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高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language评优课ppt课件
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这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language评优课ppt课件，共29页。PPT课件主要包含了目 录，课前诵背扫清障碍，reading等内容，欢迎下载使用。
lk up 向上看 make eye cntact 进行眼神交流make a jke 说笑话 lk cnfused 显得困惑lean frward 往前靠;倾身向前 as a tendency t d sth. 有做某事的倾向lean twards whatever they are interested in 对任何他们感兴趣的东西往前靠have ne's head lwered 把头低下cunt the minutes fr the class t end 计算下课的时间lean their heads tgether 他们的头靠在一起write ntes t each ther 给对方写纸条
ultimately adv. 最后;最终; 基本上
there is an absence f eye cntact.没有眼神交流have the same distant expressin 带着同样的冷漠表情be asleep with ne's eyes pen 某人睁着眼睛在睡觉adjust class activities 调整课堂活动intervene in sth 干预...；介入... react t... 对…做出反应，回应get the mst ut f schl 从学校得到最大的收获react t bdy language 对肢体语言做出反应be an imprtant cmpnent f being a teacher作为一名教师的重要组成部分
daydreaming
Be active in class
distracted by yur phne
Fall asleep while listening
Hw d yu behave at schl?
Tw girls are talking in the class.
The by is sleeping in the class.
The by is waiting fr class t end.
The by is wandering in the class.
The by is listening t the teacher carefully.
These are classrm bdy language.
e7d195523061f1c0c2b73831c94a3edc981f60e396d3e182073EE1468018468A7F192AE5E5CD515B6C3125F8AF6E4EE646174E8CF0B46FD19828DCE8CDA3B3A044A74F0E769C5FA8CB87AB6FC303C8BA3785FAC64AF54247616BDCBB2D840EBD55303F1A6C4BED7A7D631CC9F77BCB67D85DCCE2B8637AC2BDA2214085FA648C8A4E08BD4C943870A84D7A3B8A5B4341
Predict: Lk at the title and the picture.
1. Wh might be the authr f the article?A. a studentB. a parentC. a teacher.2. Wh might this article be written fr?A. studentsB. parentsC. teachers.3. What may the article talk abut?A. Hw can teachers and students get alng well?B. Hw can a teacher understand students well?C. Hw can students study better?
Frm the pht:It may be abut stries between the teacher and the students in a classrm. Frm the title: It may answer the questin asked in the title by intrducing sme gd ways fr the teachers t knw the students.
pre-reading
1.Match the main ideas with each paragraph.
Recgnize when students are interested r bred
Recgnize when students are trubled
Recgnize when students are distracted
Intrduce the tpic t readers
Stress the imprtance f the tpic again.
fast-reading
2.Can yu figure ut the structure f the article
Examples f classrm bdy language
Read para.1-2, and answer the fllwing questins.
1. Why is it hard t have many ne-n-ne cnversatins with students accrding t the authr?2. What d yu think “what makes each student tick” means? A. What is happening in the minds f students. B. What makes students study at schl. C. What can each student d in the class.
Read para.3, and find ut the related details.
When students are interested:
When students are bred:
1. They lk up and make eye cntact.
3. They lean frward and lk at the teacher.
2. They smile when the teacher makes a jke.
1. have their head lwer t lk at their watch.
2. They lean their heads tgether and may write ntes.
3. lk up withut eye cntact and have the same distant expressin n their face.
Read para 4, recgnise when students are distracted
With chins n hands
Stare ut f the windw r up at the ceiling（天花板）
Amused by smething else
arms crssed and legs clsed
wear a frwn
hide faces in hands
nt brush hair; eyes red
angry, afraid r anxius
sad r wrried
embarrassed r ashamed
deep issues
inquire and assess what is ging n
Read para 5 , distinguish when students are trubled
afraid f being called n
Detailed-reading
4.Read para.6, and cmplete the fllwing tasks.
1. What is teachers’ respnsibility accrding t the authr?2. What can students’ bdy language help teachers d?3. What des the sentence “s they can all get the mst ut f schl” mean? A. S they can learn best at schl. B. S they can be the happiest at schl. C. S they can leave schl as fast as they can. D. S they can achieve their dreams.
Their respnsibility is helping every students t learn.
Their bdy language can help teachers knw when t adjust class activities, when t intervene, and when t talk t students individually.
教材语料积累---下列内容几乎全部来源于课文的话题词汇词组与教材原句从文章中选取了具有代表性的人的肢体动作,以及描述肢体动作对应的表达意义的词句，和本单元主题写作可能用到的写作结构句型。
hld ne’s arms握住手臂; make eye cntact 眼神交流 shake ne’s head摇头 ; nd 点头 kiss sb n the cheek 亲吻脸颊 ; bw frm the waist 弯腰鞠躬 place ne’s hands tgether 双头并拢mve hand in circles ver stmach 在肚子上划圆 lk up 抬头 ; lean frward 前倾 ; brush sb’s hair 掠头发 with ne’s chins n ne’s hands 用手托着下巴absence f eye cntact 没有眼神接触have ne’s head lwered 低头 ; lk at ne’s watch 看表lean sb’s heads tgether 把头靠在一起 ; lk anywhere 看其他地方stare ut f the windw看窗外， stare up at the ceiling看天花板arms crssed 双臂交叉 ; legs clsed r crssed 脚靠拢或交叉hide sb’s faces in sb’s hands用手挡住脸
gesture(手势动作)
give us infrmatin abut ne’s feelings. 帮助我们了解某人的情绪a way t display …. 表示…的一种方式In ther cuntries, by cntrast, …相反，在其他国家… interpret it as meaning… 将其解读为it is (nt) cnsidered…被认为是（否）…We can use …(gesture) t… ,我们可以用…(肢体动作)去表达…t make sb feel +adj使某人感到… it implies sb is…这意味着某人是怎样的it is easy t perceive when/that … 很容易察觉…sb can infer that某人能推断…
useful structures and expressins有用的结构和表达
apprve f 认可 lk dwn n 轻视aplgise 道歉 greet smene 打招呼bred厌倦的 distracted分心的anxiety 焦虑 sad伤心 wrried担心 embarrassed感到尴尬的 ashamed感到羞愧的 demnstrate respect表示尊重
emtin and meaning 情绪和意义
1. 在与他人交流时，我们既使用言语也通过手势语来表达我们的想法和观点。We use bth wrds and bdy language t express ur thughts and pinins in ur interactins with ther peple.2. 通过观察别人的手势语，我们可以了解很多他们的想法。We can learn a lt abut what peple are thinking by watching their bdy language. 3. 手势语因文化而异…bdy language varies frm culture t culture.
4. “OK”这个手势在不同的文化中有不同的含义。The gesture fr “OK” has different meanings in different cultures.5. 通过对比，在保加利亚和阿尔巴尼亚南部，这两种手势的含义是相反的。 By cmparisn, in Bulgaria and suthern Albania, the gestures have the ppsite meaning.6. 有些手势似乎在每个地方都有相同的含义。Sme gestures seem t have the same meaning everywhere.7. 有些手势语有许多不同的用途。Sme bdy language has many different uses. 8. 对肢体语言做出回应是做一个老师必不可少的环节。 Reacting t bdy language is an imprtant cmpnent f being a teacher.
（1）He___________________________in shame. 他羞愧地低下了头。（2）They______________________in agreement. 他们点头同意。（3）She______________________in disbelief. 她怀疑地摇摇头。（4）She_________________n his shulder.她将头靠在他的肩膀上。 （5）The wman shws her impatience by _________________________________ 这个女士低头看手表，表示出不耐烦。
lwered / bent his head
ndded their heads
shk her head
Translate these sentences.
rested her head
having her head lwered t lk at her watch
1._______________appeared n / spread acrss / crssed his face.他的脸上露出了灿烂的笑容。2.Her face__________________when I gave her the present.我给她礼物时，她的脸上焕发出了光彩。3.His face suddenly____________________.他的表情突然严肃起来。4.When we talked abut smething difficult, his face__________________.当我们聊到一些难题时，他看起来有点困惑。
A bright smile
lit up / brightened
grew serius
lked a little cnfused
（1）His eyes were ______________________. 他惊恐地瞪大了眼睛。（2）Her eyes are __________________ .她的眼里充满泪水。 (3) I felt tears____________ in my eyes.我感到泪水在眼里涌出来。（4）The little girl _________ the tys in the windw. 小女孩盯着橱窗里的玩具看。 （5）Her eyes _______________________ because she had serius cnflicts with her rmmates . 由于她跟室友起了严重冲突，她双眼因哭泣而发红。
wide with hrrr
filled with tears
were red frm weeping
（1）She_________________________and helped him climb the steps.她拉住孩子的手牵着他爬上台阶。（2） He________________________and held it tightly. 他伸手抓住她的手并紧紧握住。（3）They walked alng, _______________. 他们手拉手并肩走着。(4)He______________________as if we were lng lst friends. 他握住我的手好像我们是失散多年的朋友。(5)The by fell asleep ______________________in class. 那个男孩上课睡着了，手托着下巴。
tk the child’s hand
reached fr her hand
hlding hands
shk my hands
with his chins n his hands
sad/disappinted
nervus /wrried
scared/frightened
Thinking :Hw can bdy language help us in cntinual writing
pst-reading
Seized by a burst f grief, I tried in vain t fight back my tears.Her heart ached, tears streaming dwn her cheeks.
excited/delighted
sad/disappinted
A bright smile appeared n /spread acrss her face.She laughed, her eyes twinkling/sparkling with excitement.
He glared at me with burning eyes.He std there with crssed arms, lking angry.Biling with rage, he shk his fist at me.
Her eyes became as wide as sea, and her thrat shivered（颤抖）.She std there with face pale and her eyes wide pen.
My heart began t beat wildly and my mind went blank.Frzen with fear, he std in frnt f the class, with his hands hlding his paper, shaking. He shk all ver,feeling like sitting n pins and needles.
I was verwhelmed by a strng feeling f terrr,my eyes widened with hrrr, my face turning pale and palms sweating.My heart beat s vilently,t scared t mve an inch.
I breathed a sigh f relief. My shulders drpped with relief.Relief filled my heart.
（1）-ing现在分词,凸显同一逻辑主语、主动、同时The ld man sat under the sunset, ___________the newspaper and____________the radi.
老人静坐=坐在夕阳下 + 看报纸 + 听广播
listening t
（2）having dne 表现动作先后关系______________fr 3 hurs, he was tld that the ticket had been sld ut.
没有买到票= 排了很久队 + 被告知票卖完了
Having queued
lk up 向上看 make eye cntact 进行眼神交流make a jke 说笑话 lk cnfused 显得困惑lean frward 往前靠;倾身向前 as a tendency t d sth. 有做某事的倾向lean twards whatever they are interested in 对任何他们感兴趣的东西往前靠have ne's head lwered 把头低下cunt the minutes fr the class t end 计算下课的时间lean their heads tgether 他们的头靠在一起write ntes t each ther 给对方写纸条
ultimately adv. 最后;最终; 基本上
there is an absence f eye cntact.没有眼神交流have the same distant expressin 带着同样的冷漠表情be asleep with ne's eyes pen 某人睁着眼睛在睡觉adjust class activities 调整课堂活动intervene in sth 干预...；介入... react t... 对…做出反应，回应get the mst ut f schl 从学校得到最大的收获react t bdy language 对肢体语言做出反应be an imprtant cmpnent f being a teacher作为一名教师的重要组成部分
daydreaming
Be active in class
distracted by yur phne
Fall asleep while listening
Hw d yu behave at schl?
Tw girls are talking in the class.
The by is sleeping in the class.
The by is waiting fr class t end.
The by is wandering in the class.
The by is listening t the teacher carefully.
These are classrm bdy language.
e7d195523061f1c0c2b73831c94a3edc981f60e396d3e182073EE1468018468A7F192AE5E5CD515B6C3125F8AF6E4EE646174E8CF0B46FD19828DCE8CDA3B3A044A74F0E769C5FA8CB87AB6FC303C8BA3785FAC64AF54247616BDCBB2D840EBD55303F1A6C4BED7A7D631CC9F77BCB67D85DCCE2B8637AC2BDA2214085FA648C8A4E08BD4C943870A84D7A3B8A5B4341
Predict: Lk at the title and the picture.
1. Wh might be the authr f the article?A. a studentB. a parentC. a teacher.2. Wh might this article be written fr?A. studentsB. parentsC. teachers.3. What may the article talk abut?A. Hw can teachers and students get alng well?B. Hw can a teacher understand students well?C. Hw can students study better?
Frm the pht:It may be abut stries between the teacher and the students in a classrm. Frm the title: It may answer the questin asked in the title by intrducing sme gd ways fr the teachers t knw the students.
pre-reading
1.Match the main ideas with each paragraph.
Recgnize when students are interested r bred
Recgnize when students are trubled
Recgnize when students are distracted
Intrduce the tpic t readers
Stress the imprtance f the tpic again.
fast-reading
2.Can yu figure ut the structure f the article
Examples f classrm bdy language
Read para.1-2, and answer the fllwing questins.
1. Why is it hard t have many ne-n-ne cnversatins with students accrding t the authr?2. What d yu think “what makes each student tick” means? A. What is happening in the minds f students. B. What makes students study at schl. C. What can each student d in the class.
Read para.3, and find ut the related details.
When students are interested:
When students are bred:
1. They lk up and make eye cntact.
3. They lean frward and lk at the teacher.
2. They smile when the teacher makes a jke.
1. have their head lwer t lk at their watch.
2. They lean their heads tgether and may write ntes.
3. lk up withut eye cntact and have the same distant expressin n their face.
Read para 4, recgnise when students are distracted
With chins n hands
Stare ut f the windw r up at the ceiling（天花板）
Amused by smething else
arms crssed and legs clsed
wear a frwn
hide faces in hands
nt brush hair; eyes red
angry, afraid r anxius
sad r wrried
embarrassed r ashamed
deep issues
inquire and assess what is ging n
Read para 5 , distinguish when students are trubled
afraid f being called n
Detailed-reading
4.Read para.6, and cmplete the fllwing tasks.
1. What is teachers’ respnsibility accrding t the authr?2. What can students’ bdy language help teachers d?3. What des the sentence “s they can all get the mst ut f schl” mean? A. S they can learn best at schl. B. S they can be the happiest at schl. C. S they can leave schl as fast as they can. D. S they can achieve their dreams.
Their respnsibility is helping every students t learn.
Their bdy language can help teachers knw when t adjust class activities, when t intervene, and when t talk t students individually.
教材语料积累---下列内容几乎全部来源于课文的话题词汇词组与教材原句从文章中选取了具有代表性的人的肢体动作,以及描述肢体动作对应的表达意义的词句，和本单元主题写作可能用到的写作结构句型。
hld ne’s arms握住手臂; make eye cntact 眼神交流 shake ne’s head摇头 ; nd 点头 kiss sb n the cheek 亲吻脸颊 ; bw frm the waist 弯腰鞠躬 place ne’s hands tgether 双头并拢mve hand in circles ver stmach 在肚子上划圆 lk up 抬头 ; lean frward 前倾 ; brush sb’s hair 掠头发 with ne’s chins n ne’s hands 用手托着下巴absence f eye cntact 没有眼神接触have ne’s head lwered 低头 ; lk at ne’s watch 看表lean sb’s heads tgether 把头靠在一起 ; lk anywhere 看其他地方stare ut f the windw看窗外， stare up at the ceiling看天花板arms crssed 双臂交叉 ; legs clsed r crssed 脚靠拢或交叉hide sb’s faces in sb’s hands用手挡住脸
gesture(手势动作)
give us infrmatin abut ne’s feelings. 帮助我们了解某人的情绪a way t display …. 表示…的一种方式In ther cuntries, by cntrast, …相反，在其他国家… interpret it as meaning… 将其解读为it is (nt) cnsidered…被认为是（否）…We can use …(gesture) t… ,我们可以用…(肢体动作)去表达…t make sb feel +adj使某人感到… it implies sb is…这意味着某人是怎样的it is easy t perceive when/that … 很容易察觉…sb can infer that某人能推断…
useful structures and expressins有用的结构和表达
apprve f 认可 lk dwn n 轻视aplgise 道歉 greet smene 打招呼bred厌倦的 distracted分心的anxiety 焦虑 sad伤心 wrried担心 embarrassed感到尴尬的 ashamed感到羞愧的 demnstrate respect表示尊重
emtin and meaning 情绪和意义
1. 在与他人交流时，我们既使用言语也通过手势语来表达我们的想法和观点。We use bth wrds and bdy language t express ur thughts and pinins in ur interactins with ther peple.2. 通过观察别人的手势语，我们可以了解很多他们的想法。We can learn a lt abut what peple are thinking by watching their bdy language. 3. 手势语因文化而异…bdy language varies frm culture t culture.
4. “OK”这个手势在不同的文化中有不同的含义。The gesture fr “OK” has different meanings in different cultures.5. 通过对比，在保加利亚和阿尔巴尼亚南部，这两种手势的含义是相反的。 By cmparisn, in Bulgaria and suthern Albania, the gestures have the ppsite meaning.6. 有些手势似乎在每个地方都有相同的含义。Sme gestures seem t have the same meaning everywhere.7. 有些手势语有许多不同的用途。Sme bdy language has many different uses. 8. 对肢体语言做出回应是做一个老师必不可少的环节。 Reacting t bdy language is an imprtant cmpnent f being a teacher.
（1）He___________________________in shame. 他羞愧地低下了头。（2）They______________________in agreement. 他们点头同意。（3）She______________________in disbelief. 她怀疑地摇摇头。（4）She_________________n his shulder.她将头靠在他的肩膀上。 （5）The wman shws her impatience by _________________________________ 这个女士低头看手表，表示出不耐烦。
lwered / bent his head
ndded their heads
shk her head
Translate these sentences.
rested her head
having her head lwered t lk at her watch
1._______________appeared n / spread acrss / crssed his face.他的脸上露出了灿烂的笑容。2.Her face__________________when I gave her the present.我给她礼物时，她的脸上焕发出了光彩。3.His face suddenly____________________.他的表情突然严肃起来。4.When we talked abut smething difficult, his face__________________.当我们聊到一些难题时，他看起来有点困惑。
A bright smile
lit up / brightened
grew serius
lked a little cnfused
（1）His eyes were ______________________. 他惊恐地瞪大了眼睛。（2）Her eyes are __________________ .她的眼里充满泪水。 (3) I felt tears____________ in my eyes.我感到泪水在眼里涌出来。（4）The little girl _________ the tys in the windw. 小女孩盯着橱窗里的玩具看。 （5）Her eyes _______________________ because she had serius cnflicts with her rmmates . 由于她跟室友起了严重冲突，她双眼因哭泣而发红。
wide with hrrr
filled with tears
were red frm weeping
（1）She_________________________and helped him climb the steps.她拉住孩子的手牵着他爬上台阶。（2） He________________________and held it tightly. 他伸手抓住她的手并紧紧握住。（3）They walked alng, _______________. 他们手拉手并肩走着。(4)He______________________as if we were lng lst friends. 他握住我的手好像我们是失散多年的朋友。(5)The by fell asleep ______________________in class. 那个男孩上课睡着了，手托着下巴。
tk the child’s hand
reached fr her hand
hlding hands
shk my hands
with his chins n his hands
sad/disappinted
nervus /wrried
scared/frightened
Thinking :Hw can bdy language help us in cntinual writing
pst-reading
Seized by a burst f grief, I tried in vain t fight back my tears.Her heart ached, tears streaming dwn her cheeks.
excited/delighted
sad/disappinted
A bright smile appeared n /spread acrss her face.She laughed, her eyes twinkling/sparkling with excitement.
He glared at me with burning eyes.He std there with crssed arms, lking angry.Biling with rage, he shk his fist at me.
Her eyes became as wide as sea, and her thrat shivered（颤抖）.She std there with face pale and her eyes wide pen.
My heart began t beat wildly and my mind went blank.Frzen with fear, he std in frnt f the class, with his hands hlding his paper, shaking. He shk all ver,feeling like sitting n pins and needles.
I was verwhelmed by a strng feeling f terrr,my eyes widened with hrrr, my face turning pale and palms sweating.My heart beat s vilently,t scared t mve an inch.
I breathed a sigh f relief. My shulders drpped with relief.Relief filled my heart.
（1）-ing现在分词,凸显同一逻辑主语、主动、同时The ld man sat under the sunset, ___________the newspaper and____________the radi.
老人静坐=坐在夕阳下 + 看报纸 + 听广播
listening t
（2）having dne 表现动作先后关系______________fr 3 hurs, he was tld that the ticket had been sld ut.
没有买到票= 排了很久队 + 被告知票卖完了
Having queued
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