高中安全第一課教案
發(fā)表時(shí)間：2020-10-15Book 4 unit 4 Body language第一課時(shí)教案。
Book4unit4Bodylanguage第一課時(shí)教案Book4unit4Bodylanguage
Listeningandspeaking
一、教學(xué)課型：聽說(shuō)輸入課(AnInput-BasedLesson)
二、設(shè)計(jì)思路：
根據(jù)新課標(biāo)英語(yǔ)（必修4）第四單元Bodylanguage的教材內(nèi)容，我將Warmingup以及ListeningTask和Speaking三部分重組為本單元的第一課，是一節(jié)語(yǔ)言活動(dòng)課，同時(shí)用寫作來(lái)進(jìn)行提升。
本節(jié)課主要采用多媒體教學(xué)輔助手段，通過(guò)師生問答，生生互動(dòng)，編對(duì)話，情景表演等多種活動(dòng)方式，讓學(xué)生多方面地了解身勢(shì)語(yǔ)和有聲語(yǔ)言的關(guān)系，提高學(xué)生語(yǔ)言實(shí)際運(yùn)用能力，通過(guò)訓(xùn)練學(xué)生的聽說(shuō)能力，培養(yǎng)他們用英語(yǔ)進(jìn)行思維、在真實(shí)情景中運(yùn)用英語(yǔ)的能力。同時(shí)，通過(guò)組織學(xué)生討論話題并進(jìn)行口語(yǔ)操練，培養(yǎng)學(xué)生用英語(yǔ)交流的能力，結(jié)合新課標(biāo)的教學(xué)理念，實(shí)現(xiàn)從口語(yǔ)提升到寫作的過(guò)渡。
TeachingPlan
一、教材分析
（一）、本課的地位及作用
本單元的中心話題是“身勢(shì)語(yǔ)”。身勢(shì)語(yǔ)是通過(guò)無(wú)聲的語(yǔ)言表達(dá)一個(gè)人的內(nèi)心世界，與有聲語(yǔ)言一樣也是文化的載體，在跨文化中起著舉足輕重的作用。了解身勢(shì)語(yǔ)的不同文化涵義并正確地加以運(yùn)用，經(jīng)常會(huì)在交際場(chǎng)合起到意想不到的好效果?！盁嵘怼保╳armingup）部分以列表對(duì)比的形式引導(dǎo)學(xué)生了解有聲語(yǔ)言與身勢(shì)語(yǔ)之間的對(duì)應(yīng)關(guān)系?！皩?duì)話”(Talking)部分建議學(xué)生結(jié)合身勢(shì)語(yǔ)和有聲語(yǔ)言把一些動(dòng)作表演出來(lái)，既有趣味性，又有體驗(yàn)實(shí)踐性?！奥犃Α?Listening)部分是以聽的形式進(jìn)一步向?qū)W生介紹肢體語(yǔ)言的交際功能以及部分東西方手勢(shì)語(yǔ)的區(qū)別。通過(guò)以上幾部分的練習(xí)，使學(xué)生初步感受到身勢(shì)語(yǔ)的涵義和作用，為下節(jié)閱讀課作了充分的準(zhǔn)備。
（二）教學(xué)重點(diǎn)和難點(diǎn)
本課的教學(xué)重點(diǎn)是：第一，幫助學(xué)生了解、掌握日常生活中的一些常用身勢(shì)語(yǔ)。第二，要求學(xué)生結(jié)合口語(yǔ)及身勢(shì)語(yǔ)來(lái)表達(dá)自己的思想。第三，訓(xùn)練學(xué)生通過(guò)聽、說(shuō)練習(xí)提高自己的聽力及口語(yǔ)水平。
本課的教學(xué)難點(diǎn)則在于：第一，身勢(shì)語(yǔ)的中外文化區(qū)別及其動(dòng)作的正確表達(dá)。第二，學(xué)生課外查閱資料的能力培養(yǎng)。
二、教學(xué)目標(biāo)分析
新課標(biāo)提出：英語(yǔ)課程的學(xué)習(xí)，既是學(xué)生通過(guò)英語(yǔ)學(xué)習(xí)和實(shí)踐活動(dòng)，逐步掌握英語(yǔ)知識(shí)和技能，提高語(yǔ)言實(shí)際運(yùn)用能力的過(guò)程；又是他們陶冶情操、拓展視野、豐富社會(huì)經(jīng)歷、開發(fā)思維能力和提高人文素養(yǎng)的過(guò)程。本課所有的語(yǔ)言知識(shí)和語(yǔ)言技能都是圍饒“身勢(shì)語(yǔ)”這一中心話題而設(shè)計(jì)的。因此，我把本課的教學(xué)目標(biāo)確定為：
1．語(yǔ)言知識(shí)與技能目標(biāo)：
1）熟練掌握與“身勢(shì)語(yǔ)”話題相關(guān)的常用詞匯及主要語(yǔ)言表達(dá)形式。
2）學(xué)生之間能交流、合作，共同就giventopics較好地完成一些開放性話題。
3）使學(xué)生能根據(jù)聽力材料中的線索把相關(guān)事實(shí)和信息聯(lián)系起來(lái)。
2．情感態(tài)度與文化意識(shí)目標(biāo)
1）在有趣的話題激勵(lì)下，師生互動(dòng)，生生互動(dòng)，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢(shì)。
2）讓學(xué)生在共同完成一些交流、表演等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)。
3）幫助學(xué)生在學(xué)習(xí)過(guò)程中了解東、西方文化的差別。
三、教法、學(xué)法分析
課堂教學(xué)方法的選擇是課堂教學(xué)效率高低的關(guān)鍵。科學(xué)的學(xué)法指導(dǎo)是智能發(fā)展目標(biāo)得以實(shí)施的重要途徑。在本課教學(xué)中，我突出以話題為綱，交際功能為主線，兼顧結(jié)構(gòu)，適當(dāng)拓展。從以下幾方面體現(xiàn)了英語(yǔ)新課程的理念。
1、以“任務(wù)型”教學(xué)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法和交際教學(xué)法。學(xué)生通過(guò)表演、游戲、聽說(shuō)等各種語(yǔ)言形式來(lái)學(xué)習(xí)和掌握語(yǔ)言，實(shí)現(xiàn)目標(biāo)，感受成功。
2、英語(yǔ)教學(xué)和情感教育的有機(jī)結(jié)合。在本節(jié)課中，教師除了營(yíng)造寬松氣氛，給予學(xué)生展示成功的平臺(tái)外，處處鼓勵(lì)學(xué)生運(yùn)用自主學(xué)習(xí)、合作學(xué)習(xí)和探究學(xué)習(xí)等新的學(xué)習(xí)方式，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。這是實(shí)施新課程最為核心和關(guān)鍵的環(huán)節(jié)。
3、利用現(xiàn)代教育技術(shù)，拓寬學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道。對(duì)于“身勢(shì)語(yǔ)”這一話題的挖掘，讓學(xué)生在課外通過(guò)多種渠道獲得更多有關(guān)非語(yǔ)言交際手段的知識(shí)，激發(fā)學(xué)生自主探究的興趣。而運(yùn)用多媒體輔助教學(xué)，更體現(xiàn)了課堂教學(xué)的大容量、多信息、高效率的優(yōu)越性，進(jìn)而達(dá)到啟發(fā)學(xué)生的英語(yǔ)思維，發(fā)展交際能力的理想教學(xué)效果。
四、教學(xué)過(guò)程分析
《新課標(biāo)》提出：根據(jù)高中生的認(rèn)知特點(diǎn)和學(xué)習(xí)發(fā)展的需要，在進(jìn)一步發(fā)展學(xué)生基本語(yǔ)言運(yùn)用能力的同時(shí)，著重提高學(xué)生用英語(yǔ)獲取信息、處理信息和分析、解決問題的能力，為他們進(jìn)一步學(xué)習(xí)和發(fā)展創(chuàng)造必要的條件。
Step1Lead-in
Theteacherdoessomebodylanguagesandasksthestudentstoguessthemeaning,thenaskssomeofthemtodosomebodylanguages,andasksstudentsthequestion“Whatisabodylanguage?”and“Howmuchdoyouknowaboutbodylanguage?”
Step2Warmingup
Letstudentsenjoyavideoabouttheexamplesofsomebodylanguages,andintroducethetypesofbodylanguage.Showsomepicturesandaskthestudentstoguessthemeaningeyecontact
facialexpression
Bodylanguagegesture
action
Step3Guessinggameandcompetition
Thestudentsaredividedintofivegroups,thenasksomeofthemtotheblackboardtodosomebodylanguagesaccordingtothepicturethattheteacherhasshowntohim,thentherestofthestudentsguess,whoevergivestherightanswercangetonepointtohisgroup.
Thentheteachergivessomeintroductionaboutthebodylanguagesinthepictures.
Step4Listeningtext
AskthestudentslistentothepassageandgettheinformationaboutBodylanguagetofinishtheblank.
?Inthislesson,we’regoingtotalkaboutExpressionyourself,using(1)______________!Whenwesay“Expressyourself”wemeanthatyoushowthewayyou(2)_______aboutsomething.Your(3)________!Thereare(4)______waystoexpressyourself…By(5)______…orby(6)_______!Showingyourreactionbydoingnormallymeansusingyourbody.Maybetheexpressiononyour(7)_____willchange,butyousaynothing…You“pullaface”.Maybeyouwaveyour(8)______around…inanger.Perhapsyoustampyour(9)_____.Maybeyoujumpupanddown,orperhapsyousimplywalkaway.Wecalltheseparticularreactions…“Bodylanguage”.
Step5Groupwork-----Imitateandmakeadialogue
?Therewillbeanunspokenperformancefromsomeofourclassmates，aftertheperformancepleaseimitateandmakeadialogueaccordingtotheirbodylanguages.
Step6Speaking
?Thesamebodylanguagehasdifferentmeaningsindifferentcountries.
Doyouthinkallthecountrieshavethesamemeaningtoasamebodymovement?
CanyouguesswhatthefollowinggesturefromJapanmeans?
CanyouguesswhatthefollowinggesturefromFrancemeans?
InpartsofAsiayoumustnotsitwithyourfeetpointingatanotherperson.
Step7Summary
1.Thedefinitionofbodylanguage.
2.Thetypesofbodylanguage.
3.Thesamebodylanguagehasdifferentmeaningsindifferentculture.
4.Somebodylanguages:nod,bow,shakeone’shead,wavehand,yawn,blowakiss,scratchone’shead（撓頭）,frown…
Step8Homework---基礎(chǔ)寫作
?Bodylanguageinourdailylife
1.肢體語(yǔ)言和有聲語(yǔ)言在我們的生活中一樣重要，甚至有時(shí)使人更容易被理解。
2.肢體語(yǔ)言是通過(guò)使用手勢(shì)、姿勢(shì)、動(dòng)作和表情來(lái)傳遞感情。
3.肢體語(yǔ)言常被用來(lái)表達(dá)人的情感、想法和反應(yīng)，從而達(dá)到交流的目的。
手勢(shì)gestures；姿勢(shì)postures；動(dòng)作actions；表情expressions；傳遞convey
(用5個(gè)句子把內(nèi)容表達(dá)出來(lái)，適當(dāng)用一些高檔句型）
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Unit 4 Body language教案
一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助授課經(jīng)驗(yàn)少的高中教師教學(xué)。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“Unit 4 Body language教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
課型設(shè)計(jì)與課時(shí)分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分課時(shí)教案
TheFirstPeriodwarmingup
Teachinggoals教學(xué)目標(biāo)
1.TargetLanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點(diǎn)句型或交際用語(yǔ)
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教學(xué)重點(diǎn)
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教學(xué)難點(diǎn)
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教學(xué)方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具準(zhǔn)備
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.
StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?
StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.
StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.
Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?
ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重點(diǎn)句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教學(xué)重點(diǎn)
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教學(xué)難點(diǎn)
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教學(xué)方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
?Mostpeoplearoundtheworldnowgreeteachotherbykissing.
?Japanesewillbowtoothersasgreeting.
?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
?Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.
StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.
TheThirdPeriodReading(II)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重點(diǎn)句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals學(xué)能目標(biāo)
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教學(xué)重點(diǎn)
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教學(xué)難點(diǎn)
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教學(xué)方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.
Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.
TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成V-ing短語(yǔ),沒有人稱和數(shù)的變化,但有時(shí)態(tài)和語(yǔ)態(tài)的變化。
V-ing形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
1.作定語(yǔ)
V-ing形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ),這時(shí)有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語(yǔ)的-ing形式過(guò)去叫動(dòng)名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過(guò)去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后,相當(dāng)于一個(gè)定語(yǔ)從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語(yǔ)
可以表示時(shí)間,原因,結(jié)果,條件,行為方式或伴隨動(dòng)作等。
AttentionPlease
-ing形式作狀語(yǔ)時(shí),它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語(yǔ)是time,而句子的主語(yǔ)是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨(dú)立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。)
Homework
Do“UsingStructures”onPage64.
ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.
ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.
Unit 4 Earthquakes第一課時(shí)
古人云，工欲善其事，必先利其器。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。寫好一份優(yōu)質(zhì)的高中教案要怎么做呢？下面是小編精心為您整理的“Unit 4 Earthquakes第一課時(shí)”，希望對(duì)您的工作和生活有所幫助。
Warmingup
第一步：看多媒體圖像和圖片了解有關(guān)地震海嘯等自然災(zāi)害,讓學(xué)生結(jié)合看的內(nèi)容說(shuō)出描寫自然災(zāi)害詞匯和詞組：shake,rise,burst,canal,steam,ruin,injure,destroy,shock,quake,rescue,disaster,survivor……
第二步：根據(jù)所看的內(nèi)容介紹結(jié)合自己對(duì)地震的了解，組織兩人活動(dòng)，讓學(xué)生討論書中的問題，充分發(fā)揮想象力，描述地震后兩個(gè)城市可能會(huì)出現(xiàn)的情況。
Pre-reading
第一步：讓同學(xué)們想象如果家里發(fā)生地震了,應(yīng)該做些什么?
第二步：分五組分別討論以下話題:
Whatarethepredictionsofanearthquake?
Howtorescueothersinaproperway.
Doyouknowthecauseofearthquake?
Howtoreducethedamageofanearthquake？
這些問題的設(shè)置目的不在于讓學(xué)生來(lái)準(zhǔn)確回答，而是在于給學(xué)生一個(gè)發(fā)散思維的空間，讓學(xué)生置身于這一單元的主題當(dāng)中，才更能激發(fā)學(xué)習(xí)興趣和動(dòng)機(jī)。
第三步：看圖描述地震前會(huì)出現(xiàn)哪些征兆。(建議教師放映一些有關(guān)話題的影像材料，增加學(xué)生的感性認(rèn)識(shí)，同時(shí)印發(fā)一些有關(guān)地震的文字資料,在此基礎(chǔ)上組織學(xué)生進(jìn)行討論,他們才會(huì)更有話說(shuō))
第四步：兩人討論更多關(guān)于地震的話題：
(1)Haveyouexperiencedanearthquake?
(2)Howmuchdoyouknowaboutit?
(3)Besidesearthquakewhatothernaturaldisastersdoyouknow?
（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）
(4)Doyouknowhowtomeasurethestrengthofearthquake?（RichterScale）
WorkbookP62
（這部分聽力材料的內(nèi)容剛好是針對(duì)以上話題的，關(guān)于地震產(chǎn)生的原因和影響）
第一步：先讓學(xué)生猜測(cè)練習(xí)一中的陳述哪些是正確的，哪些是錯(cuò)誤的。
第二步：聽第一遍并錄音完成練習(xí)一。
第三步：聽第二遍，完成獲取信息題。
Homework:
Imagineyouareareporter.TrytoreporttheearthquakeonTV.Pleasewritedownyourreportonyourexercisebooks.
Unit 4 Body Language教案2
Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.重點(diǎn)詞匯和短語(yǔ)misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重點(diǎn)句型或交際用語(yǔ)Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作狀語(yǔ)；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大問題，amajorsubject主修科目locala.localcustoms地方風(fēng)俗，alocalpain局部疼痛，當(dāng)?shù)貢r(shí)間localtimerepresentv.representaclubasitschiefexecutive以總經(jīng)理的身份代表俱樂部，representbysigns用符號(hào)代表curiousa.becuriousaboutother’speoplebusiness對(duì)別人的事情太好奇Introducev.introduceherashisdaughter介紹說(shuō)她是自己的女兒，beintroducedfrom…從…傳來(lái)的，introduce…tosb.向某人介紹……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同經(jīng)理談……，approachthequestionasascientist從科學(xué)家的角度來(lái)處理這一問題，Snowannouncedtheapproachofwinter.雪宣告了冬季的來(lái)臨。Ilikeherapproachtotheproblem.我喜歡她解決這個(gè)問題的方法。touchv.&n.Shelightlytouchedhisforehead.她輕輕地摸了摸他的前額。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音樂方面,我們學(xué)校很少有學(xué)生能與他相比。Iwastouchedbeyondwords.我感動(dòng)得無(wú)法形容。Theydidnottouchthistopicintheirtalk.他們?cè)跁?huì)談中沒有觸及這個(gè)問題。Theraintouchedthecrops.這場(chǎng)雨使莊稼受害。Theysatsoclosethattheirheadsnearlytouched.他們坐得那么近,頭都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.談話中他提到了拉丁美洲的局勢(shì)。OurshipistotouchatHongkongtomorrowmorning.我們的船將于明天上午?？肯愀邸twillbreakatatouch.那東西一碰就破。Letsstayintouch.我們保持聯(lián)絡(luò)。Hesaddedafewfinishingtouchestohisnovel.他給小說(shuō)作了最后潤(rùn)色。Hehasatouchwithbirds.他擅長(zhǎng)養(yǎng)鳥。Theyoungmanrecitedhispoemswithatouchofpride.那個(gè)青年帶點(diǎn)驕傲地朗誦他的詩(shī)作。cheekn.Thelittlegirlhasrosycheeks.那個(gè)小女孩臉頰紅潤(rùn)。Hehadthecheektoaskmeformoney.他竟厚著臉皮向我要錢。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那樣無(wú)禮地對(duì)祖父母講話?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有學(xué)問,往往愈是謙虛。learnedbooks學(xué)術(shù)性書籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.對(duì)不起,我不清楚。我對(duì)這里也不熟。Heisnostrangertosorrow.他飽經(jīng)憂患。Imastrangertostatistics.我對(duì)統(tǒng)計(jì)學(xué)一竅不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他們制造了一個(gè)能懂口頭指令的機(jī)器人。Heisashysoft-spokenperson.他害羞,說(shuō)話輕聲細(xì)語(yǔ)的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表達(dá)我的感激之情。Thedoctorexpressedpoisonfromherwound.醫(yī)生把毒液從她的傷口擠了出來(lái)。Pleasesendthisparcelbyexpressdelivery.請(qǐng)用快遞寄送這個(gè)包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.醫(yī)生明確囑咐,那個(gè)病人不可會(huì)客。Wetookanexpressbushome.我們乘特快公車回家。Theypaintedthehousefortheexpresspurposeforsellingit.他們專為賣房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防隊(duì)員行動(dòng)及時(shí),該建筑物方免遭焚毀。Theactionofwateronrockshouldbetakenintoaccount.應(yīng)考慮到水對(duì)巖石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.該劇的整個(gè)情節(jié)均發(fā)生在一座火車站里。Finallyshehadtofileanactionfordivorce.最后她只好提出離婚訴訟。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他們正試圖采取更為合作的態(tài)度。Heenjoysposturinginfrontofanaudience.他喜歡在觀眾面前裝腔作勢(shì)。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天約翰可能在倫敦。Theparkisalikelyplaceforthepicnic.這公園倒是個(gè)適合野餐的地方。Wewillmostlikelybelate.我們很有可能會(huì)遲到。
Unit 4 Body Language導(dǎo)學(xué)案
一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。寫好一份優(yōu)質(zhì)的教案要怎么做呢？考慮到您的需要，小編特地編輯了“Unit 4 Body Language導(dǎo)學(xué)案”，供大家借鑒和使用，希望大家分享！
Unit4BodyLanguage導(dǎo)學(xué)案
高一英語(yǔ)
Enablethestudentstorealizetheimportanceofbodylanguage.
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”.
a.Skimmingandscanningb.Individual,pairorgroupwork
Thinkaboutthefollowingquestions.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.
Readthepassagecarefullyandanalyzeitsstructure.Trytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1(Para1)YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(Para.2and3)Examplesoflearnedorcultural“bodylanguage”.
Part3(Para.4)Differentpeopleshavedifferentbodylanguages.
Part4.(Para.5)Summaryofbodylanguage.
Howdodifferentinternationalstudentsbehavewhentheygreetpeople?
Completethechartwithinformationfromthepassage.
NameDescriptionBodyLanguageToWhom
TonyGarciamanfromColombiakissonthecheekeveryone
JuliaSmithwomanfromBritainnotouchingeveryone
AkiraNagatamanfromJapanbowingeveryone
GeorgeCookmanfromCanadashakinghandseveryone
AhmedAzizmanfromJordanShakinghands
noddingtomen
towomen
DarleneCoulonwomanfromFranceshakehandsandkisstwiceoneachcheekpeoplesheknows
Bodylanguageisdifferent/variesfromculturetoculture.Notallmembersofallculturesbehaveinthesameway.Weshouldtrytounderstandandrespecteachother’scultureinordertomakegoodcommunication.
Decideifthefollowingstatementsaretrue(T)orfalse(F).
1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.F
2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.F
3.Japanesewillbowtoothersasgreeting.T
4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.T
5.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.F
6.Peoplefromdifferentcountriesmayhaveamajormisunderstandingwhilegreetingeachother.T
7.Thephysicaldistancefromeachotherthatpeoplearecomfortablewithgenerallydependsontheculture.T
8.Allmembersofaculturebehaveinthesameway.F
Answerthefollowingquestions.
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Choosethecorrectone.
1.Whatisthemainideaofthetext?
A.Therearedifferentcustomsindifferentcountries.
B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.
C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.
D.Theimportanceofknowingcustoms.
2.Iftwomenstandclosetoeachotherwhiletalking,theycannotbefrom_____.
A.anArabcountryB.USA
C.BritainD.Russia
3.WhatshouldaChineseyoungmandowhenhemeetshisRussianfriendinMoscow?
A.Kisshim.B.Nodhisheadtohisfriend.
C.Shakehandswithhim.D.Smileathim.
4.IfyougotosomeAsiancountries,whichofthefollowingcanyoudo?
A.Touchtheheadofaboy.B.Nodyourheadtoothers.
C.Sitwithyourfeetpointingatanotherperson.D.Kisseachother.
5.“Foreignersshouldfollowthesecustomswhentheyarevisitingthesecountries.”
Theunderlinedwordheremeans___.
A.habitsB.fault
C.wordsD.performance
