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高三英语一轮复习（新教材新高考） 社会服务与人际沟通 专题课件 2 Body Language 肢体语言
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这是一份高三英语一轮复习（新教材新高考） 社会服务与人际沟通 专题课件 2 Body Language 肢体语言，共30页。PPT课件主要包含了主题词汇，词汇认知，词汇拓展，interact ，approval ，different ，angry ，angrily ，rely ，slightly 等内容，欢迎下载使用。
1.interactin n.交流; 相互影响→ vi.交流; 相互影响→ adj.相互影响的 2.apprpriate adj.合适的; 恰当的→ adv.合适地; 恰当地3.apprve vi.赞成; 同意 vt.批准; 通过→ n.赞成; 同意; 批准→ v.不赞成; 不同意→ n.不赞成; 反对 4.demnstrate vt.表现; 表达; 说明; 证明→ n.表达; 证明; 说明 5.interpret vt.把……理解(解释)为 vi.& vt.口译→ n.口译工作者→ n.解释; 说明
interactive
apprpriately
disapprval
demnstratin
interpreter
interpretatin
6.differ vi.相异; 不同于→ adj.不同的; 有差异的→ n.差别; 不同→ adj.漠不关心的 7.anger n.愤怒; 怒气 vt.使生气; 激怒→ adj.生气的; 愤怒的→ adv.生气地; 愤怒地 8.reliable adj.可靠的; 可信赖的→ v.依靠; 信赖 9.slight adj.轻微的; 略微的; 细小的→ adv.略微; 稍微→ adj.轻的; 轻便的 10.assess vt.评估; 评价→ n.评价; 评定 11.internal adj.内部的; 里面的→ adj.外部的; 外面的; 外来的 12.clarify vt.使更清晰易懂; 阐明; 澄清→ n.澄清; 阐明
difference
indifferent
assessment
clarificatin
13.educatr n.教师; 教育工作者; 教育家→ v.教育; 培养→ n.教育;培养 14.tendency n.趋势; 倾向→ v.照顾; 照管; 趋于; 倾向 15.barely adv.几乎不; 勉强才能; 刚刚→ adj.裸体的; 光秃秃的; 最简单的 16.ccupy vt.占据; 占用→ n.居住; 占用; 职业→ adj.职业的 17.distract vt.分散(注意力); 使分心→ adj.注意力分散的; 思想不集中的→ n.使人分心的事; 消遣 18.distinguish vi.& vt.区分; 辨别→ adj.卓越的; 杰出的; 有尊严的→ adj.可辨别的
ccupatinal
distracted
distractin
distinguished
distinguishable
19.anxiety n.焦虑; 担心; 害怕→ adj.令人焦虑的 20.embarrassed adj.难堪的; 尴尬的→ adj.令人尴尬的→ v.使尴尬; 使难堪→ n.尴尬; 难堪 21.ashamed adj.羞愧; 惭愧→ adj.可耻的; 丢脸的 22.inquire/enquire vi.& vt.询问; 打听→ n.询问; 打听 23.ultimate adj.最后的; 最终的→ adv.最终; 最后 24.adjust vt.调整; 调节→ adj.可调整的; 可调节的→ n.调节; 调整 25.react vi.(对……)起反应; 回应; (对食物等)有不良反应→ n.反应; 回应→ n.相互作用
embarrassing
embarrassment
inquiry/enquiry
ultimately
adjustable
adjustment
interactin
用适当的单词或短语填空1.We use bth wrds and bdy language t express ur thughts and pinins in ur (交流) with ther peple. 2.The crucial thing is using bdy language in a way that is (恰当的) t the culture yu are in. 3.In Japan, smene wh (目击) anther persn (使用) the gesture might think it means mney. 4.In France, a persn encuntering an (相同的) gesture may interpret it as meaning zer.
interactins
apprpriate
5.Even the gestures we use fr “yes” and “n” (不同于) arund the wrld. 6. (相比较), in Bulgaria and suthern Albania, the gestures have the ppsite meaning. 7.A smile can (消除) barriers. We can use a smile t aplgise, t greet smene, t ask fr help, r t start a cnversatin. 8.S bdy language prvides external clues that are influenced by (内部的) thughts and if a student has his head lwered t lk at his watch, it (暗示) he is bred and just cunting the minutes fr the class t end. 10.With their chins n their hands, they ccupy themselves by (盯着看) ut f the windw r up at the ceiling.
By cmparisn
11.They may als hide their faces in their hands like they are (尴尬的) r (羞愧). 12.Sme students act this way (仅仅) because they are afraid f being called n by the teacher. 13.It culd be that she is having serius (冲突) with ther students r at hme. 14.Whatever it is, I knw I need t (询问) and assess what is ging n. 15. (最终), my duty is helping every student t learn. 16. (回应) t bdy language is an imprtant (组成部分) f being a teacher.
embarrassed
Ultimately
1.And if we are feeling dwn r lnely, there is nthing better than seeing the smiling face f a gd friend.当我们感到沮丧或孤单时, 最美好的事情莫过于看到好友的笑脸。【提炼】there is nthing better than...【浅析】there is nthing better than...意为“没有比……更好的了”, 表示最高级的含义。类似的句型还有yu can’t/culdn’t find a 意为 “你找不到比……更好的了”。
【仿写】(1)当你感到劳累的时候, 没有比放松地睡上一觉更好的了。(2)恐怕你找不到比她更可靠的保姆了。
When yu feel tired, there is nthing better than having a relaxing sleep.I am afraid yu can’t find a mre reliable babysitter than her.
2.While it is easy t perceive when students are interested, bred, r distracted, it is smetimes much harder t distinguish when students are trubled.尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的, 但要发现学生何时有困扰有时会难得多。【提炼】 while引导的让步状语从句【浅析】 while 引导让步状语从句时, 意为 “虽然; 尽管”, 从句一般置于主句前面。while还可以引导时间状语从句, 意为 “当……的时候; 在……期间”。它还可以用作并列连词, 表示对比关系, 意为 “然而”。
【仿写】(1)尽管我很喜欢他的讲课风格, 但我并不欣赏他的行为。(2)在英国学习期间, 他交了许多当地朋友。(3)他非常喜欢旅游, 而他的妻子是一个更愿意宅在家里的人。
While I much like his style f giving lectures, I dn’t appreciate his behaviur.While he was studying in the UK, he made many lcal friends.He shws great interest in travelling, while his wife is a persn preferring t stay indrs.
Passage 1We use bth wrds and bdy language t express ur thughts and pinins in ur interactins 1. ther peple. We can learn a lt abut 2. peple are thinking by watching their bdy language. Wrds are imprtant, 3. the way peple stand, hld their arms, and mve their hands can als give us infrmatin abut their feelings.
Just like 4. (speak) language, bdy language 5. (vary) frm culture t culture. The crucial thing is using bdy language in a way 6. ( is apprpriate t the culture yu are in. Fr example, making eye cntact—lking int smene’s eyes—in sme cuntries is a way 7. (display) interest. In ther cuntries, 8. cntrast, eye cntact is nt always apprved f. Fr example, in many Middle Eastern cuntries, men and wmen are nt 9. (scial) permitted t make eye cntact. In Japan, it may demnstrate respect t lk dwn when 10. (talk) t an lder persn.
Passage 2As an educatr, hw can I really knw 1. makes each student tick? My answer? I lk at their bdy language.It is easy 2. (recgnise) when students are interested in a lessn. Mst tend t lk up and make eye cntact. When I make a jke, they smile. When I talk abut smething difficult, they lk 3. (cnfuse). I knw 4. students are really interested, hwever, because they lean frward and lk at me. Peple have a 5. (tend) t lean twards whatever they are interested in.
t recgnise
S if a student has his head 6. (lwer) t lk at his watch, it implies he is bred and just cunting the minutes fr the class 7. (end). If tw friends are leaning their heads tgether, they are prbably writing ntes t each ther. Of curse, nt everyne 8. lks up is paying attentin in class. Sme students lk up, 9. there is an absence f eye cntact. Their eyes barely mve, and they always have the same distant expressin n their faces. It is as thugh they are asleep 10. their eyes pen.
该写作主题是 “课堂上的肢体语言(Classrm bdy language)”, 一般通过看图写作的方式进行考查。在写作前要仔细观察学生和教师的肢体语言, 表达出学生的学习和教师的教学之间的密切关系, 以及教师如何根据学生的肢体语言来判断学生的理解情况, 并对教学进行适当调整。
1.It is easy t recgnise when students are interested in a lessn.学生对一堂课感兴趣时, 很容易就可以看出来。2.When I talk abut smething difficult, they lk cnfused.我讲到难点时, 他们一脸茫然。3.Peple have a tendency t lean twards whatever they are interested in.人们对某个事物感兴趣时, 往往会身体前倾。4.S if a student has his head lwered t lk at his watch, it implies he is bred and just cunting the minutes fr the class t end.所以, 如果一名学生低头看手表, 这就表明他觉得无聊, 数着时间, 只盼早点下课。
5.Their eyes barely mve, and they always have the same distant expressin n their faces. 他们的眼睛几乎不动, 脸上表情总是疏远呆滞。6.Students wh are angry, afraid, r experiencing anxiety may have their arms crssed in frnt f their chests and their legs clsed r crssed.愤怒、害怕或焦虑的学生会双臂交叉放在胸前, 双腿并拢或交叉。7.Students wh are sad r wrried will nearly always wear a frwn.伤心或忧虑的学生几乎总是皱着眉头。8.Their bdy language lets me knw when t adjust class activities, when t intervene, and when t talk t students individually, s they can all get the mst ut f schl.他们的肢体语言让我知道该何时调整课堂活动、何时干预、何时与学生单独谈话, 从而让他们在校收获最大。
假定你是光明中学学生会主席李华, 上周你校邀请Smith教授来校做了一场有关各国肢体语言的专题讲座。请你代表学校全体师生, 用英语给他写一封感谢信。内容包括: 1.表达感谢; 2.通过讲座, 师生了解了常用的肢体语言及其含义。注意:1.词数80左右; 2.可适当增加细节, 以使行文连贯。
Dear Prfessr Smith,My name is Li Hua. Representing ur schl, I’m writing t cnvey ur sincere appreciatin t yu fr the lecture cncerning bdy language yu gave us last week. Thrugh yur lecture, we have learned that bdy language is ne f the mst effective methds f expressing ur feelings when it cmes t cmmunicatin. Fr example, smiling is the mst universal expressin f happiness. Lking away frm a persn means shwing n interest in the persn r what he r she says. Hwever, nt all cultures greet peple in the same way.I d believe the knwledge will be very beneficial when we cmmunicate with peple frm ther cuntries. Thank yu again fr yur wnderful lecture.Yurs,Li Hua
文章较多地使用了非谓语动词, 如: Representing ur schl 做状语, smiling和Lking away frm a persn做主语, shwing n interest in the persn r what he r she says做宾语。时间状语从句when it cmes t cmmunicatin 和when we cmmunicate with peple frm ther cuntries也用得恰到好处。
1.interactin n.交流; 相互影响→ vi.交流; 相互影响→ adj.相互影响的 2.apprpriate adj.合适的; 恰当的→ adv.合适地; 恰当地3.apprve vi.赞成; 同意 vt.批准; 通过→ n.赞成; 同意; 批准→ v.不赞成; 不同意→ n.不赞成; 反对 4.demnstrate vt.表现; 表达; 说明; 证明→ n.表达; 证明; 说明 5.interpret vt.把……理解(解释)为 vi.& vt.口译→ n.口译工作者→ n.解释; 说明
interactive
apprpriately
disapprval
demnstratin
interpreter
interpretatin
6.differ vi.相异; 不同于→ adj.不同的; 有差异的→ n.差别; 不同→ adj.漠不关心的 7.anger n.愤怒; 怒气 vt.使生气; 激怒→ adj.生气的; 愤怒的→ adv.生气地; 愤怒地 8.reliable adj.可靠的; 可信赖的→ v.依靠; 信赖 9.slight adj.轻微的; 略微的; 细小的→ adv.略微; 稍微→ adj.轻的; 轻便的 10.assess vt.评估; 评价→ n.评价; 评定 11.internal adj.内部的; 里面的→ adj.外部的; 外面的; 外来的 12.clarify vt.使更清晰易懂; 阐明; 澄清→ n.澄清; 阐明
difference
indifferent
assessment
clarificatin
13.educatr n.教师; 教育工作者; 教育家→ v.教育; 培养→ n.教育;培养 14.tendency n.趋势; 倾向→ v.照顾; 照管; 趋于; 倾向 15.barely adv.几乎不; 勉强才能; 刚刚→ adj.裸体的; 光秃秃的; 最简单的 16.ccupy vt.占据; 占用→ n.居住; 占用; 职业→ adj.职业的 17.distract vt.分散(注意力); 使分心→ adj.注意力分散的; 思想不集中的→ n.使人分心的事; 消遣 18.distinguish vi.& vt.区分; 辨别→ adj.卓越的; 杰出的; 有尊严的→ adj.可辨别的
ccupatinal
distracted
distractin
distinguished
distinguishable
19.anxiety n.焦虑; 担心; 害怕→ adj.令人焦虑的 20.embarrassed adj.难堪的; 尴尬的→ adj.令人尴尬的→ v.使尴尬; 使难堪→ n.尴尬; 难堪 21.ashamed adj.羞愧; 惭愧→ adj.可耻的; 丢脸的 22.inquire/enquire vi.& vt.询问; 打听→ n.询问; 打听 23.ultimate adj.最后的; 最终的→ adv.最终; 最后 24.adjust vt.调整; 调节→ adj.可调整的; 可调节的→ n.调节; 调整 25.react vi.(对……)起反应; 回应; (对食物等)有不良反应→ n.反应; 回应→ n.相互作用
embarrassing
embarrassment
inquiry/enquiry
ultimately
adjustable
adjustment
interactin
用适当的单词或短语填空1.We use bth wrds and bdy language t express ur thughts and pinins in ur (交流) with ther peple. 2.The crucial thing is using bdy language in a way that is (恰当的) t the culture yu are in. 3.In Japan, smene wh (目击) anther persn (使用) the gesture might think it means mney. 4.In France, a persn encuntering an (相同的) gesture may interpret it as meaning zer.
interactins
apprpriate
5.Even the gestures we use fr “yes” and “n” (不同于) arund the wrld. 6. (相比较), in Bulgaria and suthern Albania, the gestures have the ppsite meaning. 7.A smile can (消除) barriers. We can use a smile t aplgise, t greet smene, t ask fr help, r t start a cnversatin. 8.S bdy language prvides external clues that are influenced by (内部的) thughts and if a student has his head lwered t lk at his watch, it (暗示) he is bred and just cunting the minutes fr the class t end. 10.With their chins n their hands, they ccupy themselves by (盯着看) ut f the windw r up at the ceiling.
By cmparisn
11.They may als hide their faces in their hands like they are (尴尬的) r (羞愧). 12.Sme students act this way (仅仅) because they are afraid f being called n by the teacher. 13.It culd be that she is having serius (冲突) with ther students r at hme. 14.Whatever it is, I knw I need t (询问) and assess what is ging n. 15. (最终), my duty is helping every student t learn. 16. (回应) t bdy language is an imprtant (组成部分) f being a teacher.
embarrassed
Ultimately
1.And if we are feeling dwn r lnely, there is nthing better than seeing the smiling face f a gd friend.当我们感到沮丧或孤单时, 最美好的事情莫过于看到好友的笑脸。【提炼】there is nthing better than...【浅析】there is nthing better than...意为“没有比……更好的了”, 表示最高级的含义。类似的句型还有yu can’t/culdn’t find a 意为 “你找不到比……更好的了”。
【仿写】(1)当你感到劳累的时候, 没有比放松地睡上一觉更好的了。(2)恐怕你找不到比她更可靠的保姆了。
When yu feel tired, there is nthing better than having a relaxing sleep.I am afraid yu can’t find a mre reliable babysitter than her.
2.While it is easy t perceive when students are interested, bred, r distracted, it is smetimes much harder t distinguish when students are trubled.尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的, 但要发现学生何时有困扰有时会难得多。【提炼】 while引导的让步状语从句【浅析】 while 引导让步状语从句时, 意为 “虽然; 尽管”, 从句一般置于主句前面。while还可以引导时间状语从句, 意为 “当……的时候; 在……期间”。它还可以用作并列连词, 表示对比关系, 意为 “然而”。
【仿写】(1)尽管我很喜欢他的讲课风格, 但我并不欣赏他的行为。(2)在英国学习期间, 他交了许多当地朋友。(3)他非常喜欢旅游, 而他的妻子是一个更愿意宅在家里的人。
While I much like his style f giving lectures, I dn’t appreciate his behaviur.While he was studying in the UK, he made many lcal friends.He shws great interest in travelling, while his wife is a persn preferring t stay indrs.
Passage 1We use bth wrds and bdy language t express ur thughts and pinins in ur interactins 1. ther peple. We can learn a lt abut 2. peple are thinking by watching their bdy language. Wrds are imprtant, 3. the way peple stand, hld their arms, and mve their hands can als give us infrmatin abut their feelings.
Just like 4. (speak) language, bdy language 5. (vary) frm culture t culture. The crucial thing is using bdy language in a way 6. ( is apprpriate t the culture yu are in. Fr example, making eye cntact—lking int smene’s eyes—in sme cuntries is a way 7. (display) interest. In ther cuntries, 8. cntrast, eye cntact is nt always apprved f. Fr example, in many Middle Eastern cuntries, men and wmen are nt 9. (scial) permitted t make eye cntact. In Japan, it may demnstrate respect t lk dwn when 10. (talk) t an lder persn.
Passage 2As an educatr, hw can I really knw 1. makes each student tick? My answer? I lk at their bdy language.It is easy 2. (recgnise) when students are interested in a lessn. Mst tend t lk up and make eye cntact. When I make a jke, they smile. When I talk abut smething difficult, they lk 3. (cnfuse). I knw 4. students are really interested, hwever, because they lean frward and lk at me. Peple have a 5. (tend) t lean twards whatever they are interested in.
t recgnise
S if a student has his head 6. (lwer) t lk at his watch, it implies he is bred and just cunting the minutes fr the class 7. (end). If tw friends are leaning their heads tgether, they are prbably writing ntes t each ther. Of curse, nt everyne 8. lks up is paying attentin in class. Sme students lk up, 9. there is an absence f eye cntact. Their eyes barely mve, and they always have the same distant expressin n their faces. It is as thugh they are asleep 10. their eyes pen.
该写作主题是 “课堂上的肢体语言(Classrm bdy language)”, 一般通过看图写作的方式进行考查。在写作前要仔细观察学生和教师的肢体语言, 表达出学生的学习和教师的教学之间的密切关系, 以及教师如何根据学生的肢体语言来判断学生的理解情况, 并对教学进行适当调整。
1.It is easy t recgnise when students are interested in a lessn.学生对一堂课感兴趣时, 很容易就可以看出来。2.When I talk abut smething difficult, they lk cnfused.我讲到难点时, 他们一脸茫然。3.Peple have a tendency t lean twards whatever they are interested in.人们对某个事物感兴趣时, 往往会身体前倾。4.S if a student has his head lwered t lk at his watch, it implies he is bred and just cunting the minutes fr the class t end.所以, 如果一名学生低头看手表, 这就表明他觉得无聊, 数着时间, 只盼早点下课。
5.Their eyes barely mve, and they always have the same distant expressin n their faces. 他们的眼睛几乎不动, 脸上表情总是疏远呆滞。6.Students wh are angry, afraid, r experiencing anxiety may have their arms crssed in frnt f their chests and their legs clsed r crssed.愤怒、害怕或焦虑的学生会双臂交叉放在胸前, 双腿并拢或交叉。7.Students wh are sad r wrried will nearly always wear a frwn.伤心或忧虑的学生几乎总是皱着眉头。8.Their bdy language lets me knw when t adjust class activities, when t intervene, and when t talk t students individually, s they can all get the mst ut f schl.他们的肢体语言让我知道该何时调整课堂活动、何时干预、何时与学生单独谈话, 从而让他们在校收获最大。
假定你是光明中学学生会主席李华, 上周你校邀请Smith教授来校做了一场有关各国肢体语言的专题讲座。请你代表学校全体师生, 用英语给他写一封感谢信。内容包括: 1.表达感谢; 2.通过讲座, 师生了解了常用的肢体语言及其含义。注意:1.词数80左右; 2.可适当增加细节, 以使行文连贯。
Dear Prfessr Smith,My name is Li Hua. Representing ur schl, I’m writing t cnvey ur sincere appreciatin t yu fr the lecture cncerning bdy language yu gave us last week. Thrugh yur lecture, we have learned that bdy language is ne f the mst effective methds f expressing ur feelings when it cmes t cmmunicatin. Fr example, smiling is the mst universal expressin f happiness. Lking away frm a persn means shwing n interest in the persn r what he r she says. Hwever, nt all cultures greet peple in the same way.I d believe the knwledge will be very beneficial when we cmmunicate with peple frm ther cuntries. Thank yu again fr yur wnderful lecture.Yurs,Li Hua
文章较多地使用了非谓语动词, 如: Representing ur schl 做状语, smiling和Lking away frm a persn做主语, shwing n interest in the persn r what he r she says做宾语。时间状语从句when it cmes t cmmunicatin 和when we cmmunicate with peple frm ther cuntries也用得恰到好处。
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