【高中英语】一轮复习：话题12　良好的人际关系与社会交往课件 (PPT+练习）

这是一份【高中英语】一轮复习：话题12　良好的人际关系与社会交往课件 (PPT+练习），文件包含2025届人教版高中英语一轮话题复习语基默写练习课件话题12良好的人际关系与社会交往pptx、2025届人教版高中英语一轮话题复习语基默写练习话题12良好的人际关系与社会交往教师版docx、2025届人教版高中英语一轮话题复习语基默写练习话题12良好的人际关系与社会交往学生版DOCX等3份课件配套教学资源，其中PPT共21页， 欢迎下载使用。
1.交流；相互影响 n.____________2.合适的；恰当的 adj.____________3.表现；表达；说明；证明 vt.____________4.手势；姿势；姿态 n.____________5.当场看到；目击；见证 vt.目击者；证人n.____________6.相同的 adj.____________7.面颊；脸颊 n.____________8.鞠躬；点头 vi.低(头) vt.弓；蝴蝶结 n.____________
demnstrate
9.腰；腰部 n.____________10.隔阂；障碍 n.____________11.假装的；假的；冒充的 adj.____________12.愤怒；怒气 n.使生气；激怒 vt.____________13.发生的事情；严重事件；冲突 n.____________14.审讯；审判；试验；试用 n.&v.____________15.略微；稍微 adv.____________16.双胞胎之一的；孪生之一的 adj.孪生之一；双胞胎之一 n.____________17.不涉及言语的；非言语的 adj.____________
18.评估；评价 vt.____________19.内部的；里面的 adj.____________20.故作姿态；(为画像、拍照等摆的)姿势 n.摆好姿势 vi.造成(威胁、问题等) vt.____________21.(使)弯曲；倾斜；偏向 vt.&vi.____________________22.揭示；显示；露出 vt.____________23.使更清晰易懂；阐明；澄清 vt.____________24.(给试卷、习题等)打钩号 vt.(钟表)发出嘀嗒声 vi.钩号 n.____________25.趋势；倾向 n.____________
bend (bent，bent)
26.把……放低；降低；减少 vt.下方的；较小的 adj.____________27.意味着；暗示 vt.____________28.几乎不；勉强才能；刚刚 adv.____________29.下巴 n.____________30.盯着看；凝视 vi.凝视 n.____________31.天花板；上限 n.____________32.分散(注意力)；使分心 vt.____________33.察觉；看待；理解 vt.____________34.胸部；胸膛 n.____________
35.费心；麻烦；因……操心 vi.&vt.麻烦；不便n.____________36.哭泣；流泪 vi.&vt.____________37.矛盾；冲突 n.冲突；抵触 vi.____________38.最终；最后 adv.____________39.(对……)起反应；回应 vi.____________40.组成部分；零件 n.____________41.语气；腔调；口吻 n.____________42.(根据情况)变化；改变 vi.____________→不同的；各种各样的 adj.____________→多样性；变化；种类 n.____________
weep (wept，wept)
43.赞成；同意 vi.批准；通过 vt.____________→赞成；同意；批准 n.____________→赞许的；赞成的 adj.____________44.使用；应用；雇用 vt.____________→雇员；受雇者 n.__________→雇主；雇用者 n.__________→雇用；聘用 n.____________45.把……理解(解释)为 vt.口译 vi.&vt.____________→口译，解释 n._______________→口译者 n.____________46.相异；不同于 vi.____________→不同的；有差异的 adj.____________→差别；差异 n.____________47.较喜欢；选择；有利于 vt.帮助；恩惠；赞同 n.__________→赞成的；有利的 adj.__________
interpretatin
interpreter
48.可靠的；可信赖的 adj.____________→依赖；信赖 vi.____________49.教师；教育工作者；教育家 n.____________→教育 vt.____________→受过教育的；有教养的 adj.____________→教育 n.____________50.占据；占用 vt.____________→使用中；忙于；被占领的 adj.____________→占领；职业n.____________51.区分；辨别 vi.&vt.____________→卓越的；杰出的 adj.____________52.难堪的；尴尬的 adj.____________→使人难堪的；令人尴尬的 adj.____________→使窘迫；使尴尬 vt.____________→难堪；窘迫n._______________
distinguish
distinguished
embarrassed
embarrassing
embarrassment
53.羞愧；惭愧 adj.____________→羞耻；羞愧；让人遗憾的事 n.____________→可耻的adj.____________→无耻的；没廉耻的adj.____________54.询问；打听 vi.&vt._______________→询问；调查 n._______________55.调整；调节；适应 vt.适应；(使)习惯 vi.&vt.____________→可调整的；可调节的 adj.____________→调整；调节；适应 n.____________56.干预；介入 vi.____________→干预；介入n.____________
inquire/enquire
inquiry/enquiry
interventin
1.在不同文化间有不同 __________________________2.相比之下 ________________3.同意，赞同 ___________________________4.与……相同 __________________________5.把……理解为 ________________6.(与……)相比较 ________________7.亲吻某人的脸颊 ___________________8.熬/渡过困难时期 ____________________________
vary frm culture t culture
apprve f sb/sth/in favur f
be identical t/be the same as
by cmparisn
kiss sb n the cheek
get thrugh difficult situatins
9.消除；分解；打破 ________________10.感到沮丧孤独 ________________11.进行评价和推断 ______________________________12.直起来；整理；收拾整齐 ________________13.(短暂地)访问；要求(某人讲话等)；正式邀请 ________________14.结果是，以做……告终 ________________15.读懂人们肢体语言的关键 _____________________________________16.换句话说；也就是说 ________________17.倾向于做某事 ________________________________
feel dwn/blue
make assessments and inferences
straighten up
end up ding sth
the key t reading peple’s bdy language
in ther wrds
tend t d/ have a tendency t d sth
18.皱着眉头 ________________19.懒得梳头 ___________________________20.在工作，在运转，在影响 ________________21.和……发生严重冲突 ___________________________22.从学校得到最大的收获 ___________________________23.对……起反应 ________________
wear a frwn
nt bther t brush ne’s hair
have serius cnflicts with sb
get the mst ut f schl
1.The crucial thing is ____________________in a way that is apprpriate t the culture yu are in. (动名词短语作表语)使用肢体语言时，最重要的是要符合你所处的文化。2.In France, a persn ________________________________ may interpret it as meaning zer.(现在分词短语作定语)在法国，看到同一个手势的人可能会将其解读为“零”。
using bdy language
encuntering an identical gesture
3.________________________________ difficult situatins and find friends in a wrld f strangers._______________________________.(排比)微笑可以帮助我们渡过困境，在陌生的世界里找到朋友。微笑可以消除隔阂。4.And if we are feeling dwn r lnely，_____________________________seeing the smiling face f a gd friend.(“否定词＋比较级”表示最高级)当我们感到沮丧或孤独时，最美好的事情莫过于看到好朋友的笑脸。
A smile can help us get thrugh
A smile can break dwn barriers
there is nthing better than
5.Can yu describe a situatin __________________________________________?(where引导定语从句)你能描述一个你不是真心微笑的情形吗？6.At the same time, in a classrm f mre than frty students, it is hard t have many ne－t－ne cnversatins with each persn. S, hw can I really knw ____________________________.(习语“使某人这样做的原因”)同时，在一个四十多人的教室里，很难与每个人进行一对一的交谈。那么，我是如何搞清楚每个学生为何会这样的呢？
where yu might smile when yu dn’t mean it
what makes each student tick
7.Of curse，__________________________ is paying attentin in class.(部分否定)当然，不是每个抬头看的人都在专心听讲。8.______________________________，they ccupy themselves by staring ut f the windw r up at the ceiling.(with复合结构)他们两手托着下巴，非常专注地盯着窗外或上面的天花板。
nt everyne wh lks up
With their chins n their hands
9.___________________________________________________________________，it is smetimes much harder t distinguish when students are trubled.(while引导让步状语从句)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。10.Students wh are angry, afraid, r experiencing anxiety may _______________________ in frnt f their chests and their legs ________________,like they are guarding their bdies.(have sth dne;动作描写)愤怒、害怕或焦虑的学生可能会双臂交叉抱在胸前，他们双腿并拢或交叉，就像他们在保护自己的身体一样。
While it is easy t perceive when students are interested,bred,r distracted
have their arms crssed
clsed r crssed
11.____________________， I knw I need t inquire and access what is ging n.(whatever 引导让步状语从句)无论什么原因，我都需要询问并断定在发生什么事情。12.Their bdy language lets me knw ___________________________________________________________________________________________，s they can all get the mst ut f schl.(疑问词＋不定式)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。
Whatever it is
when t adjust class activities，
when t intervene，and when t talk t students individually
Nt all 1.____________(culture) greet each ther the same way. Each cuntry may have 2.____________(it) wn way t express feelings. In Britain, peple may keep 3.____________ certain distance, 4.____________ Japanese may bw t each ther when they meet. In France, peple shake hands and kiss each ther twice n each cheek, 5.____________ may make the British peple uncmfrtable. And in Suth American cuntries, they may stand clse and tuch each ther. Hwever, in Middle East Muslim cuntries, men and wmen are nt 6.____________ (scial) permitted t make eye cntact, and men shake
hands nly with men, nt with wmen. In China tday, peple may shake hands with each ther, smetimes they greet each ther nly 7.____________ a smile. Smile actually 8.____________ (help) us get thrugh difficult situatins, make friends and break dwn barriers.In general, 9.____________ (study) internatinal custms can certainly help avid difficulties in 10.____________ (tday) wrld f cultural crssrads.