下载文档原格式
在演讲中如何正确使用肢体语言英语作文英文版:Body Language in Public SpeakingBody language plays a crucial role in effective public speaking. It can help convey your message, engage your audience, and make your speech more memorable. Here are some tips on how to use body language correctly in your presentation:1. Maintain good posture: Stand up straight, keep your shoulders back, and your head held high. This will project confidence and authority.2. Make eye contact: Connect with your audience by making eye contact with individuals throughout the room. This will help build trust and make your speech more engaging.3. Use gestures: Use natural, purposeful gestures to emphasize key points and add visual interest to your speech. Avoid fidgeting or excessive movement, which can be distracting.4. Facial expressions: Your facial expressions should match the tone and content of your speech. Smile when appropriate, and use a serious expression when discussing more somber topics.5. Move with purpose: Use the space available to you, but avoid pacing or moving aimlessly. Move with intention to engage different sections of the audience or to emphasize a point.Remember, your body language should complement your words and enhance your message. By using these techniques effectively, you can deliver a more powerful and persuasive speech.中文翻译:在公众演讲中运用肢体语言在公众演讲中,肢体语言扮演着至关重要的角色。
bodylanguage英文作文I was sitting in the meeting, and I noticed that my colleague was tapping his foot rapidly. It seemed like he was feeling anxious or impatient about something. His body language was really giving him away.She walked into the room with her arms crossed tightly across her chest. It was clear that she was feeling defensive or closed off. Her body language was speaking volumes before she even said a word.When I saw my friend leaning in and nodding enthusiastically while someone was speaking, I could tell that she was really engaged in the conversation. Her body language showed that she was interested and supportive.I was at a party, and I noticed a guy standing with his hands on his hips and his chest puffed out. It was obvious that he was trying to appear confident and in control. His body language was definitely sending a message.As I was giving a presentation, I saw some people in the audience leaning back in their chairs with their arms crossed. It was clear that they were disengaged and not receptive to what I was saying. Their body language was telling me that I needed to change my approach.When I saw a couple sitting close together, with their legs and arms touching, it was obvious that they were feeling connected and intimate. Their body language spoke volumes about the strength of their relationship.。
高一下 Unit 21 Body Language一、教材分析（一）教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。
激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。
全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.“读后”(Post-reading)部分设计了两种练习。
Unit 21 Body LanguageThe second period-------ReadingTeaching aims:Knowledge aim:Leam and master some words and expressions. Master the meanings of different body language.Ability aim:Train the students’ reading ability, especially the skills of summar izing and scanning.Moral aim: Do as Romans doEmotional aim:Learn and discuss together to make the relations between the tescher and students harmonious.Key point: How to let the Ss understand the body language in different countries and use them correctly.Key point: How to let the Ss understand the body language in different countries and use them correctly.Difficult poin:1. Master the body language in this period.Difficult poin:1. Master the body language in this period.2. How to summarize the main idea.Teaching method: Pair work or group work to make every student work in class. Teaching method: Pair work or group work to make every student work in class.Teaching aids: The multimedia. A taperecorder.Teaching aids: The multimedia. A taperecorder.Teaching ProceduresStepⅠ: Greeting and Lead-in1. Greeting:T: Good afternoon, everyone!Ss: Good afternoon, teacher!2. Lead-in:T: (Sign the Ss to sit down without saying, “sit down, please.”). How do you do what I meant?Ss: We know that by your gesture.T: Yeah, sometimes we can express ourselves using gestures or facial expressions. When we are in kindergarten, there is a good song to express our feeling “happy”. Do you remember it? Now, let us enjoy it together. And I want to have your action. Enjoy this song with students. At the same time, according to the content of the song, let students act out together.）T: Ok, very good! This song brings us back to our childhood. Do you like it?Ss: Yes, we like it very much.StepⅡ: Pre-reading:T: Now, we will do some “guess” exercise for facial expressions. (According to the pictures to choose the best answer.)T: Animals also have body language. (Show students some pictures)T: In these pictures, they don’t use any words but body to show what they want to say.StepⅢ: Reading:1. Fast readingGive Ss five minutes to read the text and ask them to give the main idea of each paragraph.Paragraph 1.We communicate with people not only by words but also by body language.Paragraph 2.Body language varies from culture to culture.Paragraph 3.The same body language has different meanings in some different countries.Paragraph 4.Some gestures are universal.Paragraph 5.Smile is the best example of universally understood body language. Ask them to dive the whole passage into some parts then give main idea for each part.2. Careful reading1. Let Ss read the first paragraph and answer the question:Besides words, how can we know what a person is thinking or feelingby watching his or her body language.2. Let Ss read paragraph two and three, and then fill a form3．Let Ss read paragraph four and five. list some universal body languageand say what a smile can do.StepⅣ: Post-reading:Play a game. Ask two sdudents come to the front,one student act out some body language the other guess what he want to say.StepⅤ: Summary:T: After reading this passage, we know in different countries, there are different body talk, we should follow this advice, “When in Rome, do as the Romans do!” StepⅥ: Homework:1. Read the passage and recite it.2. Do exercise 1-4 in post-reading on page 60。
关于演讲技巧body,language关于演讲技巧body,language篇一：演讲稿How to use body language in the classroomHello!Everyone.It‘s my honor to speak here,andI ?m very glad to share my topic with you .Then today I‘d like to talk something about body language.您好。
每个人。
我很荣幸在这里发言，我与你们分享我的话题很快乐。
今天，我想谈谈的身体语言。
What‘s body language?Body language is the movements of our body.We use them to show other people what we are thinking about and how we are feeling.Body language is expressing yourself by your body action.Though it is not directly than language,but it makes the information more attractive.身体语言是什么？身体语言是我们身体的运动。
我们用它们来告诉其别人，我们都在考虑和我们的感受。
身体语言是通过你的身体动作表达自己。
虽然不是直接的语言，但它使信息更具吸引力。
Do you know what the use of body language is and how to use it ?你知道什么是身体语言的使用和如何使用它？Body language also helps to improvelistening.speaking.reading and writing..身体语言也有助于进步listening.speaking.reading和写作。
SEFCI Unit 21body language第二课时reading说课稿SEFCI Unit 21body language第二课时reading说课稿我要说的是高中英语新教材高一（下）第21单元第二课时reading，我将从教材分析、教学目标、教学重点与难点、教学策略与教学方法、教学过程、教学反思等六个方面对进行说明。
一教材分析本单元内容紧紧围绕“身势语”这一话题展开，具体涉及“什么是身势语”“如何理解身势语”及“身势语”的跨文化性等等。
阅读部分是一篇介绍性的文章，介绍了各种背景下身势语的异同。
文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，例如：微笑。
根据英语课程标准对阅读课的要求，应着重培养学生的阅读策略；培养语感，培养学生在阅读过程中获取和处理信息的能力。
因此通过教材所设计的Pre-reading, Reading及Post-reading三项内容，循序渐进地训练学生运用略读与查读等阅读技能。
二教学目标本课的教学目标是依据《新课程标准》（实验稿）所设立的，主要有三个目标：1．知识与能力目标：在这节课里要理解、内化、运用以下生词及词组—fold、 anger、 vary、 thumb、 crazy、 mod、part、 hug、 bow、 palm、 shrug、 incredible、pat、 get through、 tear down、 chart。
通过阅读获取关于body language的相关信息,且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。
另外，还要充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
2．过程与方法目标：本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，进行任务驱动，层层深入。
