all.In parts of Asia， you must not sit with your feet pointing at
another person.
but English people must keep a distance away
when they are talking　
M：What’s more， when you use a foreign language， it is very
important to know the meanings of gestures and movements in the foreign
country.5.
（遵守這些風(fēng)俗習(xí)慣有助于你與他人溝通） and make your
stay there much more pleasant.
Following the customs will help you communicate with
people　
　　　　　　　　　　　　　聽(tīng)力技巧點(diǎn)撥 ——授之以漁，證之以例
讀音辨別能力
英語(yǔ)的讀音在英語(yǔ)語(yǔ)言交流當(dāng)中起著非常重要的作用。如果讀音
不同，就可能表示不同的意義。因此，學(xué)生首先必須具備英語(yǔ)讀音辨
別的能力。
1. 辨別單詞讀音的能力
對(duì)單詞讀音的辨別應(yīng)該注意單詞的近音、單詞的重音、多音詞及同
音詞的辨別。
（1）近音單詞的辨別能力：英語(yǔ)中的近音辨別對(duì)學(xué)生來(lái)說(shuō)，確實(shí)
是個(gè)難點(diǎn)。高考聽(tīng)力測(cè)試中經(jīng)常在數(shù)詞上出題，來(lái)考查學(xué)生
對(duì)近音的辨別。
A. ￡9.50. B. ￡9.18. C. ￡9.15.
【聽(tīng)力材料】
M： Excuse me.Can you tell me how much the shirt is？
W：Yes， it’s nine fifteen.
【分析】　C　由于fifty與fifteen的讀音非常相近，因此，很
多學(xué)生失誤，將答案選錯(cuò)。
【典例】　How much is the shirt？
（2）單詞重音的辨別能力：英語(yǔ)中很多單詞讀音的重音位置不
同，詞義也不一樣。
【典例】　We’ll [r k d] his [ rek d] when the game is over.
【分析】　句子中的[r k d]和[ rek d]都是單詞record的讀
音，只是重音位置不同引起詞性和意義都不一樣。前者讀作
[r k d]，為動(dòng)詞，意為“記載，記錄”；后者讀作
[ rek d]，為名詞，意為“（體育運(yùn)動(dòng)或活動(dòng)的）紀(jì)錄”。
（3）多音詞的辨別能力：英語(yǔ)中還有一些單詞有多種讀音。讀
音不同，詞義也就不同，學(xué)生也必須具備對(duì)這些詞的辨別
能力。
【典例】　He said he had no time to listen to my
[ k skju s].That means he won’t [ k skju z] me.
【分析】　句子中的excuse分別讀作[ k skju s]和[ k skju z]，
前面的[ k skju s]是名詞，意為“借口，理由”；而后面的
[ k skju z]是動(dòng)詞，意為“原諒，寬恕”。
（4）同音詞的辨別能力：在英語(yǔ)中，有許多單詞讀音相同，在句
子中聽(tīng)起來(lái)完全一樣，但是拼寫(xiě)和意義不同。如當(dāng)聽(tīng)到句子
“What do you think of the [ fla （r）]？”時(shí)，我們就很難
判斷句中指的究竟是flower （花，花朵）還是flour （面
粉）。如果根據(jù)下一句“The quality is very good.”， 那么學(xué)
生很快就能明白，句子中的[ fla （r）]原來(lái)是指flour。因
此，在英語(yǔ)學(xué)習(xí)過(guò)程中，學(xué)生還應(yīng)具備根據(jù)上下文對(duì)英語(yǔ)同
音詞的辨別能力。
2. 辨別句子讀音的能力
一般說(shuō)來(lái)，句子讀音有兩種情況值得注意：一是句子的重音；二是
句子的語(yǔ)調(diào)。隨著句子的重音和語(yǔ)調(diào)的變化，句子的意思也隨之改
變。在英語(yǔ)聽(tīng)力考試的過(guò)程中，學(xué)生一定要能夠辨別。
（1）辨別句子重音的能力：句子的重音是有規(guī)定的。一般情況
下，實(shí)義詞，如名詞、行為動(dòng)詞、形容詞、副詞、數(shù)詞、疑
問(wèn)詞及感嘆詞都應(yīng)該重讀；而功能詞，如連詞、介詞、冠
詞、助動(dòng)詞、情態(tài)動(dòng)詞、人稱(chēng)代詞等都不重讀。但是，在對(duì)
話當(dāng)中的起始部分之后，說(shuō)話人可根據(jù)說(shuō)話的目的、意圖對(duì)
任何單詞或短語(yǔ)進(jìn)行重讀加以強(qiáng)調(diào)。
【典例】　W： Could you show me the coat， please？
M：Which one？
W：The red one on the right.
【分析】　男士一聽(tīng)到女士說(shuō)的第1句話中的show和coat，就
馬上知道女士的意圖和要求；女士一聽(tīng)到男士回答的Which就
馬上明白了男士的疑惑，于是著重突出red和right，使她說(shuō)話
的內(nèi)容更加準(zhǔn)確。
具備了對(duì)句子重音的辨別能力，就能很快抓住說(shuō)話者的目
的、意圖，抓住話語(yǔ)的中心內(nèi)容和要點(diǎn)，從而快速作出正確
的反應(yīng)和判斷。
（2）辨別句子語(yǔ)調(diào)的能力：英語(yǔ)句子的語(yǔ)調(diào)非常重要，它常用來(lái)
表達(dá)某種情感、愿望和要求。英語(yǔ)中句子的語(yǔ)調(diào)有3種，即降
調(diào)、升調(diào)和降升調(diào)。降調(diào)主要用于陳述句、祈使句、感嘆
句、反意疑問(wèn)句和特殊疑問(wèn)句中，表示確定、命令、要求、
驚訝、感慨和詢問(wèn)情況的情感；升調(diào)主要用于一般疑問(wèn)句以
及一些特殊的反意疑問(wèn)句或祈使句中，表示一種不確定、不
解或警告的情感；降升調(diào)主要用于對(duì)比句、選擇疑問(wèn)句、反
問(wèn)、告別語(yǔ)及祝愿語(yǔ)中，常用來(lái)表示比較、異議、提醒、建
議、鼓勵(lì)或顯得親切的情感等。
能夠辨別句子的語(yǔ)調(diào)，就能更好地把握說(shuō)話者的弦外之音，
就能更準(zhǔn)確地理解說(shuō)話者的意思、情感和態(tài)度，從而提高英
語(yǔ)聽(tīng)力理解水平。
Part Ⅱ　Describe classroom body language
2
1. How does the teacher know his students may have a problem？
A. By talking to them individually.
B. By telephoning their parents.
C. By watching their behaviours.
D. By analysing their facial expressions.
2. What will students do if they are interested in a lesson？
A. Look out of the window.
B. Hide their faces in their hands.
C. Lower their heads to look at the books.
D. Lean forward and look at the teacher.
3. When students have their arms crossed in front of their chests and their
legs crossed， they may feel 　　　　.
A. happy B. excited
C. shocked D. angry
4. How does the author develop the passage？
A. By listing some phenomena.
B. By answering some questions.
C. By teaching some body language.
D. By analysing some body language.
Step 1　品教材課文
HOW DO I KNOW MY STUDENTS？
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.
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.[1]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.
　　[1]本句是一個(gè)復(fù)合句。if引導(dǎo)條件狀語(yǔ)從句，implies后為賓
語(yǔ)從句。
　　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.[2]The main
thing is reminding distracted students that they need to pay attention in
class.
　　[2]本句是一個(gè)復(fù)合句。reminding后接雙賓語(yǔ)。
　　[3]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.
　　[3]本句是一個(gè)復(fù)合句。While引導(dǎo)讓步狀語(yǔ)從句，兩個(gè)it為形式
主語(yǔ)；兩個(gè)when皆引導(dǎo)賓語(yǔ)從句。
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.
Step 2　析寫(xiě)作手法
　　本文是一篇“總—分—總”結(jié)構(gòu)的說(shuō)明文。作者的寫(xiě)作目的從標(biāo)
題HOW DO I KNOW MY STUDENTS？就能看出來(lái)，本文就是為了
回答這個(gè)問(wèn)題的。
第一段使用特殊疑問(wèn)句So， how can I really know what makes each
student tick？提出問(wèn)題，用來(lái)引起讀者的閱讀興趣。
第二段簡(jiǎn)明扼要地提出觀察學(xué)生的肢體語(yǔ)言是了解學(xué)生的關(guān)鍵。先用
一般疑問(wèn)句的省略形式重復(fù)該問(wèn)題，然后進(jìn)行回答，借此引出文章的
主題——通過(guò)肢體語(yǔ)言了解學(xué)生。
　　第三、四段用了大量的例子來(lái)說(shuō)明學(xué)生的肢體語(yǔ)言和他們的情緒
狀態(tài)之間有很強(qiáng)的關(guān)聯(lián)，比如：如果學(xué)生對(duì)課堂內(nèi)容感興趣，他們通
常愿意抬起頭和老師有眼神交流。借助一些生動(dòng)形象的形容詞或動(dòng)
詞，描述課堂上學(xué)生的肢體語(yǔ)言，如look up、 smile、 confused、 lean
forward、 has his head lowered、 leaning their heads together等。
　　第五段主要講述了盡管學(xué)生在感興趣、無(wú)聊或心煩意亂時(shí)，很容
易被察覺(jué)，但有時(shí)很難分辨出學(xué)生有什么問(wèn)題。第一句是該段的主題
句，同時(shí)也是過(guò)渡句，起承上啟下的作用。
第六段回扣主題，最后一句點(diǎn)明對(duì)肢體語(yǔ)言的反應(yīng)是作為一名教師的
重要組成部分。
【參考譯文】
我是如何了解我的學(xué)生的？
作為一名教育工作者，人們經(jīng)常問(wèn)我，我是怎么知道學(xué)生的腦子
里在想什么的。許多學(xué)生生性靦腆，沉默寡言。同時(shí)，班上的學(xué)生有
四十多人，想與每位學(xué)生一對(duì)一談話不是那么容易。那么，我是如何
搞清楚每個(gè)學(xué)生為何會(huì)這樣的呢？
想知道我的答案嗎？我觀察他們的肢體語(yǔ)言。
學(xué)生對(duì)一堂課感興趣時(shí)，很容易就可以看出來(lái)。大部分學(xué)生會(huì)抬
頭看，并且有眼神交流。我開(kāi)玩笑時(shí)，他們露出笑容。我講到難點(diǎn)
時(shí)，他們一臉茫然。然而，學(xué)生興趣盎然時(shí)，我也看得出來(lái)，因?yàn)樗?br/>們會(huì)身體前傾，注視著我。人們?cè)趯?duì)某個(gè)事物感興趣時(shí)，往往會(huì)身體
前傾。所以，如果一名學(xué)生低頭看手表，這就表明他覺(jué)得無(wú)聊，數(shù)著
時(shí)間，只盼早點(diǎn)下課。如果兩個(gè)好朋友把頭靠在一起，那么他們很可
能是在互相寫(xiě)紙條。當(dāng)然，不是所有抬著頭的學(xué)生都是在認(rèn)真聽(tīng)課。
有些學(xué)生雖然抬著頭，卻沒(méi)有眼神交流。他們的眼睛幾乎不動(dòng)，臉上
表情疏遠(yuǎn)呆滯，好像睜著眼睛在睡覺(jué)。
有些學(xué)生在自?shī)首詷?lè)。整節(jié)課他們始終盯著別的東西，沒(méi)看我一
眼。此外，有些學(xué)生最喜歡的活動(dòng)就是做白日夢(mèng)。他們托著下巴，全
神貫注地盯著窗外或天花板。一定是什么東西吸引了他們的注意力，
但是誰(shuí)也不知道到底是什么。重要的是提醒走神的學(xué)生專(zhuān)心聽(tīng)講。
盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無(wú)聊或精力不集中
是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。憤怒、害怕
或焦慮的學(xué)生會(huì)雙臂交叉放在胸前，雙腿并攏或交叉，像是在保護(hù)自
己的身體。傷心或憂慮的學(xué)生幾乎總是皺著眉頭，也會(huì)雙手捂臉，一
副尷尬或羞愧的樣子。有些學(xué)生這副模樣，只是因?yàn)樗麄兒ε吕蠋熖?br/>問(wèn)。但是，要是學(xué)生都懶得梳頭，并且兩眼因哭泣而發(fā)紅，那么我能
夠推斷她遇到了更嚴(yán)重的問(wèn)題。極有可能她與同學(xué)或家人發(fā)生了很大
的沖突。不管是什么，我知道我必須去探個(gè)究竟，搞明白發(fā)生了什么
事情。
最后，我的職責(zé)是幫助每一位學(xué)生學(xué)習(xí)。他們的肢體語(yǔ)言讓我知
道該何時(shí)調(diào)整課堂活動(dòng)、何時(shí)干預(yù)、何時(shí)與學(xué)生單獨(dú)談話，從而讓他
們?cè)谛Ｊ斋@最大。對(duì)肢體語(yǔ)言作出反應(yīng)是教師職責(zé)的重要組成部分。
Step 3　背出彩佳句
一、概述肢體語(yǔ)言
1. People may have different body language even if they live in the same
country.
即使生活在同一個(gè)國(guó)家，人們也可能會(huì)有不同的肢體語(yǔ)言。
2. People from different cultures may misunderstand the gestures they use.
來(lái)自不同文化的人可能會(huì)誤解他們使用的手勢(shì)。
二、肢體語(yǔ)言在不同文化中的含義
1. In China， we wave our hands to say “hello” or “goodbye” while
meeting guests.
在中國(guó)，我們會(huì)見(jiàn)客人時(shí)揮手說(shuō)“你好”或“再見(jiàn)”。
2. It is good manners to greet our guests by shaking hands with them.和客
人握手打招呼是有禮貌的。
3. Like people in many other countries， we nod our heads to say “yes”
and shake our heads to say “no”.
像許多其他國(guó)家的人一樣，我們點(diǎn)頭說(shuō)“是”，搖頭說(shuō)“不”。
三、掌握肢體語(yǔ)言的意義
1. If we can’t understand the cultural differences between different
countries， it may cause misunderstanding.
如果我們不了解不同國(guó)家之間的文化差異，這可能會(huì)引起誤解。
2. Using body language in a correct way will help you to communicate
with people in a foreign country.
正確地使用肢體語(yǔ)言將幫助你與外國(guó)人交流。
　　用英文描述下圖中肢體語(yǔ)言的含義。
注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；
2. 可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
一、合理布局，精心謀篇
二、遣詞造句，規(guī)范得體
1. 根據(jù)提示介紹圖畫(huà)中的肢體語(yǔ)言
①那人皺著眉頭。

②他的眼睛似乎聚焦著什么東西。
His eyes seem to .
③用定語(yǔ)從句合并句①和句②

④他把一只手放在下巴上。

The man is frowning.　
be fixed on something　
The man whose eyes seem to be fixed on something is frowning.　
He puts one hand on his chin.　
⑤他捂住嘴和鼻子。

⑥用動(dòng)詞-ing短語(yǔ)作狀語(yǔ)合并句④和句⑤

⑦他把另一只手放在胳臂肘下，好像在屏住呼吸。
He puts the other hand under the elbow of the arm
.
⑧他的肢體語(yǔ)言告訴我們什么？（特殊疑問(wèn)句）

He covers his mouth and nose.　
He puts one hand on his chin， covering his mouth and nose.　
as if holding his
breath　
What does his body language tell us？　
2. 根據(jù)提示說(shuō)明肢體語(yǔ)言所蘊(yùn)藏的含義
①他陷入問(wèn)題中。

②他陷入沉思中。

③用連詞and連接句①和句②

④別打擾他，否則你會(huì)被視為粗魯?shù)年J入者。
， or you can be seen as a rude
interloper.
He is stuck in a problem.　
He is lost in thought.　
He is stuck in a problem and lost in thought.　
Be sure to leave him alone　
⑤這件事有時(shí)會(huì)導(dǎo)致意想不到的沖突。
The event sometimes can .
⑥用定語(yǔ)從句合并句④和句⑤


lead to unexpected conflicts　
　Be sure to leave him alone， or you can be seen as a rude
interloper， which sometimes can lead to unexpected conflicts.　
三、恰當(dāng)銜接，自然過(guò)渡
用過(guò)渡詞in the meantime連接第1題中的句③、句⑥和句⑦，同時(shí)把句
⑦改為省略句。




　The man whose eyes seem to be fixed on something is frowning.In the
meantime， he puts one hand on his chin， covering his mouth and
nose， and the other hand under the elbow of the arm as if holding his
breath.　
四、認(rèn)真謄寫(xiě)，賞心悅目
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
參考范文：
The man whose eyes seem to be fixed on something is frowning.In the
meantime， he puts one hand on his chin， covering his mouth and
nose， and the other hand under the elbow of the arm as if holding his
breath.What does his body language tell us？
It often means he is stuck in a problem and lost in thought.Be sure to
leave him alone， or you can be seen as a rude interloper， which
sometimes can lead to unexpected conflicts.
核心詞匯集釋
in other words 換句話說(shuō)；也就是說(shuō)
【用法】
in a word　　　總之；簡(jiǎn)言之
keep one’s word 遵守諾言
break one’s word 失信；不守諾言
have a word with ... 與……談?wù)?br/>have words with ... 與……爭(zhēng)吵
word comes/came that ... 有消息說(shuō)……
【佳句】　He has achieved his aim.In other words， his ambition has
come true.
他已經(jīng)實(shí)現(xiàn)了他的目標(biāo)。也就是說(shuō)，他的夢(mèng)想實(shí)現(xiàn)了。
【練透】　用word的相關(guān)短語(yǔ)填空
① ， my life will be much richer and more colourful.
②Once you have made a promise， you should ， or
no one will trust you.
③He has so many times that I cannot trust him any
more.
In a word　
keep your word　
broken his word　
【寫(xiě)美】　完成句子
④換句話說(shuō)，我們是自己未來(lái)的主人。
， we are the master of our own future.
In other words　
stare vi.盯著看；凝視n.凝視
【教材原句】　With their chins on their hands， they occupy themselves
by staring out of the window or up at the ceiling.他們雙手托著下巴，全
神貫注地盯著窗外或天花板。
【用法】
stare at　　凝視；盯著看
stare sb up and down 上下打量某人
stare sb in the face 盯著某人的臉看
【佳句】　He gave me a long stare but didn’t answer my question.
他盯著我看了很久，但沒(méi)有回答我的問(wèn)題。
【寫(xiě)美】　完成句子
①她上下打量著我，好像不認(rèn)識(shí)我似的。
She as if she didn’t know me.
②在公共場(chǎng)合盯著陌生人看是不禮貌的。
strangers in public.
stared me up and down　
It is bad manners to stare at　
distinguish vi.& vt.區(qū)分；辨別
【教材原句】　While it is easy to perceive when students are
interested， bored， or distracted， it is sometimes much harder to
distinguish when students are troubled.盡管學(xué)生們何時(shí)（對(duì)講課）感興
趣、何時(shí)感到無(wú)聊或精力不集中是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有
困擾有時(shí)會(huì)難得多。
（1）distinguish between A and B 區(qū)分A和B
distinguish ...from ...　　把……與……區(qū)分開(kāi)來(lái)
distinguish oneself （as ...） （作為……）而出名
（2）distinguished adj. 卓越的；著名的；杰出的
be distinguished for ...　因……而出名
be distinguished as ... 作為……而出名
【用法】
【佳句】　Mount Tai is distinguished for its beautiful sights as well as
rich culture， attracting visitors all over the world.泰山以其美麗的景色
和豐富的文化而聞名，吸引著世界各地的游客。
【練透】　單句語(yǔ)法填空
①As far as we all know， she has already distinguished
（she） as a great volleyball coach in the world.
②It’s my pleasure to introduce Chinese painting to our
（distinguish） guests.
herself　
distinguished　
【寫(xiě)美】　完成句子
③閱讀好書(shū)既能充實(shí)我們的思想又能教我們分辨是非。
Reading good books can not only enrich our minds but also teach us
to .
distinguish between right and wrong　
embarrassed adj.難堪的；尷尬的
【教材原句】　They may also hide their faces in their hands like they are
embarrassed or ashamed.
他們也會(huì)雙手捂臉，一副尷尬或羞愧的樣子。
【用法】
（1）be/feel embarrassed about/at ... 對(duì)……感到難為情/不知所措
（2）embarrassment n.　　　尷尬，難為情
to one’s embarrassment 讓某人尷尬的是
（3）embarrass vt. 使難堪，使尷尬
embarrassing adj. 令人尷尬的
【佳句】　Embarrassed and ashamed，she opened her mouth with her
eyes widening and face turning red.（讀后續(xù)寫(xiě)之心理描寫(xiě)）
既尷尬又羞愧，她張開(kāi)嘴巴，睜大眼睛，臉漲得通紅。
【練透】　單句語(yǔ)法填空
①The wife stood there with （embarrass）， feeling
the blood rushing to her face.
②The look on his face suggested he was in
an situation.（embarrass）
embarrassment　
embarrassed　
embarrassing　
【寫(xiě)美】　一句多譯
③令我尷尬的是，我的頭卡在大南瓜里了。
→ ，my head was stuck in the huge pumpkin.
（embarrassment）
→ was that my
head was stuck in the huge pumpkin.（what引導(dǎo)主語(yǔ)從句）
To my embarrassment　
What embarrassed me/What made me embarrassed　
ashamed adj.羞愧；慚愧
【用法】
（1）be ashamed of ...　　為……而感到羞恥
be ashamed to do sth 羞于/恥于做某事
be ashamed that ... 對(duì)……感到羞愧
（2）shame n.　　　　　　羞恥；慚愧；遺憾的事
It’s a shame that ... ……真讓人遺憾。
What a shame/pity！ 真遺憾！
【佳句】　Her head was hanging gently，and tears of shame were
shining from the corners of her eyes. （讀后續(xù)寫(xiě)之神態(tài)描寫(xiě)）
她的頭輕輕地垂著，眼角上閃著羞愧的淚光。
【練透】　單句語(yǔ)法填空
①I(mǎi) feel （shame） of myself for having done many things
that harm the environment.
②She was ashamed （tell） her mother that she had failed
again.
ashamed　
to tell　
【寫(xiě)美】　完成句子
③我既羞愧又沮喪，心如刀絞一般，淚水模糊了我的雙眼。
，I felt as if a knife were piercing my heart
and tears blurred my eyes. （讀后續(xù)寫(xiě)之心理描寫(xiě)）
Ashamed and frustrated　
bother vi.& vt.費(fèi)心；麻煩；因……操心n.麻煩；不便
【教材原句】　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.
然而，如果一個(gè)學(xué)生懶得梳頭，并且兩眼因哭泣而發(fā)紅，那么我能推
斷出她在學(xué)習(xí)上遇到了更嚴(yán)重的問(wèn)題。
bother sb with sth　 　為某事打擾或麻煩某人
bother doing/to do sth 費(fèi)心做某事
It bothers sb to do sth/that ... 使某人苦惱的是……
【用法】
【佳句】　①I(mǎi) am terribly sorry to bother you with such small things.
為一些如此小的事麻煩你，我真抱歉。
②The problem has been bothering me for weeks.
那問(wèn)題已經(jīng)困擾了我?guī)讉€(gè)星期。
【練透】　單句語(yǔ)法填空
①I(mǎi) didn’t want to bother her work matters on her day off.
②Why bother （go） to Italy and Denmark， when there
are so many appealing places here？
with　
to go/going　
【寫(xiě)美】　完成句子
③我確實(shí)需要你的寶貴建議，希望不會(huì)給你帶來(lái)太大的麻煩。
I do need your valuable suggestions， hoping it
.
won’t bother you
much　
adjust vt.調(diào)整；調(diào)節(jié)vi.& vt.適應(yīng)；（使）習(xí)慣
【教材原句】　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.
他們的肢體語(yǔ)言讓我知道該何時(shí)調(diào)整課堂活動(dòng)、何時(shí)干預(yù)、何時(shí)與學(xué)
生單獨(dú)談話，從而讓他們?cè)趯W(xué)校收獲最大。
（1）adjust （oneself） to （doing） sth　（使某人）適應(yīng)（做）某
事
（2）adjustment n. 調(diào)整；適應(yīng)
make an adjustment/adjustments （to sth） （對(duì)某事）做出調(diào)整
（3）adjustable adj. 可調(diào)節(jié)的
【用法】
【佳句】　As for how to adjust yourself to the new school life here
quickly， I’d like to give you some advice.
關(guān)于如何使你自己快速適應(yīng)這里的新學(xué)校生活，我想給你一些建議。
【練透】　單句語(yǔ)法填空
①The height of the bicycle seat is （adjust）.
②Some schools will make （adjust） in agreement with
the national soccer reform.
adjustable　
adjustments　
【寫(xiě)美】　完成句子
③作為一名交換生，我花了很長(zhǎng)時(shí)間去適應(yīng)新環(huán)境。
As an exchange student，
. （告知信）
it took me a long time to adjust to/adjust
myself to the new surroundings　
重點(diǎn)句型解構(gòu)
句型公式：have＋賓語(yǔ)＋過(guò)去分詞（作賓語(yǔ)補(bǔ)足語(yǔ)）
【教材原句】　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.所以，如果一名學(xué)生低頭看手表，這就表明他覺(jué)得無(wú)聊，數(shù)著時(shí)
間，只盼早點(diǎn)下課。
（1）句中的has his head lowered為“have＋賓語(yǔ)＋賓語(yǔ)補(bǔ)足語(yǔ)”結(jié)
構(gòu)。本句中過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)，表示被動(dòng)。
（2）“have＋賓語(yǔ)＋賓語(yǔ)補(bǔ)足語(yǔ)”結(jié)構(gòu)如下：
①have sth done　　使某事被做
②have sb do sth 讓某人做某事
③have sb doing sth 使某人一直做某事
④have sth to do 有某事要做（主語(yǔ)自己做）
【用法】
【品悟】　①M(fèi)y mother never allows me to play computer games unless
I have my homework finished.
如果我完不成家庭作業(yè)，我媽媽決不允許我玩電腦游戲。
②You need to have your temperature taken before seeing the doctor.
你看醫(yī)生前需要先量體溫。
【寫(xiě)美】　完成句子
①天很冷，她讓火日夜燃燒著。
It was cold， and she day and night.
②我們學(xué)生課后有各種各樣的活動(dòng)參加。
We students after class.
had the fire burning　
have various activities to take part in　
③我的手機(jī)出毛病了，昨天我去修了。
Something was wrong with my mobile phone and I
yesterday.
④讓你等了這么長(zhǎng)時(shí)間，我必須向你道歉。今天，我有太多緊急的事
情要處理。
I must apologise to you for
.Today， .
（道歉信）
had it repaired　
having you waiting for such a long
time　
I have so many urgent things to attend to　
句型公式：部分否定
【教材原句】　Of course， not everyone who looks up is paying
attention in class.
當(dāng)然，不是所有抬著頭的學(xué)生都是在認(rèn)真聽(tīng)課。
“not everyone .../everyone ...not”等表示部分否定，意為“并非每個(gè)
人都……”。
（1）all、 both、 each、 every、 everyone、 everybody、
everything、 always、 whole、 entirely等具有總括意義的詞與否定詞
連用，構(gòu)成部分否定；
（2）當(dāng)表示完全否定意義時(shí)，英語(yǔ)中常用no、 none、 nobody、
nothing、 no one、 neither等詞與謂語(yǔ)動(dòng)詞的肯定式連用來(lái)表達(dá)。
【用法】
【品悟】　It’s impossible for both the applicants to get the job， because
not both of them are fit for the job.
＝It’s impossible for both the applicants to get the job， because both of
them are not fit for the job.
兩個(gè)申請(qǐng)人都得到這份工作是不可能的，因?yàn)椴皇莾蓚€(gè)人都適合這份
工作。
①湯姆邀請(qǐng)杰克和彼得和他一起去野餐，但是他們兩個(gè)都不想去，因
為他們有工作要做。
Tom asks Jack and Peter to go on a picnic with him，but
， because they have work to do.
neither of them
want（s） to　
【寫(xiě)美】　完成句子/一句多譯
②最近的一項(xiàng)調(diào)查顯示，并非我們學(xué)校的所有學(xué)生都在空閑時(shí)間進(jìn)行
體育鍛煉。
→A recent survey shows that
in their spare time.
→A recent survey shows that
in their spare time.
not all the students in our school take
physical exercise　
all the students in our school don’t take
physical exercise　
句型公式：while作連詞，引導(dǎo)讓步狀語(yǔ)從句
【教材原句】　While it is easy to perceive when students are
interested， bored， or distracted， it is sometimes much harder to
distinguish when students are troubled.盡管學(xué)生們何時(shí)（對(duì)講課）感興
趣、何時(shí)感到無(wú)聊或精力不集中是容易察覺(jué)的，但要發(fā)現(xiàn)學(xué)生何時(shí)有
困擾有時(shí)會(huì)難得多。
while作連詞時(shí)的主要用法：
（1）意為“雖然；盡管”時(shí)，表示轉(zhuǎn)折，引導(dǎo)讓步狀語(yǔ)從句；
（2）意為“但是；可是”時(shí)，表示對(duì)比，引導(dǎo)并列句；
（3）意為“當(dāng)……的時(shí)候”時(shí)，引導(dǎo)時(shí)間狀語(yǔ)從句。
【用法】
【品悟】　While travelling can broaden your horizons， I don’t think it’s
a good idea to spend too much time and money on it.
盡管旅游能夠拓寬你的視野，但是我認(rèn)為在這方面花費(fèi)太多的時(shí)間和
金錢(qián)不是一個(gè)好主意。
【寫(xiě)美】　完成句子
①盡管我承認(rèn)有問(wèn)題存在，但我不同意說(shuō)這些問(wèn)題不能解決。
， I don’t agree that they cannot
be solved.
While I admit that there are problems　
②李江推薦中國(guó)傳統(tǒng)服裝，而蘇華更喜歡校服。
Li Jiang recommends the traditional Chinese dress
.
③他養(yǎng)成了開(kāi)車(chē)上班時(shí)聽(tīng)有聲書(shū)的習(xí)慣。
He forms a habit of listening to audio books
.
while Su Hua prefers
the school uniform　
while he is driving to
work　
情感
描寫(xiě) ①weep vi.& vt.哭泣；流淚
②anger n.憤怒；怒氣 vt.使生氣；激怒
③anxiety n.焦慮；擔(dān)心；害怕
④embarrassed adj.難堪的；尷尬的
⑤ashamed adj.羞愧；慚愧
⑥feel down 感到沮喪
動(dòng)作
描寫(xiě) ①slump vi.垂頭彎腰地走（或坐等）
②bend vt.& vi.（使）彎曲；傾斜；偏向
③lower vt.把……放低；降低；減少
adj.下面的；下方的；較小的
④bother vi.& vt.費(fèi)心；麻煩；因……操心
⑤stare vi.盯著看；凝視
⑥distract vt.分散（注意力）；使分心
⑦break down 消除；分解；打破
第一步：完成句子雛形現(xiàn)
1. 一個(gè)騎自行車(chē)的女孩撞倒了一位老奶奶。
knocked down an old grandma.
2. 女孩懶得扶她起來(lái)，而是憤怒地責(zé)備她。
The girl didn’t .
3. 然后，女孩騎著車(chē)走了。
Then the girl .
A girl riding a bike　
bother to help her up but blamed her in anger　
rode away　
4. 片刻之后，女孩發(fā)現(xiàn)后座上的運(yùn)動(dòng)鞋不見(jiàn)了。
A moment later， the girl on the
backseat .
5. 令她吃驚的是，老奶奶焦急萬(wàn)分地在等她。
To her surprise，the old grandma was
.
found her sports shoes　
missing　
waiting for her with great
anxiety　
6. 女孩如此羞愧和尷尬，她低著頭，眼睛盯著地面，感覺(jué)血液涌
上臉龐。
The girl .She
the ground， feeling the blood rush to her face.
7. 女孩終于崩潰了，止不住地哭起來(lái)。
The girl finally .
8. 老奶奶俯下身，溫柔地?fù)崦念^。
and stroked her head gently.
was ashamed and embarrassed　
lowered her head and
stared at　
broke down and wept without control　
The old grandma bent forward　
第二步：句式升級(jí)造亮點(diǎn)
9. 把句6合并升級(jí)為so ...that ...引導(dǎo)的倒裝句型


　So ashamed and embarrassed was the girl that she lowered her head
and stared at the ground，feeling the blood rush to her face.　
第三步：過(guò)渡銜接連成篇








　A girl riding a bike knocked down an old grandma.The girl didn’t
bother to help her up but blamed her in anger.Then the girl rode away.A
moment later，the girl found her sports shoes on the backseat missing.To
her surprise，the old grandma was waiting for her with great anxiety.So
ashamed and embarrassed was the girl that she lowered her head and stared
at the ground，feeling the blood rush to her face.The girl finally broke
down and wept without control.The old grandma bent forward and stroked
her head gently.　
課時(shí)檢測(cè)·提能力
培育學(xué)科素養(yǎng)
3
維度一：品句填詞
1. Now that she is occupied with her work，I don’t want to
（麻煩） her with my problems.
2. Putting ourselves in their shoes is of great importance when we
have （沖突） with friends.
3. It’s important to （辨別） reality from dreams in our
daily lives.
bother　
conflicts　
distinguish　
4. Hearing the result of the competition， she couldn’t help
（哭泣） aloud.
5. The baby is sleeping， so please （降低） your voice when
you have to talk.
6. When making a speech， you have to （調(diào)整） your
language to the age of your audience.
7. The fireman told us how to （反應(yīng)） in case a fire should
happen.
8. （最終）， you have to make your own judgements.
weeping　
lower　
adjust　
react　
Ultimately　
9. To our delight， what I said （澄清） the situation in the
end.
10. She （詢問(wèn)） of me most politely whether I wished to
continue.
clarified　
inquired　
維度二：詞形轉(zhuǎn)換
1. The old man （bend） over， picked up the plastic bag from
the ground and then threw it into the dustbin.
2. He was （embarrass） when he was forced to admit
making a mistake.
3. There is a （tend） for people to spend more and more
time on their mobile phones.
4. In the street， she found herself （stare） at by a stranger，
which made her a little nervous.
bent　
embarrassed　
tendency　
stared　
5. As a special （educate） teacher at the school， I was
familiar with the challenges David faced and was proud of his strong
determination.
6. She was deeply （shame） of her behaviour at the party.
7. When learning his friend had moved to a （slight） larger
house， he wandered around， depressed and full of
（anxious）.
8. We had to return the ticket because we （bare） had time to
catch the train.
education　
ashamed　
slightly　
anxiety　
barely　
維度三：固定搭配和句式
1. Everyone needs friends， but （并
不是每個(gè)人都知道） how to be a good friend.
2. My computer broke down and （我必須找
人修理它） so as not to delay my work.
3. Our teacher loves us deeply
（好像我們是她們自己的孩子一樣）.
4. It was at that time that she
（與丈夫發(fā)生沖突而感到羞愧）.
not everyone/everybody knows　
I must have it repaired　
as though/if we were their own
children　
was ashamed to have come into conflict
with/conflict with her husband　
5. She （焦急地等待她的丈
夫） in the dark forest.
6. （盡管學(xué)生們來(lái)
自不同的國(guó)家）， they got on quite well in the summer camp.
waited for her husband with anxiety　
While the students came from different countries　
維度四：課文語(yǔ)法填空
　　As an 1. （educate）， people often ask me how I
know what is going on in the minds of my students.My answer is that I
look at their body language.It is easy for me 2.
（recognise） when students are interested in a lesson.People have a
3. （tend） to lean towards whatever they are interested
in.So if a student has his head 4. （lower） to look at his
watch， it implies he is bored and just counting the minutes for the class to
end.Sometimes some students are 5.
educator　
to recognise　
tendency　
lowered　
（amuse） by something else.So the main thing is reminding
distracted students 6. they need to pay attention in class.
While 7. is easy to perceive when students are interested，
bored， or distracted， it is sometimes much harder to distinguish when
students 8. （trouble）.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
9. （individual）.Reacting to body language is 10.
important component of being a teacher.
amused　
that　
it　
are troubled　
individually　
an　
Ⅰ.閱讀理解
A
　　（2024·滄州十校高二下學(xué)期月考）When you are about to get a
shot of good and bad news， what is your preference — good news first，
or bad？ And what should your preference be？
In an initial study， participants filled out a personality inventory
（清單）.One group was told that they were going to get feedback， some
of which was good and some of which was bad， and were asked which
they wanted to hear first.A second group was told that they were going to
give someone else feedback about their personality inventory and that
some of the news would be good and some bad.They were asked what
news they wanted to deliver first.
Most people （78％） wanted to hear the bad news first because they
believed they would feel better if they got the bad news out of the way and
ended on a good note.People delivering news， though， were split：
Those who imagined what a recipient would want to hear tended to want to
give the bad news first， while those who focused on their own feelings
tended to want to give the good news first because they felt it would be
easier to start by giving good news.
But which is actually better for us， getting good news first or bad？
Another study suggests that the answer to this important question depends
on whether you are focused on your mood or on changing your behaviour.
In this study， participants who got the bad news first were in a better
mood and were less worried overall than those who got the good news
first.However， participants who got the bad news first were less
interested in improving their behaviour than those who got the good news
first.
Overall， we like to get bad news first because the last thing you hear
affects your mood.However， it turns out that being a little unsettled can
be motivating.So， if you are motivated to act on the bad feedback by
making changes in your behaviour， it is better to focus on what is wrong
and to hear it last.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。“我有一個(gè)好消息和一個(gè)壞消息，
你想先聽(tīng)哪個(gè)？”這是我們生活中經(jīng)常面臨的一個(gè)問(wèn)題。而對(duì)此問(wèn)
題的不同回答，又意味著什么呢？
語(yǔ)篇解讀：本文是一篇說(shuō)明文。“我有一個(gè)好消息和一個(gè)壞消息，
你想先聽(tīng)哪個(gè)？”這是我們生活中經(jīng)常面臨的一個(gè)問(wèn)題。而對(duì)此問(wèn)
題的不同回答，又意味著什么呢？
1. What can we learn about the initial study？
A. The first group would announce news.
B. The second group would get feedback.
C. The two groups received the same task.
D. The two groups produced different results.
解析： 　推理判斷題。根據(jù)第二、三段可知，在這項(xiàng)研究中，研
究對(duì)象被分為兩組：一組將聆聽(tīng)反饋（聽(tīng)消息），另一組將告知他
人反饋（告訴消息）；研究結(jié)果表明：第一組人員的回答比較一
致，78％的人都想先聽(tīng)壞消息，而第二組則觀點(diǎn)產(chǎn)生分歧和對(duì)立。
這說(shuō)明兩個(gè)小組的研究結(jié)果不一致。
2. What can we infer about people delivering the bad news first in the first
study？
A. They belong to optimistic type.
B. They belong to pessimistic type.
C. They care about their own feelings.
D. They focus on the listeners’ feelings.
解析： 　推理判斷題。根據(jù)第三段可知，那些想象對(duì)方會(huì)想聽(tīng)到
什么的人傾向于先說(shuō)壞消息，而那些關(guān)注自己感受的人傾向于先說(shuō)
好消息。由此可知，先說(shuō)壞消息的人在乎對(duì)方的感受，而先說(shuō)好消
息的人在乎自己的感受。
3. Who were more likely to improve their behaviour according to the
second study？
A. Those who got the bad news first.
B. Those who got the good news first.
C. Those who delivered the bad news first.
D. Those who delivered the good news first.
解析： 　細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段可知，與先聽(tīng)到好消息的
研究對(duì)象相比，先聽(tīng)到壞消息的研究對(duì)象對(duì)改善自己的行為不太感
興趣。由此可知，先聽(tīng)到好消息者更有可能改變自己的行為。
4. What is the author’s advice for us in the last paragraph？
A. Hear the bad news last.
B. Hear the good news last.
C. Focus on our mood.
D. Stick to our behaviour.
解析： 　細(xì)節(jié)理解題。根據(jù)最后一段可知，作者給我們的建議
是：如果你有動(dòng)力通過(guò)改變自己的行為來(lái)應(yīng)對(duì)糟糕的反饋，那么最
好把注意力集中在出現(xiàn)錯(cuò)誤的地方，也就是最后聽(tīng)壞消息。
B
　　（2024·南京高二下學(xué)期質(zhì)檢）In the past， video calls were mainly
used for just a few elements of business meetings or hangouts with friends
and family.Now， video conference tools are essential for our
productivity， learning， and social interaction.We use them not only for
fun， but mainly as a meaningful part of our work.
Once we started to attend endless video calls for a few hours each
day， people became exhausted.This term is called “zoom fatigue”，
and it is associated with overusing virtual communication platforms.
I know that there are some advantages of using video conferencing
tools.Without them， it might not be possible to work from home.But there
is a price that we need to pay for that sort of convenience.
When we are having a live conversation with another person，
everything seems pretty natural.While speaking， you look into the eyes，
sometimes slightly moving away your gaze onto something else.
Even if you’re in a conference room with 10 people， you don’t have
this feeling of being observed all the time.You notice that people mostly
look at the person who is currently speaking， and then they move their
gaze onto someone else.But when you use a teleconferencing tool， things
are different.Being physically on camera makes you very aware of being
watched all the time.It’s because you don’t know who is looking at
you.You just see many faces on your screen.
Marissa Shuffler， an associate professor at Clemson University，
once said，“When you’re on a video conference， you know
everybody’s looking at you； you are on stage， feeling like you need to
perform.”
Moreover， there is another interesting tendency as far as video calls
are concerned.Who are you looking at most of the time？ The answer is
yourself.For most people it’s hard not to look at their own face if they can
see it on the screen.It’s just tempting to confirm whether our head is at the
right angle or if we’re having a good hair day and our shirt isn’t creased
（起皺）.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。視頻通話和視頻會(huì)議給我們帶來(lái)了
很大的便利，可是，我們卻要為這種便利付出相應(yīng)的代價(jià)。
語(yǔ)篇解讀：本文是一篇說(shuō)明文。視頻通話和視頻會(huì)議給我們帶來(lái)了
很大的便利，可是，我們卻要為這種便利付出相應(yīng)的代價(jià)。
5. What do the underlined words “zoom fatigue” refer to according to
Paragraph 2？
A. The popularity of video calls.
B. Being addicted to video calls.
C. Feeling bored with video calls.
D. Tiredness caused by video calls.
解析： 　詞義猜測(cè)題。根據(jù)第二段可知，作者這里提到的zoom
fatigue是指由視頻通話給我們帶來(lái)的一種疲憊感。
6. What do video calls mean compared with live conversations？
A. Higher cost. B. More freedom.
C. More pressure. D. Better experience.
解析： 　推理判斷題。根據(jù)第四至六段可知，人與人之間面對(duì)
面的交談是輕松自然的，而視頻通話期間，我們感覺(jué)一直有人
盯著自己，同時(shí)有一種上舞臺(tái)表演的感覺(jué)。這自然會(huì)給我們?cè)?br/>添很多的壓力。
7. Why do we look at ourselves most of the time on the screen？
A. To behave ourselves.
B. To get some comfort.
C. To encourage ourselves.
D. To attract some attention.
解析： 　細(xì)節(jié)理解題。根據(jù)最后一段可知，在視頻通話中，我們
經(jīng)常會(huì)看自己——關(guān)注自己頭的角度、頭發(fā)是否整齊、襯衣是否起
皺。behave oneself相當(dāng)于show good manners。
8. What’s the author’s attitude to video calls？
A. Satisfied. B. Negative.
C. Skeptical. D. Ambiguous.
解析： 　觀點(diǎn)態(tài)度題。綜合全文可知，作者主要指出視頻通話帶
來(lái)的問(wèn)題——讓我們疲憊不堪，并分析了造成這一結(jié)果的原因。由
此可推知，作者對(duì)視頻通話的態(tài)度是消極的。
Ⅱ.完形填空
　　（2024·重慶高二下學(xué)期月考）Undoubtedly， Sherpas are the
unsung heroes of Mount Everest.Back in 1953， Edmund Hillary could
not have 　9　 the summit of the world’s highest mountain without the
help of Sherpa mountaineer Tenzing Norgay.Today Sherpas 　10　 to
challenge nature on this famous mountain.
Recently the 30-year-old Nepali mountain guide Gelje Sherpa carried
out a heroic 　11　 when a Malaysian climber came close to death in
Everest’s infamous “death zone”.According to the Himalayan
Database， Everest has 　12　 more than 310 lives since 1924.The
Malaysian climber looked likely to join this number when Gelje 　13　
him， alone on the mountain and lacking equipment.He was 　14　 in a
dangerous situation.
Gelje was faced with a 　15　： continue guiding his client to the
mountain’s summit， or 　16　 the journey and save the stranded
climber.For Gelje， it wasn’t 　17　 — the climber had to be
saved.Gelje 　18　 his companion to give up the summit 　19　，
strapped （捆扎） the climber to his back and 　20　 him down 600
metres over the course of six hours.Later， he was joined by
another 　21　， Nima Tashi Sherpa， who helped to carry the climber
the rest of the way to base camp.
“It is almost 　22　 to rescue climbers at that altitude，”
Department of Tourism official Bigyan Koirala told the Reuters news
agency.“It is a very rare operation.”
But Gelje achieved what’s incredible， and his heroic
efforts 　23　.The rescued climber， whose name was not released to the
media， was flown home after his condition improved.
語(yǔ)篇解讀：本文是一篇記敘文。當(dāng)30歲的尼泊爾登山向?qū)elje
Sherpa看到一名馬來(lái)西亞登山者面臨生命危險(xiǎn)時(shí)，他說(shuō)服他所服務(wù)的
珠峰挑戰(zhàn)者放棄登山，果斷將那位馬來(lái)西亞登山者背下了山。
語(yǔ)篇解讀：本文是一篇記敘文。當(dāng)30歲的尼泊爾登山向?qū)elje
Sherpa看到一名馬來(lái)西亞登山者面臨生命危險(xiǎn)時(shí)，他說(shuō)服他所服務(wù)的
珠峰挑戰(zhàn)者放棄登山，果斷將那位馬來(lái)西亞登山者背下了山。
9. A. found B. reached C. visited D. seen
解析： 　根據(jù)下文without the help of Sherpa mountaineer Tenzing
Norgay可知，1953年，如果沒(méi)有夏爾巴人Tenzing Norgay的幫助，
Edmund Hillary不可能登上世界最高峰。
10. A. switch B. intend
C. manage D. continue
解析： 　上文Back in 1953是在說(shuō)過(guò)去，這里作者接著告訴我
們：今天，夏爾巴人繼續(xù)在這座著名的山上挑戰(zhàn)自然。
11. A. rescue B. mission
C. project D. challenge
解析： 　根據(jù)下文可知，Gelje Sherpa實(shí)施了一次英勇的救援
行動(dòng)。
12. A. claimed B. caught
C. witnessed D. discovered
解析： 　根據(jù)喜馬拉雅數(shù)據(jù)庫(kù)的數(shù)據(jù)，自1924年以來(lái)，珠穆朗瑪
峰已經(jīng)奪走了310多人的生命。claim奪取（生命）。
13. A. made out B. looked over
C. came across D. searched for
解析： 　當(dāng)Gelje Sherpa遇到這位馬來(lái)西亞登山者時(shí)，他獨(dú)自一
人在山上，沒(méi)有裝備。come across偶然遇到。
14. A. normally B. definitely
C. basically D. regularly
解析： 　根據(jù)上文alone on the mountain and lacking equipment可
知，這位馬來(lái)西亞登山者的處境確實(shí)很危險(xiǎn)。definitely確切地；
肯定地；確實(shí)。
15. A. plan B. choice
C. mission D. solution
解析： 　根據(jù)下文continue guiding his client to the mountain’s
summit， or可知，這時(shí)Gelje Sherpa面臨著一個(gè)選擇：要么繼續(xù)陪
他服務(wù)的登山者登上峰頂，要么放棄登山，救人。
16. A. finish B. change
C. abandon D. forget
解析： 　參見(jiàn)上題解析。
17. A. difficult B. natural
C. interesting D. casual
解析： 　根據(jù)破折號(hào)后的the climber had to be saved可知，對(duì)
Gelje Sherpa來(lái)說(shuō)，這不是很難的選擇。也就是說(shuō)，他很容易就作
出了救人的選擇。
18. A. requested B. allowed
C. demanded D. convinced
解析： 　然后，Gelje Sherpa說(shuō)服他所服務(wù)的登山者放棄了登頂
珠峰的嘗試。
19. A. attempt B. concept
C. risk D. purpose
解析： 　參見(jiàn)上題解析。attempt試圖；企圖；嘗試。
20. A. moved B. pulled
C. dragged D. carried
解析： 　根據(jù)上文strapped（捆扎） the climber to his back可知，
Gelje Sherpa將這位馬來(lái)西亞登山者背下了山。
21. A. guide B. visitor C. doctor D. nurse
解析： 　上文提到了Gelje Sherpa是一位登山向?qū)В虼诉@里是
指另一位登山向?qū)А?br/>22. A. obvious B. necessary
C. impossible D. acceptable
解析： 　根據(jù)下文It is a very rare operation.可知，這次救援難度
極大，幾乎是不可能的。
23. A. turned up B. paid off
C. worked out D. set down
解析： 　根據(jù)文章尾句可知，這位馬來(lái)西亞登山者成功獲救。也
就是說(shuō)Gelje Sherpa的努力沒(méi)有白費(fèi)，得到了回報(bào)。
Ⅲ.應(yīng)用文寫(xiě)作
　　對(duì)于縮寫(xiě)的網(wǎng)絡(luò)流行語(yǔ)（如yyds和xswl），人們有不同的看法。
請(qǐng)你就此話題寫(xiě)一篇短文給某英文網(wǎng)站投稿，內(nèi)容包括：
1. 時(shí)下很流行這種縮寫(xiě)的網(wǎng)絡(luò)用語(yǔ)；
2. 你對(duì)這種網(wǎng)絡(luò)流行語(yǔ)的看法；
3. 說(shuō)明你喜歡或不喜歡的理由。
注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；
2. 可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
參考范文：
　　With the development of information technology and rapid social
change， some Internet words， such as yyds and xswl， have grown in
popularity among the young people.
Personally speaking， I’m fond of these new Internet words and I
think it’s necessary for us to master them.
First of all， these abbreviations are much easier to type on the
keyboard， which makes our communication easier and more
convenient.Secondly， living in a fast-changing world， we must keep
pace with the times.If we don’t know these words， we won’t understand
what others are saying.Finally， these new words are interesting and
funny.Not only can they make our conversations vivid and lively， but
they can also help reduce our pressure from heavy learning load.
Ⅳ.讀后續(xù)寫(xiě)
　　閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)
成一篇完整的短文。
Once upon a time， there lived a young boy named Ethan in a small
village.With a passion for music， Ethan was enthusiastic about playing
the guitar.Every day after school， he would rush home， grab his
guitar， and lose himself in the melodies he created.
The village was hosting a talent show， and Ethan decided to
participate.However， doubts started to creep into his mind.He began
comparing himself to other talented musicians and questioning his
abilities.The fear of failure began to consume him.
But Ethan’s grandfather， who had always been his biggest
supporter， noticed his grandson’s inner struggle.He sat down with Ethan
and shared a story from his own youth.
“When I was your age，” his grandfather began， “I had a dream
of becoming a painter.But I was filled with self-doubt， just like you are
now.I decided to seek guidance from a wise old artist in a nearby town.”
The old artist listened to his worries and offered him a challenge.He
asked Ethan’s grandfather to paint a picture on a large canvas in front of a
crowd.Overwhelmed by the challenge， he hesitated.
The wise artist smiled and said，“Don’t focus on what others might
think.Instead， paint from your heart and pour your soul into every
stroke.The beauty lies not in perfection， but in the authenticity of your
creation.”
Encouraged by these words， Ethan’s grandfather accepted the
challenge.He painted with passion， letting his emotions guide his
brush.The crowd watched in awe as a beautiful masterpiece emerged on the
canvas.
Finishing the story， Ethan’s grandfather said， “That day， I
realised that success is not defined by how perfect we are or how we
compare to others.It’s about embracing our unique talents， taking risks，
and expressing ourselves with passion and authenticity.”
注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式作答。
　　Inspired by his grandfather’s story， Ethan decided to give the
talent show his all. 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
　　Ethan didn’t win the talent show， but he felt like a winner deep
inside. 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
參考范文：
　　Inspired by his grandfather’s story， Ethan decided to give the talent
show his all. He practiced tirelessly and poured his heart into every
note.When the day of the talent show arrived， Ethan took a deep breath，
stepped on stage， and played his guitar like never before. The audience
was captivated by his performance. Ethan’s fingers danced on the strings，
creating melodies that touched their hearts.At that moment， he realised
that his self-doubts had held him back， but now he was free.
Ethan didn’t win the talent show， but he felt like a winner deep
inside.This experience taught him that winning or losing isn’t the most
important thing in our lives.What really matters is to believe in ourselves，
to embrace our passions， and to chase our dreams with all our
energy.Meanwhile， he realised that success is not always measured by
external recognition but by the joy and fulfillment we find in pursuing our
passions.Therefore， Ethan continued to play his guitar， inspiring others
with his music and reminding everyone that the true reward lies in the
journey itself.
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