小学英语your_body_课件

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人教版PEP三年级英语上册第三单元课件 (1)

Open your mouth.
Touch your nose. Touch your ear.
Touch your face. 返回导航
Letters and sounds
Listen, repeat and chant.
Ee
egg
elephant
Ff face
foot
green gift
Gg
句型表示“你好吗？”用来询问健康状况。
答语
I’m fine,thank you. Fine,thanks. Very well,thanks.
我很好，谢谢你。
【拓展】回答之后，还可以用 “And you？”（你呢？）回问对方表示礼貌。
爱提建议的“Let’s...”
你是否曾注意到,有些学生能够立刻着手行动,并且完成的速度也很快
你是否曾注意到,有些学生再怎样努力,也无法在规定时间内完成任务。
你是否曾注意到,学生做练习的时候,往往也是最容易出现课堂纪律问题的时候。比如,有些学生会在完成自己的任务之后,询问接下来要做什么,有些学生没有专心完成课堂任务,而是做些违纪动作,还有些学生不停地抱怨自己不明白要做什么？
课程在这里,我想讲几点最关键的策略,以帮助教师在课堂上合理安排学生活动。今天,我们的主题简短、明确并易于实践。目标如下: (1)帮助教师了解当学生没有事情可做时,会出现什么状况; (2)给教师提供几个规划课堂的好方法首先,以这几个问题开始
●你是否曾经在给学生布置任务时,要求所有人在同样的时间里完成? 你是否曾注意到,布置任务时要求的时间越长,有些学生磨蹭的时间就越长?
I’m fine,thank you. OK! Hi! Good morning.

鲁科版英语三年级上册Unit 4《Body》ppt复习课件

( 认真观察：缺少了那些部位？）
mouth
What is missing?
( 认真观察：缺少了那些部位？）
ears
Touch and say.
This is my I have a \two . .
A a
ant
B
b
bear
C c
cat
D d
dog
f
g
e
字母操
Goodbye !
来介绍自己的身体部位。
What ismy missing? This is head.
( 认真观察：缺少了那些部位？）
What is missing?
( 认真观察：缺少了那些部位？）
nose
What is missing?
( 认真观察：缺少了那些部位？）
eyes
What is missing?
•arm
This is my
I have two
leg
.
legs .
let’s chant.
Eyes ,eyes,眨一眨 Ears,ears,听一听 Arms,arms,甩一甩 Hands,hands,拍一拍 Legs,legs,动一动
let’s talk
同桌之间用
This is my
.
I have two ______ .
ear
Look . ThiБайду номын сангаас is my
ear . I have two ears .
eye
Look. This is my
eye.
I have two eyes .
hand
hand This is my ________.

小学英语body的教案

小学英语body的教案一、教学内容本节课选自小学英语教材第五册第三章，主题为“身体部位”。

详细内容包括：身体各部位的名称（如head、eye、ear、nose、mouth、arm、leg等），以及相关句型（如This is myhead/eye/ear；Can you touch your?）。

二、教学目标1. 让学生掌握身体各部位的英文名称，并能够正确运用相关句型进行描述。

2. 培养学生用英语进行简单交流的能力，提高他们的听说水平。

3. 培养学生的团队协作能力，提高他们的学习兴趣。

三、教学难点与重点1. 教学难点：身体部位名称的发音和记忆，以及相关句型的运用。

2. 教学重点：身体部位名称的掌握，以及用英语进行简单描述的能力。

四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。

2. 学具：英语课本、练习本、彩色笔。

五、教学过程1. 导入：通过展示一张身体部位的图片，引导学生用中文说出各个部位的名称，为新课学习做好铺垫。

2. 新课内容呈现：a. 播放教材录音，让学生跟读并学习身体部位的名称。

b. 教师出示卡片，引导学生用英语说出身体部位的名称，并进行小组竞赛。

c. 教师教授相关句型，并让学生进行实际操作，用英语描述身体部位。

3. 实践情景引入：邀请一位同学上台，用英语描述其身体部位，其他同学猜测。

4. 例题讲解：讲解教材中的例题，引导学生正确运用所学知识。

5. 随堂练习：学生两人一组，互相描述身体部位，巩固所学知识。

六、板书设计1. 身体部位名称：head、eye、ear、nose、mouth、arm、leg 等。

2. 句型：This is my head/eye/ear；Can you touch your?七、作业设计1. 作业题目：用英语描述一幅身体部位的图片，并写出相应的句子。

2. 答案：略。

八、课后反思及拓展延伸1. 反思：本节课学生的参与度较高，但在描述身体部位时，部分学生发音不够准确，需要在课后加强练习。

冀教版三年级英语上册 (My Body)Feelings and Body 新课件

（先师生问答，再生生问答，这样可以扩大学生的参与面。）
24
课前热身
复习回顾
1.复习This is句型。学生根据实际情况指着班内任意一名同说 This is a boy或This is a girl.
2.练习用Nice to meet you句型对话，并指明学生上台表演。
新词展示 friend / f rend/ (名词)朋友
Unit 3 Feelings and Body
三年级上册
If you are happy, then clap your hands!
/hænd/ n. (名词) 手例句： There is a pencil in my hand.
我手里有一支铅笔。短语：hand in hand 手拉手
43
重点词汇
1.she’s=she is
（用法）用来表示女性。
2.he’s=he is (用法）用来表示男性。 (例句） He’s my father. 他是我的父亲。
重难点探究
重点词汇
3.friend /f rend / (名词)朋友
【复数形式】 friends 例句 Danny is my friend.丹尼是我的朋友。
谚语： A friend in need is a friend indeed. 患难见真情。
重难点探究
重点句型 Jenny, this is Wang Hong.
详解
She’s my friend. 此句为介绍他人的句型。
句型结构: This is + 人名.
例句 Mike , this is Jenny .She is my sister.迈
the leg of the desk 桌子腿

lesson-40--Move-your--body的课件

9. My father always stands ______ my side when I quarrel with my mother. A. in B. for C. on D. with
•10. She spends a lot of time _______ this papers. • A. in B. by C. for D. on • 11. He _ ___ too much _____in making the model. •A.takes/ time B. takes/materials C. spends/materials D. spends/ time
• 6.Don’t _w_o_r_r_y__a_b_o_u（t 担心）my health.
• 7.He _u_s_e__d_t_o_（过去常常)be fat, but now
he is thin
• 8.We’re _n__o_t_…lazy _a_n_y__m__o_r（e 不再）.
I. Choose the right letter.
我妈妈总是担心我的学习。
•My mother is always worried about my study. •My mother always worries about my study.
• Every time the exam is over, I will __the result.
3.Eating too much meat will make us_p_u_t_o_n__w_e_ig_h(增t 加体重）。
4.Many people like to watch TV all day. They are
__c_o_u__ch__p_o_t_a_to_e_s___（沙发土豆）.

辽宁师范大学出版社小学三年级英语上册全套PPT课件

Ha! I’m Li Na.
Read and say.
What’s your name?
I’m Bob.
Hi! I’m Xiao Hui.
Hey! I’m Billy!
What’s your name?
Let’s sing.
Hello! Hello! Hello! Mommy. Hello! Hello! Daddy. Hello! Hello! Hello! Hello! My dear.
Listen, point and say.
Hello! My name's I.
Look at me. I'm Y!
Game time.
Draw big eyes. Draw a small nose. Draw a small mouth. Draw long ears. Draw a short tail.
Try to do.
Listen, number and do..
Read and say.
Hands up!
Legs up!
Open your mouth!
Let’s sing.
Body Song Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes. And eyes and ears and mouth and nose. Oh! Head, shoulders, knees and toes, knees and toes.
Take out your ruler/crayon… Put away your pencil box…

《My Body》PPT课件

Danny’s leg 丹尼的腿
the leg of the desk 桌子腿
(动口、动手能力) 趣味活动：盲人摸象。两人一组，把其中一个人的眼睛蒙起来，另一个人把头、手等身体部位让蒙着眼睛的同学触摸，并猜一猜是哪个部位，然后用英语说出来。一定非常有趣！
If You Are Happy and You Know It If you’re happy and you know it, clap your hands. If you’re happy and you know it, clap your hands. If you’re happy and you know it, and you really want to show it, if you’re happy and you know it, clap your hands. clap your hands stamp your foot wave your arm shake your leg
我的胳膊受伤了。短语：arm in arm 臂挽臂
wave your arm 挥动你的胳膊
整体记忆法：很多单词都包含共同的字母组合，把特定的字
母组合看做一个整体，在前面或后面加上不同的字母能组成新单词。在单词arm中，把ar看成一个整体，大家可以记住以下一系列含有ar的词汇！
/leg/ n. (名词) 腿例句： My legs are long. 我的腿长。短语： leg and leg 平分秋色对比记忆法：
( B ) A. foot B. food C. book
点拨：food中的oo发长音。
三、给短语选择合适的图片。 1. wave your arm ___D___ 2. clap your hands ___B___ 3. shake your leg ___A___ 4. stamp your foot ___C___

03yourbodylanguagemayshapewhoyouare

Your body language may shape who you are00:00So I want to start by offering you a free no-tech life hack, and all it requires of you is this: that you change your posture for two minutes. But before I give it away, I want to ask you to right now do a little audit of your body and what you're doing with your body. So how many of you are sort of making yourselves smaller Maybe you're hunching, crossing your legs, maybe wrapping your ankles. Sometimes we hold onto our arms like this. Sometimes we spread out. (Laughter) I see you. So I want you to pay attention to what you're doing right now. We're going to come back to that in a few minutes, and I'm hoping that if you learn to tweak this a little bit, it could significantly change the way your life unfolds.00:47So, we're really fascinated with body language, and we're particularly interested in other people's body language. You know, we're interested in, like, you know — (Laughter) — an awkward interaction, or a smile, or a contemptuous glance, or maybe a very awkward wink, or maybe even something like a handshake.01:11Narrator: Here they are arriving at Number 10. This lucky policeman getsto shake hands with the President of the United States. Here comes the Prime Minister -- No. (Laughter) (Applause)01:24(Laughter) (Applause)01:27Amy Cuddy: So a handshake, or the lack of a handshake, can have us talking for weeks and weeks and weeks. Even the BBC and The New York Times. So obviously when we think about nonverbal behavior, or body language -- but we call it nonverbals as social scientists -- it's language, so we think about communication. When we think about communication, we think about interactions. So what is your body language communicating to me What's mine communicating to you01:53And there's a lot of reason to believe that this is a valid way to look at this. So social scientists have spent a lot of time looking at the effects of our body language, or other people's body language, on judgments. And we make sweeping judgments and inferences from body language. And those judgments can predict really meaningful life outcomes like who we hire or promote, who we ask out on a date. For example, Nalini Ambady, a researcher at Tufts University, shows that when people watch 30-second soundless clipsof real physician-patient interactions, their judgments of the physician's niceness predict whether or not that physician will be sued. So it doesn't have to do so much with whether or not that physician was incompetent, but do we like that person and how they interacted Even more dramatic, Alex Todorov at Princeton has shown us that judgments of political candidates' faces in just one second predict 70 percent of . Senate and gubernatorial race outcomes, and even, let's go digital, emoticons used well in online negotiations can lead you to claim more value from that negotiation. If you use them poorly, bad idea. Right03:08So when we think of nonverbals, we think of how we judge others, how they judge us and what the outcomes are. We tend to forget, though, the other audience that's influenced by our nonverbals, and that's ourselves. We are also influenced by our nonverbals, our thoughts and our feelings and our physiology.03:26So what nonverbals am I talking about I'm a social psychologist. I study prejudice, and I teach at a competitive business school, so it was inevitable that I would become interested in power dynamics. I became especially interested in nonverbal expressions of power and dominance.03:45And what are nonverbal expressions of power and dominance Well, this is what they are. So in the animal kingdom, they are about expanding. So you make yourself big, you stretch out, you take up space, you're basically opening up. It's about opening up. And this is true across the animal kingdom. It's not just limited to primates. And humans do the same thing. (Laughter) So they do this both when they have power sort of chronically, and also when they're feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. This expression, which is known as pride, Jessica Tracy has studied. She shows that people who are born with sight and people who are congenitally blind do this when they win at a physical competition. So when they cross the finish line and they've won, it doesn't matter if they've never seen anyone do it. They do this. So the arms up in the V, the chin is slightly lifted.04:44What do we do when we feel powerless We do exactly the opposite. We close up. We wrap ourselves up. We make ourselves small. We don't want to bump into the person next to us. So again, both animals and humans do the same thing. And this is what happens when you put together high and low power.So what we tend to do when it comes to power is that we complement the other's nonverbals. So if someone is being really powerful with us, we tend to make ourselves smaller. We don't mirror them. We do the opposite of them. 05:13So I'm watching this behavior in the classroom, and what do I notice I notice that MBA students really exhibit the full range of power nonverbals. So you have people who are like caricatures of alphas, really coming into the room, they get right into the middle of the room before class even starts, like they really want to occupy space. When they sit down, they're sort of spread out. They raise their hands like this. You have other people who are virtually collapsing when they come in. As soon they come in, you see it. You see it on their faces and their bodies, and they sit in their chair and they make themselves tiny, and they go like this when they raise their hand.05:52I notice a couple of things about this. One, you're not going to be surprised. It seems to be related to gender. So women are much more likely to do this kind of thing than men. Women feel chronically less powerful than men, so this is not surprising.06:08But the other thing I noticed is that it also seemed to be related to the extent to which the students were participating, and how well they were participating. And this is really important in the MBA classroom, because participation counts for half the grade.06:22So business schools have been struggling with this gender grade gap. You get these equally qualified women and men coming in and then you get these differences in grades, and it seems to be partly attributable to participation. So I started to wonder, you know, okay, so you have these people coming in like this, and they're participating. Is it possible that we could get people to fake it and would it lead them to participate more 06:46So my main collaborator Dana Carney, who's at Berkeley, and I really wanted to know, can you fake it till you make it Like, can you do this just for a little while and actually experience a behavioral outcome that makes you seem more powerful So we know that our nonverbals govern how other people think and feel about us. There's a lot of evidence. But our question really was, do our nonverbals govern how we think and feel about ourselves 07:13There's some evidence that they do. So, for example, we smile when we feelhappy, but also, when we're forced to smile by holding a pen in our teeth like this, it makes us feel happy. So it goes both ways. When it comes to power, it also goes both ways. So when you feel powerful, you're more likely to do this, but it's also possible that when you pretend to be powerful, you are more likely to actually feel powerful.07:46So the second question really was, you know, so we know that our minds change our bodies, but is it also true that our bodies change our minds And when I say minds, in the case of the powerful, what am I talking about So I'm talking about thoughts and feelings and the sort of physiological things that make up our thoughts and feelings, and in my case, that's hormones.I look at hormones. So what do the minds of the powerful versus the powerless look like So powerful people tend to be, not surprisingly, more assertive and more confident, more optimistic. They actually feel they're going to win even at games of chance. They also tend to be able to think more abstractly. So there are a lot of differences. They take more risks. There are a lot of differences between powerful and powerless people. Physiologically, there also are differences on two key hormones: testosterone, which is the dominance hormone, and cortisol, which is the stress hormone.So what we find is that high-power alpha males in primate hierarchies have high testosterone and low cortisol, and powerful and effective leaders also have high testosterone and low cortisol. So what does that mean When you think about power, people tended to think only about testosterone, because that was about dominance. But really, power is also about how you react to stress. So do you want the high-power leader that's dominant, high on testosterone, but really stress reactive Probably not, right You want the person who's powerful and assertive and dominant, but not very stress reactive, the person who's laid back.09:26So we know that in primate hierarchies, if an alpha needs to take over, if an individual needs to take over an alpha role sort of suddenly, within a few days, that individual's testosterone has gone up significantly and his cortisol has dropped significantly. So we have this evidence, both that the body can shape the mind, at least at the facial level, and also that role changes can shape the mind. So what happens, okay, you take a role change, what happens if you do that at a really minimal level, like this tiny manipulation, this tiny intervention "For two minutes," you say, "I want you to stand like this, and it's going to make you feel more powerful."So this is what we did. We decided to bring people into the lab and run a little experiment, and these people adopted, for two minutes, either high-power poses or low-power poses, and I'm just going to show you five of the poses, although they took on only two. So here's one. A couple more. This one has been dubbed the "Wonder Woman" by the media. Here are a couple more. So you can be standing or you can be sitting. And here are the low-power poses. So you're folding up, you're making yourself small. This one is very low-power. When you're touching your neck, you're really protecting yourself.10:52So this is what happens. They come in, they spit into a vial, for two minutes, we say, "You need to do this or this." They don't look at pictures of the poses. We don't want to prime them with a concept of power. We want them to be feeling power. So two minutes they do this. We then ask them, "How powerful do you feel" on a series of items, and then we give them an opportunity to gamble, and then we take another saliva sample. That's it. That's the whole experiment.11:17So this is what we find. Risk tolerance, which is the gambling, we findthat when you are in the high-power pose condition, 86 percent of you will gamble. When you're in the low-power pose condition, only 60 percent, and that's a whopping significant difference.11:33Here's what we find on testosterone. From their baseline when they come in, high-power people experience about a 20-percent increase, and low-power people experience about a 10-percent decrease. So again, two minutes, and you get these changes. Here's what you get on cortisol. High-power people experience about a 25-percent decrease, and the low-power people experience about a 15-percent increase. So two minutes lead to these hormonal changes that configure your brain to basically be either assertive, confident and comfortable, or really stress-reactive, and feeling sort of shut down. And we've all had the feeling, right So it seems that our nonverbals do govern how we think and feel about ourselves, so it's not just others, but it's also ourselves. Also, our bodies change our minds.12:25But the next question, of course, is, can power posing for a few minutes really change your life in meaningful ways This is in the lab, it's this little task, it's just a couple of minutes. Where can you actually applythis Which we cared about, of course. And so we think where you want to use this is evaluative situations, like social threat situations. Where are you being evaluated, either by your friends For teenagers, it's at the lunchroom table. For some people it's speaking at a school board meeting. It might be giving a pitch or giving a talk like this or doing a job interview. We decided that the one that most people could relate to because most people had been through, was the job interview.13:10So we published these findings, and the media are all over it, and they say, Okay, so this is what you do when you go in for the job interview, right13:18(Laughter)13:19You know, so we were of course horrified, and said, Oh my God, no, that's not what we meant at all. For numerous reasons, no, don't do that. Again, this is not about you talking to other people. It's you talking to yourself. What do you do before you go into a job interview You do this. You're sitting down. You're looking at your iPhone -- or your Android, not trying to leave anyone out. You're looking at your notes, you're hunching up, makingyourself small, when really what you should be doing maybe is this, like, in the bathroom, right Do that. Find two minutes. So that's what we want to test. Okay So we bring people into a lab, and they do either high- or low-power poses again, they go through a very stressful job interview. It's five minutes long. They are being recorded. They're being judged also, and the judges are trained to give no nonverbal feedback, so they look like this. Imagine this is the person interviewing you. So for five minutes, nothing, and this is worse than being heckled. People hate this. It's what Marianne LaFrance calls "standing in social quicksand." So this really spikes your cortisol. So this is the job interview we put them through, because we really wanted to see what happened. We then have these coders look at these tapes, four of them. They're blind to the hypothesis. They're blind to the conditions. They have no idea who's been posing in what pose, and they end up looking at these sets of tapes, and they say, "We want to hire these people," all the high-power posers. "We don't want to hire these people. We also evaluate these people much more positively overall." But what's driving it It's not about the content of the speech. It's about the presence that they're bringing to the speech. Because we rate them on all these variables related to competence, like, how well-structured is the speech How good is it What are their qualifications No effect on thosethings. This is what's affected. These kinds of things. People are bringing their true selves, basically. They're bringing themselves. They bring their ideas, but as themselves, with no, you know, residue over them. So this is what's driving the effect, or mediating the effect.15:24So when I tell people about this, that our bodies change our minds and our minds can change our behavior, and our behavior can change our outcomes, they say to me, "It feels fake." Right So I said, fake it till you make it. It's not me. I don't want to get there and then still feel like a fraud.I don't want to feel like an impostor. I don't want to get there only to feel like I'm not supposed to be here. And that really resonated with me, because I want to tell you a little story about being an impostor and feeling like I'm not supposed to be here.15:55When I was 19, I was in a really bad car accident. I was thrown out of a car, rolled several times. I was thrown from the car. And I woke up in a head injury rehab ward, and I had been withdrawn from college, and I learned that my IQ had dropped by two standard deviations, which was very traumatic.I knew my IQ because I had identified with being smart, and I had been called gifted as a child. So I'm taken out of college, I keep trying to go back.They say, "You're not going to finish college. Just, you know, there are other things for you to do, but that's not going to work out for you." 16:32So I really struggled with this, and I have to say, having your identity taken from you, your core identity, and for me it was being smart, having that taken from you, there's nothing that leaves you feeling more powerless than that. So I felt entirely powerless. I worked and worked, and I got lucky, and worked, and got lucky, and worked.16:51Eventually I graduated from college. It took me four years longer than my peers, and I convinced someone, my angel advisor, Susan Fiske, to take me on, and so I ended up at Princeton, and I was like, I am not supposed to be here. I am an impostor. And the night before my first-year talk, and the first-year talk at Princeton is a 20-minute talk to 20 people. That's it. I was so afraid of being found out the next day that I called her and said, "I'm quitting." She was like, "You are not quitting, because I took a gamble on you, and you're staying. You're going to stay, and this is what you're going to do. You are going to fake it. You're going to do every talk that you ever get asked to do. You're just going to do it and do it and do it, even if you're terrified and just paralyzed and having an out-of-bodyexperience, until you have this moment where you say, 'Oh my gosh, I'm doing it. Like, I have become this. I am actually doing this.'" So that's what I did. Five years in grad school, a few years, you know, I'm at Northwestern, I moved to Harvard, I'm at Harvard, I'm not really thinking about it anymore, but for a long time I had been thinking, "Not supposed to be here."17:56So at the end of my first year at Harvard, a student who had not talked in class the entire semester, who I had said, "Look, you've gotta participate or else you're going to fail," came into my office. I really didn't know her at all. She came in totally defeated, and she said, "I'm not supposed to be here." And that was the moment for me. Because two things happened. One was that I realized, oh my gosh, I don't feel like that anymore.I don't feel that anymore, but she does, and I get that feeling. And the second was, she is supposed to be here! Like, she can fake it, she can become it.18:35So I was like, "Yes, you are! You are supposed to be here! And tomorrow you're going to fake it, you're going to make yourself powerful, and, you know --18:43(Applause)18:48And you're going to go into the classroom, and you are going to give the best comment ever." You know And she gave the best comment ever, and people turned around and were like, oh my God, I didn't even notice her sitting there. (Laughter)19:03She comes back to me months later, and I realized that she had not just faked it till she made it, she had actually faked it till she became it. So she had changed. And so I want to say to you, don't fake it till you make it. Fake it till you become it. Do it enough until you actually become it and internalize.19:22The last thing I'm going to leave you with is this. Tiny tweaks can lead to big changes. So, this is two minutes. Two minutes, two minutes, two minutes. Before you go into the next stressful evaluative situation, for two minutes, try doing this, in the elevator, in a bathroom stall, at your desk behind closed doors. That's what you want to do. Configure your brain to cope the best in that situation. Get your testosterone up. Get your cortisol down. Don't leave that situation feeling like, oh, I didn't showthem who I am. Leave that situation feeling like, I really feel like I got to say who I am and show who I am.19:59So I want to ask you first, you know, both to try power posing, and also I want to ask you to share the science, because this is simple. I don't have ego involved in this. (Laughter) Give it away. Share it with people, because the people who can use it the most are the ones with no resources and no technology and no status and no power. Give it to them because they can do it in private. They need their bodies, privacy and two minutes, and it can significantly change the outcomes of their life.20:30Thank you.20:31(Applause)。

Body_language_PPT身体语言课件

ARMS
* Arms akimbo. In many cultures, this stance
signals aggression, resistance, impatience, or even anger. * Arms behind back, hands grasped is a sign of ease and control. * Arms in front, hands grasped, common practice in most Asian countries, is a sign of mutual respect for others.
Thailand, China
EARS
* Ear grasp
- ‚I’m sorry.‛ in parts of India
* Cupping the ear
- ‚I can’t hear you.‛ in all societies
* Pulling ear
- ‚You are in my heart‛ for Navajo Indians
HANDS
* Right hand. The right hand has special
significance in many societies. In certain countries in the Middle East and in Asia, it is best to present business cards or gifts, or to pass dishes of food, to get an attention, using only the right hand or both. * Left hand is considered unclean in much of the Middle East and in parts of Indonesia.

《My Body》英语PPT课件(7篇)

Unit 3 Feelings and Body
Lesson 14 My Body
Warm-up and reviewing
1.Greeting.
—Hello! —Hi!
2.Reviewing.
—How do you feel? —I feel…
Warm-up and review
3.Sing a song.
3.Let’s play a game.
Simon says.
Presentation
4.Let’s sing the song.
Presentation
5.Learning the plural of the “foot”.
foot——feet hand——hands
Practice
给短语选择合适的图片。
1.Learning the words of the body.
It’s my body. What’s it? It’s my hand/head/foot/leg/arm.
Presentation
2.Drawing a picture about the body.
Presentation
单击此处编cla辑p yo母ur h版and标s 拍题拍你样的手式
合成词： handbag 手提包
2020/8/29
16
/hed/ n. (名词) 头
例句： Touch your head, please. 请摸你的头。短语： from head to foot 从头到脚单击此处形编近辑母词版记文忆本法样：式 read 读 heat 热
1. wave your arm D______ 2. clap your haBnds

清华大学出版社(一年级起点)小学一年级英语上册全套PPT课件

• Sentence:
• Open your mouth.
张开你的嘴巴 • Say “OK”. 说“好的”。
Thank you！
Unit 1 PARTS OF MY BODY
LESSON 4
head
nod
shake
Nod your head. Say “yes”.
Yes.
Shake your head. Say “no”.
Touch your …
Touch your knee.
Touch your eyes.
Touch your hair.
Touch your head.
Touch your shoulder.
______ your mouth. Touch
I can say them:
Words:
ear------ears 耳朵 nose 鼻子 touch 摸
Wave your hands. 挥挥你的手。 Clap your hands. 拍拍你的手。
Are you happy?
你开心吗？
Yes, I am.
是的，我开心。
See you!
foot 脚（单数）
feet 双脚（复数）
We
Stamp your foot.
Stamp your feet.
• 理解并运用生单词。
• 运用新句型。
84
1.Listen, look and say.
head
nose
mouth
ear
ears
eye
eyes
hand
hands
foot
feet
book
books

Move Your Body 初中英语课件七年级英语课件PPT 课件

much it weighs? 为什么不称称看这个婴儿有多重呢？
【探究总结】
(1)与weight相关的词组有：
put on weight
体重增加；长胖
lose weight
减肥
by weight
依据重量计算
(2)weight的动词为weigh，意为“称……的重量”。
【学以致用】 ①What is the _w_e_i_g_h_t (weigh) of the gold coin? ②这些苹果重多少？
常听见这样的感叹：要是当初2018年中国大学毕业生薪酬排行榜通过对 280多万以及多届毕业生调研后，计算出了各高校毕业生的薪酬状况。虽然我们都知道名校毕业生的收入会普遍比较高，但这份榜单告诉我们，清华北大毕业生的月薪，平均近万，而普通院校的只有两三千。
2. He watches too much TV and plays too many computer games.他看了太多的电视，玩了太
多的电脑游戏。
too much“太多”，修饰不可数名词。 too many “太多”，修饰可数名词复数。 The work took me too much time. 这份工作花了我太多时间。
4. Don’t worry ____A___ me.
A. about B. for
C. with
D. in
5. Now Bill doesn’t live here any ___A____.A Nhomakorabea more
B. much
C. much more
D. long
Ⅲ.翻译下列句子，每空一词 1. 李亮体重正在增加。

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Let’s do
● Open your mouth… v.打开
● Close your eyes… v.关闭
● Touch your nose… v.摸
Let’s listen and do the pactice on P51.
let’s see
同学们，认真观察下面的句子，你能找到 This is和These are的用法有什么规律吗？
Unit 6 Body
What’s this? apple
What’s this?
eye ear
nose
mouth
Read and say 读读看
n o se
Read and say 读读看
mou t h
What are these? apples
Read and say 读读看
eyes
is my f o o t
Look at she ,this
is her e y e
Look at he ,this is
his n o s e
Look at it ,this is
its e a r
Look at he ,this
is his mou t h
Remember it:
Look at me/him/her/it , this is my/his/her/its eye…
Read and say 读读看
ea r s
Read and say 读读看
hands
a r ms
l egsபைடு நூலகம்
Read and say 读读看
f oo t
feet
hair
let’s chant
Come on every And join the song. It’s time for the body rock. Shake your hair. Touch your ears. Shake your legs and touch your feet. Touch your nose. Now come,touch your toes. Shake your arms. Touch your face. Open your mouth and show your teeth.
This is my hand. These are my hands. This is my eye. These are my eyes.
This is my book. These are my books.
This is 后面用名词的单数。例如： This is my ear.
These are 后面用名词的复数。例如： These are my ears.
draw
同学们要多动手，养成良好的卫生习惯
●Recite the new words
背诵新单词
●Sing the song to your
parents
唱歌给父母听
● Practice the sentence:
练习句型
Open your mouth… Close your eyes… Touch your ears…
同学们，请用This is 或者 These are填空，你会吗？
1. _T_h_i_s_i_s__ my arm. 2. _T_h_e_s_e_a_r_e her eyes. 3. _T_h_e_s_e_a_r_e his pens. 4. _T_h_i_s_i_s__ my ruler. 5. _T_h_i_s_i_s__ my foot. T_h_e_s_e_a_r_e her feet.
What are these? apples
谢谢观看
Do you know what’s meaning of the red words ???
They are the parts of our face…
Do you know how to say the parts of your face?
Let’s say
Look at me ,this