人教版 (2019)选择性必修 第一册Unit 4 Body Language学案设计

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language学案设计，共13页。
What I hide by my language, my bdy utters.
我用语言隐藏的东西，我的身体会说出来。
一、朗读并熟读本单元各个段落，做到语境里记住本单元新旧单词。
Part 1
We als use bdy language in ur interactins with ther peple. Just like spken language, bdy language varies frm culture t culture. The crucial thing is using bdy language in a apprpriate way. Fr example, making eye cntact in sme cuntries is a way t display interest. In ther cuntries, by cntrast, eye cntact is nt always apprved f in many Middle Eastern cuntries. In Japan, it may demnstrate respect t lk dwn when talking t an lder persn.
我们在与他人的互动中也会使用肢体语言。就像口头语言一样，肢体语言在不同文化中也有所不同。关键在于如何恰当地运用肢体语言。例如，在一些国家，眼神交流是表达兴趣的一种方式。而在其他一些国家，作为对比，比如中东地区，眼神交流并不总是被接受。在日本，与长辈交谈时低头是一种表示尊重的方式。
The gesture fr “OK” has different meanings in different cultures. In Japan, smene wh witnesses anther persn emplying the gesture might think it means mney. In France, a persn encuntering an identical gesture may interpret it as meaning zer.
“OK”手势在不同的文化中有着不同的含义。在日本，看到别人使用这个手势的人可能会认为它意味着钱。在法国，遇到相同手势的人可能会将其解释为零。
Even the gestures we use fr “yes” and “n” differ arund the wrld. In many cuntries, shaking ne’s head means “n”, and ndding means “yes”. By cmparisn, in ther cuntries, the gestures have the ppsite meaning. In France and Russia, peple may kiss their friends n the cheek when they meet. Elsewhere, peple favur bwing frm the waist r ndding the head. Anyway, a smile can break dwn barriers.
即使是“是”和“否”的手势，在世界各地也有所不同。在很多国家，摇头表示“不”，点头则表示“是”。相比之下，在其他国家，手势的意义则相反。在法国和俄罗斯，人们见面时可能会亲吻朋友的脸颊。而在其他地方，人们更倾向于鞠躬或点头致意。无论如何，微笑能够打破隔阂。
Part 2
As an educatr, peple ften ask me what makes each student tick. I lk at their bdy language.Peple have a tendency t lean twards whatever they are interested in. S if a student has his head lwered t lk at his watch, it implies he is bred.Their eyes barely mve.
作为一名教育工作者，人们经常问我是什么让每个学生都这么想？我观察他们的肢体语言。人们倾向于向自己感兴趣的东西倾斜。所以如果一个学生低着头看手表，这意味着他很无聊。他们的眼睛几乎不动。
With their chins n their hands, they ccupy themselves by staring ut f the windw r up at the ceiling. They are certainly interested in smething, but wh knws what. The main thing is reminding distracted students that they need t pay attentin in class.
他们双手托着下巴，要么忙着盯着窗外，要么仰望着天花板。他们肯定对什么感兴趣，但谁知道是什么呢？最重要的是提醒那些分心的学生们，他们需要在课堂上集中注意力。
While it is easy t perceive when students are interested r distracted, it is much harder t distinguish when students are trubled. Students wh are experiencing anxiety may have their arms crssed in frnt f their chests, like they are guarding their bdies. They may als hide their faces in their hands like they are embarrassed r ashamed. Sme students act this way merely because they are afraid f being called n by the teacher.
虽然很容易察觉学生是否感兴趣或分心，但要判断他们是否感到困扰则困难得多。焦虑的学生可能会双臂交叉在胸前，仿佛在保护自己的身体；他们也可能用手遮住脸，显得尴尬或羞愧。有些学生之所以表现出这些行为，仅仅是因为害怕被老师点名。
Hwever，if a student des nt bther t brush her hair and her eyes are red frm weeping, then I can infer that there are deeper issues at wrk. It culd be that she is having serius cnflicts with ther students r at hme. Whatever it is, I knw I need t inquire and assess what is ging n.
但是，如果一个学生连梳头都不愿意去做，眼睛因为哭泣而红肿，我就能推断出可能有更深层次的问题在起作用。可能是她和同学或家里发生了严重的冲突。不管是什么原因，我知道我需要去询问并评估一下到底发生了什么。
Ultimately, my duty is helping every student t learn. Their bdy language lets me knw when t adjust class activities and when t intervene. Reacting t bdy language is an imprtant cmpnent f being a teacher.
最终，我的职责就是帮助每个学生学习。他们的肢体语言让我知道什么时候调整课堂活动，什么时候进行干预。对肢体语言的反应是教师工作的一个重要组成部分。
Part 3
During a heated incident, peple ften use nnverbal cues like fake smiles r anger in their tne t hide true feelings. A reliable way t assess emtins is thrugh bdy pse—fr example, a slump may reveal sadness, while straightening up shws cnfidence. In a trial, even a slight bend f the head can clarify dubt. In ther wrds, internal feelings ften mirrr physical reactins. Experts use this assessment t understand unspken messages.
在激烈的冲突中，人们常通过非言语的暗示，如假装微笑或语气中的愤怒，来掩饰真实的情绪。评估情绪的一个可靠方法是观察身体姿态——例如，身体前倾可能表示悲伤，而挺直身体则显示自信。在一项试验中，即使是轻微的头部弯曲也能消除疑虑。换句话说，内在的感受往往通过身体的反应得以体现。专家们利用这种评估方法来解读那些未说出口的信息。
朗读并熟读此单元文章，测试一下是否掌握本单元新旧单词。
Part 1
We als use bdy language in ur interactins（ ） with ther peple. Just like spken language, bdy language varies（ ） frm culture t culture. The crucial thing is using bdy language in a apprpriate（ ） way. Fr example, making eye cntact in sme cuntries is a way t display interest. In ther cuntries, by cntrast（ ）, eye cntact is nt always apprved f （ ） in many Middle Eastern cuntries. In Japan, it may demnstrate （ ） respect t lk dwn when talking t an lder persn.
The gesture fr “OK” has different meanings in different cultures. In Japan, smene wh witnesses （ ）anther persn emplying（ ） the gesture might think it means mney. In France, a persn encuntering an identical（ ） gesture may interpret it as meaning zer.
Even the gestures we use fr “yes” and “n” differ（ ） arund the wrld. In many cuntries, shaking ne’s head means “n”, and ndding means “yes”. By cmparisn（ ）, in ther cuntries, the gestures have the ppsite meaning. In France and Russia, peple may kiss their friends n the cheek（ ） when they meet. Elsewhere, peple favur bwing（ ） frm the waist （ ）r ndding the head. Anyway, a smile can break dwn（ ） barriers（ ）.
Part 2
As an educatr（ ）, peple ften ask me what makes each student tick （ ）. I lk at their bdy language.Peple have a tendency（ ） t lean twards whatever they are interested in. S if a student has his head lwered（ ） t lk at his watch, it implies（ ） he is bred.Their eyes barely（ ） mve.
With their chins（ ） n their hands, they ccupy（ ） themselves by staring ut f the windw r up at the ceiling（ ）. They are certainly interested in smething, but wh knws what. The main thing is reminding distracted （ ）students that they need t pay attentin in class.
While it is easy t perceive（ ） when students are interested r distracted, it is much harder t distinguish（ ） when students are trubled. Students wh are experiencing anxiety（ ） may have their arms crssed in frnt f their chests（ ）, like they are guarding their bdies. They may als hide their faces in their hands like they are embarrassed（ ） r ashamed（ ）. Sme students act this way merely （ ）because they are afraid f being called n by the teacher.
Hwever，if a student des nt bther（ ） t brush her hair and her eyes are red frm weeping（ ）, then I can infer that there are deeper issues at wrk（ ）. It culd be that she is having serius cnflicts （ ）with ther students r at hme. Whatever it is, I knw I need t inquire（ ） and assess what is ging n.
Ultimately（ ）, my duty is helping every student t learn. Their bdy language lets me knw when t adjust class activities and when t intervene（ ）. Reacting（ ） t bdy language is an imprtant cmpnent（ ） f being a teacher.
Part 3
During a heated incident（ ）, peple ften use nnverbal （ ）cues like fake（ ） smiles r anger（ ） in their tne（ ） t hide true feelings. A reliable（ ） way t assess （ ）emtins is thrugh bdy pse（ ）—fr example, a slump（ ）may reveal（ ） sadness, while straightening up（ ） shws cnfidence. In a trial（ ）, even a slight bend f the head can clarify（ ） dubt. In ther wrds（ ）, internal（ ） feelings ften mirrr physical reactins. Experts use this assessment（ ） t understand unspken messages.
三、熟读上文，测试一下，在脱离语境的情况下，是否掌握本单元新单词。
四、熟读上面文章，把本单元新单词的英语单词写出来。
Part 1
We als use bdy language in ur ____________ （交流） with ther peple. Just like spken language, bdy language ____________ （变化）frm culture t culture. The crucial thing is using bdy language in a ____________ （合适的） way. Fr example, making eye cntact in sme cuntries is a way t display interest. In ther cuntries, ____________ （相比之下）, eye cntact is nt always ____________ （批准） in many Middle Eastern cuntries. In Japan, it may ____________ （表现） respect t lk dwn when talking t an lder persn.
The gesture fr “OK” has different meanings in different cultures. In Japan, smene wh ____________ （见到） anther persn ____________ （运用）the gesture might think it means mney. In France, a persn encuntering an ____________ （相同的） gesture may ____________ （理解成） it as meaning zer.
Even the gestures we use fr “yes” and “n” ____________ （不同于） arund the wrld. In many cuntries, shaking ne’s head means “n”, and ndding means “yes”. ____________ （相比较）, in ther cuntries, the gestures have the ppsite meaning. In France and Russia, peple may kiss their friends n the ____________ （脸颊） when they meet. Elsewhere, peple favur ____________ （鞠躬） frm the ____________ （腰部） r ndding the head. Anyway, a smile can ____________ （打破） ____________ （障碍）.
Part 2
As an ____________ （教育者）, peple ften ask me what makes each student ____________（发出嘀嗒声）. I lk at their bdy language.Peple have a ____________（趋势） t lean twards whatever they are interested in. S if a student has his head ____________ 低下来） t lk at his watch, it ____________ （暗示） he is bred.Their eyes ____________（几乎不） mve.
With their ____________（下巴） n their hands, they ____________（占用） themselves by （盯着）ut f the windw r up at the ____________ （天花板）. They are certainly interested in smething, but wh knws what. The main thing is reminding ____________ （分心的） students that they need t pay attentin in class.
While it is easy t ____________ （观察）when students are interested r distracted, it is much harder t ____________ （辨别）when students are trubled. Students wh are experiencing ____________ （焦虑） may have their arms crssed in frnt f their ____________ （胸膛）, like they are guarding their bdies. They may als hide their faces in their hands like they are ____________ （尴尬的） r ____________ （可耻的）. Sme students act this way ____________ （仅仅） because they are afraid f being called n by the teacher.
Hwever，if a student des nt ____________ （费心） t brush her hair and her eyes are red frm ____________ （哭泣）, then I can infer that there are deeper issues ____________ （在工作）. It culd be that she is having serius ____________ （冲突）with ther students r at hme. Whatever it is, I knw I need t ____________ （咨询） and assess what is ging n.
____________ （最后）, my duty is helping every student t learn. Their bdy language lets me knw when t adjust class activities and when t ____________ （干预）. ____________ （回应） t bdy language is an imprtant ___________ （组成部分）f being a teacher.
Part 3
During a heated ____________ （事故）, peple ften use ____________ （非言语的） cues like ____________ （假装的） smiles r ____________ （愤怒） in their ____________ （语气） t hide true feelings. A way t ____________ （评估）emtins is thrugh bdy ____________（姿势）—fr example, a ____________ （低头走路） may ____________ （显示）sadness, while ____________ （直起来） shws cnfidence. In a ____________（测试）, even a ____________ （轻微的） ____________ （弯腰） f the head can ____________ （阐明） dubt. ____________（换句话说）, ____________ （内在的）feelings ften mirrr physical reactins. Experts use this ____________ （评估）t understand unspken messages.
五、熟读上文，现在脱离语境，写出本单元新单词。
六、熟读词组，做到英译汉，汉译英,然后模仿例句用这些短语造句。
1. Kindness is imprtant in yur interactin with classmates.
2. Greeting ways vary frm culture t culture.
3. The stre sells a variety f fresh fruits.
4. Yu shuld avid making nise in the library.
5. Casual clthes are apprpriate fr a picnic.
interactin
/ˌɪntər'ækʃn/
vary
/ˈveəri/
apprpriate
/əˈprəʊpriət/
by cntrast
/baɪ ˈkɒntrɑ:st/
apprve
/əˈpru:v/
demnstrate
/ˈdemənstreɪt/
gesture
/ˈdʒestʃə(r)/
witness
/ˈwɪtnəs/
emply
/ɪmˈplɔɪ/
identical
/aɪˈdentɪkl/
interpret
/ɪnˈtɜ:prɪt/
differ
/ˈdɪfə(r)/
by cmparisn
/baɪ kəmˈpærɪsn/
cheek
/tʃi:k/
favur
/ˈfeɪvə(r)/
bw
/bəʊ/
waist
/weɪst/
make inferences
/meɪk ˈɪnfərənsɪz/
break dwn
/breɪk daʊn/
barrier
/ˈbæriə(r)/
fake
/feɪk/
anger
/ˈæŋgə(r)/
reliable
/rɪˈlaɪəbl/
incident
/ˈɪnsɪdənt/
trial
/ˈtraɪəl/
slight
/slaɪt/
slightly
/ˈslaɪtli/
twin
/twɪn/
nnverbal
/ˌnɒn'vɜ:bl/
assessment
/əˈsesmənt/
assess
/əˈses/
internal
/ɪnˈtɜ:nl/
straighten up
/ˈstreɪtn ʌp/
slump
/slʌmp/
pse
/pəʊz/
bend
/bend/
reveal
/rɪˈvi:l/
clarify
/ˈklærəfaɪ/
in ther wrds
/ɪn ˈʌðə(r) wɜ:dz/
educatr
/ˈedʒukeɪtə(r)/
tick
/tɪk/
tendency
/ˈtendənsi/
Lwer
/ˈləʊə(r)/
imply
/ɪmˈplaɪ/
barely
/ˈbeəli/
chin
/tʃɪn/
ccupy
/ˈɒkjupaɪ/
stare
/steə(r)/
ceiling
/ˈsi:lɪŋ/
distract
/dɪˈstrækt/
perceive
/pəˈsi:v/
distinguish
/dɪˈstɪŋgwɪʃ/
anxiety
/æŋˈzaɪəti/
chest
/tʃest/
embarrassed
/ɪmˈbærəst/
ashamed
/əˈʃeɪmd/
merely
/ˈmɪəli/
call n
/kɔ:l ɒn/
bther
/ˈbɒðə(r)/
weep
/wi:p/
at wrk
/ət wɜ:k/
cnflict
/ˈkɒnflɪkt/
inquire
/ɪn'kwaɪə(r)/
ultimately
/ˈʌltɪmətli/
adjust
/əˈdʒʌst/
intervene
/ˌɪntəˈvi:n/
react
/riˈækt/
cmpnent
/kəmˈpəʊnənt/
tne
/təʊn/
n.交流;相互影响
/ˌɪntər'ækʃn/
vi.(根据情况)变化;改变
/ˈveəri/
a.合适的;恰当的
/əˈprəʊpriət/
相比之下
/baɪ ˈkɒntrɑ:st/
vi.赞成;同意 vt.批准;通过
/əˈpru:v/
vt.表现;表达;说明;证明
/ˈdemənstreɪt/
n.手势;姿势;姿态
/ˈdʒestʃə(r)/
vt.当场看到;目击 n.目击者
/ˈwɪtnəs/
vt.使用;应用;雇用
/ɪmˈplɔɪ/
a.相同的
/aɪˈdentɪkl/
vt.把…理解为 v.口译
/ɪnˈtɜ:prɪt/
vi.相异;不同于
/ˈdɪfə(r)/
(与…)相比较
/baɪ kəmˈpærɪsn/
n.面颊;脸颊
/tʃi:k/
vt.较喜欢;选择 n.帮助
/ˈfeɪvə(r)/
vi.鞠躬;点头 vt.低(头)
/bəʊ/
n.腰;腰部
/weɪst/
推理;推断
/meɪk ˈɪnfərənsɪz/
消除;分解;打破
/breɪk daʊn/
n.隔阂;障碍
/ˈbæriə(r)/
a.假装的;假的;冒充的
/feɪk/
n.愤怒;怒气 vt.使生气
/ˈæŋgə(r)/
a.可靠的;可信赖的
/rɪˈlaɪəbl/
n.发生的事情;严重事件
/ˈɪnsɪdənt/
n.&v.审讯;审判;试验;试用
/ˈtraɪəl/
a.轻微的;略微的;细小的
/slaɪt/
ad.略微;稍微
/ˈslaɪtli/
a.双胞胎之一的 n.孪生之一
/twɪn/
a.不涉及言语的;非言语的
/ˌnɒn'vɜ:bl/
n.评价;评定
/əˈsesmənt/
vt.评估;评价
/əˈses/
a.内部的;里面的
/ɪnˈtɜ:nl/
直起来;整理;收拾整齐
/ˈstreɪtn ʌp/
vi.垂头弯腰地走(或坐等)
/slʌmp/
n.故作姿态;姿势 vi.摆姿势
/pəʊz/
v.(使)弯曲;倾斜;偏向
/bend/
vt.揭示;显示;露出
/rɪˈvi:l/
vt.使更清晰易懂;阐明;澄清
/ˈklærəfaɪ/
换句话说;也就是说
/ɪn ˈʌðə(r) wɜ:dz/
n.教师;教育工作者;教育家
/ˈedʒukeɪtə(r)/
vt.给(试卷等)打钩 n.钩号
/tɪk/
n.趋势;倾向
/ˈtendənsi/
vt,把…放低;降低 a.下面的
/ˈləʊə(r)/
vt.意味着;暗示
/ɪmˈplaɪ/
ad.几乎不;勉强才能;刚刚
/ˈbeəli/
n.下巴
/tʃɪn/
v.占据;占用
/ˈɒkjupaɪ/
vi.盯着看;凝视 n.凝视
/steə(r)/
n.天花板;上限
/ˈsi:lɪŋ/
vt.分散(注意力);使分心
/dɪˈstrækt/
vt.察觉;看待;理解
/pəˈsi:v/
v.区分;辨别
/dɪˈstɪŋgwɪʃ/
n.焦虑;担心;害怕
/æŋˈzaɪəti/
n.胸部;胸膛
/tʃest/
a.难堪的;尴尬的
/ɪmˈbærəst/
a.羞愧;惭愧
/əˈʃeɪmd/
ad.只是;仅仅;只不过
/ˈmɪəli/
(短暂地)访问;要求某人讲话
/kɔ:l ɒn/
v.费心;麻烦 n.麻烦;不便
/ˈbɒðə(r)/
v.哭泣;流泪
/wi:p/
有某种影响;在工作
/ət wɜ:k/
n.矛盾;冲突 vi.冲突;抵触
/ˈkɒnflɪkt/
v.询问;打听
/ɪn'kwaɪə(r)/
ad.最终;最后
/ˈʌltɪmətli/
vt.调整;调节 v.适应
/əˈdʒʌst/
vi.干预;介入
/ˌɪntəˈvi:n/
vi.(对…)起反应;回应
/riˈækt/
n.组成部分;零件
/kəmˈpəʊnənt/
n.语气;腔调;口吻
/təʊn/
01
in ne’s interactin with sb.
与某人的交往互动中
02
vary frm culture t culture
因文化而不同
03
a variety f/varieties f
各种各样的
04
avid ding sth.
避免做某事
05
be apprpriate t\fr
适用于
06
by cmparisn
相比之下
07
witness sb. ding
目击某人做…
08
demnstrate respect
表达尊重
09
a witness t...
的目击者
10
emply the gesture
使用姿势
11
be identical t
与…相同
12
emply sb. /sth. t d
雇佣/利用…做
13
interpret…as
把…解释为
14
differ frm… in…
在...与…不同
15
favr ding
喜爱做
16
in favr f
支持
17
internal thughts and feelings
内在想法和感受
18
bw t sb.
向…鞠躬
19
get thrugh difficult situatins
度过难关
20
break dwn
打破,消除,出故障
21
by cntrast
相比之下
22
by cmparisn
相比较
23
apprve f
赞成
24
end up ding sth.
结束做某事
25
n ne’s trip t
去...的旅途
26
be successful in ding sth.
在某方面很成功
27
There is nthing better than ding
最美好的事情莫过于
28
cnsider the whle picture
考虑整体情况
29
be cnfident abut ding sth.
对…很自信
30
at the same time
同时
31
ne-n-ne cnversatin
一对一谈话
32
bend ne’s head
低头
33
rely n sb. t d
指望某人做
34
n trial在
试验中
35
trial and errr
反复试验
36
pse a threat t
构成威胁
37
have a tendency t d sth.
有做…的倾向
38
tend t d
倾向于做…
39
be ccupied with/in
忙于
40
stare at
盯着
41
be amused by
对…感兴趣
42
be anxius abut
对... 焦虑
43
be ashamed f
对…羞愧
44
adjust/adpt t
适应
45
react t
对…有反应
46
straighten up
挺直;整理
47
in ther wrds
换就话说
48
at wrk
有某种影响;在工作
49
call n
(短暂地)访问;要求(某人讲话等);正式邀请
50
have cnflicts with sb.
与某人发生冲突
51
make inferences
推理
52
amuse sb.
使某人开心
53
face-t-face cmmunicatin
面对面沟通
54
put her back int
竭尽全力…