一位优秀的教师不打无准备之仗,会提前做好准备,高中教师在教学前就要准备好教案,做好充分的准备。教案可以让学生更好地进入课堂环境中来,帮助授课经验少的高中教师教学。那么一篇好的高中教案要怎么才能写好呢?下面是小编为大家整理的“Unit 4 Body language教案”,欢迎您阅读和收藏,并分享给身边的朋友!
Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
课型设计与课时分配
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.分课时教案
TheFirstPeriodwarmingup
Teachinggoals教学目标
1.TargetLanguage目标语言
a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重点句型或交际用语
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
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教学目标
1.Targetlanguage目标语言
a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重点句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
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教学目标
1.Targetlanguage目标语言
a.词汇和短语
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重点句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目标
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals学能目标
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教学重点
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教学难点
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教学方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具准备
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”构成,其否定形式是“notdoing”,V-ing可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。
V-ing形式在句中作定语和状语是本单元的学习重点。
1.作定语
V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。
1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
therisingsun
-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作状语
可以表示时间,原因,结果,条件,行为方式或伴随动作等。
AttentionPlease
-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)
Homework
Do“UsingStructures”onPage64.
ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.
ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.
古人云,工欲善其事,必先利其器。作为高中教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点,帮助高中教师提前熟悉所教学的内容。写好一份优质的高中教案要怎么做呢?下面是小编精心为您整理的“Unit 4 Earthquakes第一课时”,希望对您的工作和生活有所帮助。
Warmingup
第一步:看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组:shake,rise,burst,canal,steam,ruin,injure,destroy,shock,quake,rescue,disaster,survivor……
第二步:根据所看的内容介绍结合自己对地震的了解,组织两人活动,让学生讨论书中的问题,充分发挥想象力,描述地震后两个城市可能会出现的情况。
Pre-reading
第一步:让同学们想象如果家里发生地震了,应该做些什么?
第二步:分五组分别讨论以下话题:
Whatarethepredictionsofanearthquake?
Howtorescueothersinaproperway.
Doyouknowthecauseofearthquake?
Howtoreducethedamageofanearthquake?
这些问题的设置目的不在于让学生来准确回答,而是在于给学生一个发散思维的空间,让学生置身于这一单元的主题当中,才更能激发学习兴趣和动机。
第三步:看图描述地震前会出现哪些征兆。(建议教师放映一些有关话题的影像材料,增加学生的感性认识,同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)
第四步:两人讨论更多关于地震的话题:
(1)Haveyouexperiencedanearthquake?
(2)Howmuchdoyouknowaboutit?
(3)Besidesearthquakewhatothernaturaldisastersdoyouknow?
(flood,typhoon,hurricane,cyclone,volcano,sandstorm,landslide)
(4)Doyouknowhowtomeasurethestrengthofearthquake?(RichterScale)
WorkbookP62
(这部分听力材料的内容刚好是针对以上话题的,关于地震产生的原因和影响)
第一步:先让学生猜测练习一中的陈述哪些是正确的,哪些是错误的。
第二步:听第一遍并录音完成练习一。
第三步:听第二遍,完成获取信息题。
Homework:
Imagineyouareareporter.TrytoreporttheearthquakeonTV.Pleasewritedownyourreportonyourexercisebooks.
一名优秀的教师在教学时都会提前最好准备,教师要准备好教案为之后的教学做准备。教案可以让学生更好的吸收课堂上所讲的知识点,使教师有一个简单易懂的教学思路。写好一份优质的教案要怎么做呢?考虑到您的需要,小编特地编辑了“Unit 4 Body Language导学案”,供大家借鉴和使用,希望大家分享!
Unit4BodyLanguage导学案
高一英语
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
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