2014年秋黑龙江省讷河市第二中学高一英语同步训练：module 3 period1 introduction（module3 body language and non-verbal communication）外研版必修4

THETOPICOFTHISMODULEIS“BODYLANGUAGEANDNONVERBALCOMMUNICATION”RELATEDINFORMATIONISINTRODUCEDTHROUGHREADINGANDLISTENINGTHEREADINGPARTGIVESABRIEFINTRODUCTIONOFBODYLANGUAGEINDIFFERENTCULTURESWHILETHELISTENINGPARTSHOWSHOWTOBEHAVEWELLWHENYOUAREINVITEDTOANAMERICANSHOMETHEVOCABULARY,SENTENCEPATTERNS,GRAMMAR,THEMAINCONTENTOFTHECONTEXTASWELLASTHESTUDENTSACTIVITIESSUCHASLISTENING,SPEAKING,READINGANDWRITINGANDSOONALLDEVELOPAROUNDTHISTOPICTHETEACHERCANDESIGNANDORGANIZESUCHACTIVITIESASORGANIZINGSTUDENTSTOINTERVIEWFOREIGNFRIENDSORCOMMUNICATEWITHNETPALTODEVELOPTHESTUDENTSLANGUAGESKILLSANDCOMMUNICATIONSKILLSINTRODUCTIONTHISPARTISMADEUPOFFOURACTIVITIESWHICHINTRODUCENOTONLYVOCABULARYCONCERNINGPHYSICCONTACTORGESTURESBUTALSOAPARTOFIMPORTANTEXPRESSIONSANDBODYLANGUAGESPROBABLYUSEDONCOMMUNICATIONOCCASIONSTHROUGHTHESEACTIVITIESTHESTUDENTSCANBEFAMILIARWITHSOMEUSEFULWORDSANDEXPRESSIONSCONCERNINGNONVERBALCOMMUNICATIONANDMAKEGOODPREPARATIONSFORTHEFOLLOWINGREADINGACTIVITIESTHISPASSAGEGIVESABRIEFINTRODUCTIONOFHOWBODYLANGUAGESAREUSUALLYUSEDINDIFFERENTCUSTOMSANDCULTURESANDTHREEEXERCISESCONCERNINGTHECONTENTANDVOCABULARYOFTHEPASSAGEAREDESIGNEDBYDOINGTHESEEXERCISESTHESTUDENTSCANHAVEAGOODUNDERSTANDINGOFTHECONTENTOFTHISPASSAGEANDLEARNSOMEWORDSRELATEDTOTHECONTENTOFTHISPASSAGEGRAMMAR1THISPARTINTRODUCESADVERBIALCLAUSEOFCONDITIONAROUNDWHICHTHREEACTIVITIESAREDESIGNEDTHROUGHACTIVITY1THESTUDENTSCANHAVEAKNOWLEDGEOFTHEGENERALTHINGSOFTHISGRAMMARPHENOMENONSUCHASTHESITUATIONITDESCRIBES,THESUBORDINATECONJUNCTIONSITUSESTOINTRODUCETHESITUATION,WHYITISUSEDASWELLASTHETENSESINBOTHTHEINDEPENDENTCLAUSEANDDEPENDENTCLAUSEANDACTIVITY2WILLHELPSTUDENTSBEFARMOREFAMILIARWITHTHECONTENTOFTHEPASSAGEANDGETTOKNOWCLEARLYABOUTTHESITUATIONSWHEREADVERBIALCLAUSEOFCONDITIONISUSED,THATIS,THISACTIVITYWILLBEOFGREATHELPTOCONSOLIDATEWHATSTUDENTSHAVELEARNEDINACTIVITY1THELASTACTIVITYISTOMATCHTHETWOPARTSOFTHESENTENCESABOUTBODYLANGUAGEINEUROPEORAMERICAITNOTONLYFURTHERCONSOLIDATESSTUDENTSUNDERSTANDINGOFTHISGRAMMARPHENOMENONSUSEBUTALSOGETTHEMTOKNOWMOREABOUTEUROPEANANDAMERICANBODYLANGUAGESANDGESTURESCONCERNINGNONVERBALCOMMUNICATIONSOASTOINTERESTTHEMINUNDERSTANDING“DIFFERENTCOUNTRIESHAVEDIFFERENTCUSTOMS”AND“WHENINROME,DOASTHEROMANSDO”LISTENINGANDVOCABULARYTHISPARTBRINGSINBOTHTHECONTENTCLOSELYCONCERNINGTHETHEMEORTOPICOFTHISMODULEINTHEFORMOFLISTENINGBEHAVIORSINTHECOMMUNICATIONWITHWESTERNERSANDTHERELATEDVOCABULARYITISMADEUPOFFOURACTIVITIESINACTIVITY1STUDENTSAREDEMANDEDTOMATCHTHEGIVENWORDSWITHTHEPARTSOFTHEBODYINTHEPICTUREITHELPSTHESTUDENTSEXACTLYKNOWHOWTOEXPRESSTHEPARTSOFTHEBODYINENGLISHANDSMOOTHLYLEADSSTUDENTSTOACTIVITY2MEANWHILETHESEWORDSARECLOSELYCONNECTEDTOTHETHEMEOFTHISMODULEACTIVITY2SHOWSSTUDENTSHOWTHEIRBODYPARTSAREUSEDINNONVERBALCOMMUNICATIONANDHAVETHEMFORMASERIESOFVIVIDPICTURESINTHEIRMINDSABOUTTHESEBODYLANGUAGESBOTHACTIVITY3AND4AREBASEDONACTIVITY1AND2THROUGHACTIVITY3,STUDENTSNEEDTOCATCHTHEMAINIDEAANDFINDOUTTHETOPICSTHEYHAVEHEARDINTHECONVERSATION,OTHERWISETHEYCANNOTCHOOSETHERIGHTANSWERATTHESAMETIMETHEYCANALSOHAVEAGOODUNDERSTANDINGOFAMERICANCULTUREANDCUSTOMSINDIFFERENTSOCIALOCCASIONSOFCOMMUNICATIONIFWESEEACTIVITY3ASTRUNKOFABIGTREE,ACTIVITY4WILLBEBRANCHESTHATISTOSAY,EACHPIECEOFADVICEINACTIVITY4EMBODIESONEOFTHETOPICSINACTIVITY3THISACTIVITYREQUIRESSTUDENTSTOLISTENCAREFULLYANDUNDERSTANDTHECONVERSATIONFULLYANDDEEPLYINORDERTOCATCHASMANYDETAILSASPOSSIBLEMAYBETHEYNEEDTOPAYMUCHATTENTIONTOHOWTOASKFORANDGIVEADVICECORRECTLYSOTHISHELPSSTUDENTSBEWELLPREPAREDTOSTUDYTHEFUNCTIONPARTGRAMMAR2THISPARTISSTILLMAINLYABOUTADVERBIALCLAUSEOFCONDITIONITPROVIDESTWOACTIVITIESFORSTUDENTSBYREADINGTHESENTENCESANDANSWERTHEGIVENQUESTIONSINACTIVITY1,STUDENTSCANGETINFORMATIONSUCHASINWHICHSITUATIONADVERBIALCLAUSEOFCONDITIONISBESTUSEDANDTHESUBORDINATECONJUNCTIONSTHATAREUSEDTOLINKTHEDEPENDENTCLAUSEANDTHEINDEPENDENTCLAUSEITALSOPROVIDESENOUGHGRAMMARKNOWLEDGEFORACTIVITY2WHICHINSTEADCONSOLIDATESTHEGRAMMARPHENOMENONBYFILLINGINTHEBLANKSWITHTHERIGHTFORMOFVERBSPRONUNCIATIONTHISPARTINTRODUCESSOMEDIFFERENCESEXISTINGINTHEPRONUNCIATIONOFBOTHTHEAMERICANENGLISHANDTHEBRITISHENGLISHTHEREARETWOACTIVITIESDESIGNEDINTHISPART,BOTHOFWHICHARELINKEDWITHLISTENINGINTHEFIRSTACTIVITYSTUDENTSNEEDTOLISTENTOTWOSPEAKERSWITHTHEAMERICANACCENTANDTHEBRITISHACCENTRESPECTIVELYTONOTICETHEDIFFERENCESBETWEENBOTHOFTHEMDURINGTHECOURSEOFLISTENINGSTUDENTSAREREQUIREDTOLISTENCAREFULLYINORDERTOMAKEAGOODANDDETAILEDCOMPARISONACTIVITY2SUPPLIESSTUDENTSAGOODCHANCETOTELLWHICHACCENTDIFFERENTSPEAKERSUSERESPECTIVELYINTHISWAY,STUDENTSCANNOTONLYIMPROVETHEIRPRONUNCIATIONACCURACYBUTALSOPRACTICETHEIRLISTENINGSKILLSPEAKINGINTHISPARTTHESTUDENTSWORKINPAIRSTOPERFORMAROLEPLAYGAMEINTHEFORMOFACTINGOUTADIALOGUEONEPLAYSTHEROLEOFAFOREIGNFRIENDANDASKHISORHERPARTNERFORSOMEINFORMATIONCONCERNINGCHINESECULTUREANDCUSTOMS,THEOTHERGIVEAHISORHERSOMEGOODADVICEUSINGTHEMODALVERBSSUCHAS“SHOULD”AND“MUST”,MEANWHILEHEORSHECANCHECKIFHEORSHEHASREALLYMASTEREDHOWTOUSEADVERBIALCLAUSEOFCONDITIONBYBEGINNINGHISORHERSENTENCESOFADVICEWITH“IF”SOTHISPARTCONSOLIDATESTHEGRAMMARKNOWLEDGELEARNEDABOVEGRAMMAR3THISPARTGIVESABRIEFINTRODUCTIONOFADVERBIALCLAUSEOFCONCESSIONANDOFFERSRELATIVEACTIVITIESTWOACTIVITIESAREDESIGNED,THEFIRSTOFWHICHCANLEADSTUDENTSTOKNOWINGABOUTTHEREALMEANINGOFADVERBIALCLAUSEOFCONCESSIONINTHEFORMOFCHOOSINGTHECORRECTANSWERSTHETWOSENTENCESOFTHISACTIVITYAREBOTHFROMTHELISTENINGMATERIALANDCLOSELYCONNECTEDTOTHETHEMEOFTHISMODULE,SOTHATIFSTUDENTSREALLYUNDERSTANDANDFURTHERMASTERTHEMEANINGOFTHEM,THEYWILLHAVEADEEPUNDERSTANDINGOFTHETHEMEONCEMORE,WHICHMAYSTIMULATETHEMTOBEAWAREOFCULTUREANDCUSTOMSINDIFFERENTCOUNTRIESTHESECONDACTIVITYISDESIGNEDTOHELPSTUDENTSLEARNSOMESUBORDINATECONJUNCTIONSWITHWHICHTHEADVERBIALCLAUSEOFCONCESSIONBEGINSTHISACTIVITYISOFGREATHELPTOCONSOLIDATESTUDENTSKNOWLEDGEOFTHISGRAMMARWRITINGTHEMAINCONTENTOFTHISPARTISTOANSWERANINVITATIONANDTHREEACTIVITIESAREPROVIDEDTOHELPSTUDENTSGIVEACORRECTREPLYACTIVITY1ISAPREWRITINGACTIVITYANDSHOWSTWOINVITATIONSWITHDIFFERENTSTYLESONEFORMAL,THEOTHERINFORMALSTUDENTSNEEDTOREADTHEMANDCATCHTHEMAINIDEAANDSOMEDETAILSSOASTOTELLTHEDIFFERENCESBETWEENTHEFORMALSTYLEANDTHEINFORMALSTYLEMEANWHILEITCANLAYKNOWLEDGEFOUNDATIONFORTHEIRREPLYACTIVITY2OFFERSFOUREXPRESSIONSFORSTUDENTSTOJUDGEWHETHERTHEYAREFORMALORINFORMALTHISACTIVITYSUPPLIESHELPFULINFORMATIONTHATSTUDENTSCANMAKEUSEOFINTHEIRREPLYIT,ASWELLASACTIVITY1,OFFERSTHENECESSARYPRECONDITIONTOACTIVITY3BASEDONTHETWOACTIVITIESABOVE,STUDENTSAREREQUIREDTOWRITEASHORTREPLYTOEITHERINVITATIONINACTIVITY3,WHICHCONSOLIDATESWHATTHEYHAVEJUSTLEARNEDABOVEEVERYDAYENGLISHTHISPARTISMAINLYABOUTFOURDAILYEXPRESSIONSINENGLISHWHICHAREDESIGNEDTOHELPSTUDENTSUNDERSTANDANDMASTERHOWNATIVEENGLISHSPEAKERSTAKEADVANTAGEOFUSEFULPHRASESANDEXPRESSIONSINTHEIRDAILYLIFEMEANWHILE,THEYCANALSOIMPROVESTUDENTSORALENGLISHLEVELANDDEEPENTHEIRCOMPREHENSIONOFIDIOMSANDCUSTOMSASWELLASCULTUREOFENGLISHSPEAKINGCOUNTRIES,WHICHEMBODIESTHETHEMEORTOPICOFTHISMODULECULTURALCORNERTHISPARTISFOCUSEDONAPASSAGEINTRODUCINGTHEORIGINANDFUNCTIONOFCLAPPINGAFTERREADINGITSTUDENTSCANHAVEABETTERUNDERSTANDINGOFNONVERBALCOMMUNICATIONINORDERTOHELPSTUDENTSGETASMANYDETAILSASPOSSIBLETWOQUESTIONSAREGIVENASACLUETASKTHETASKOFTHISMODULEIS“PREPARINGSOMESOCIALADVICEFORVISITORSTOCHINA”ITREQUIRESSTUDENTSTOMAKEADISCUSSIONWITHTHEIRCLASSMATESANDMAKEALISTOFVARIOUSSOCIALSITUATIONSTOWRITEABOUTANDTHENTHEYHADBETTERWRITEASHORTPARAGRAPHONEACHTOPICTOSHOWVISITORSWHATTHEYSHOULDDOINALLASPECTSSUCHASCLOTHING,FOOD,SHELTERANDEVENTHEIRDOINGEACHPARAGRAPHOUGHTTOBEGINWITHIFYOUORWHENYOUANDUSETHEMODALVERBS“SHOULDNT”AND“MUSTNT”,WHICHMAKESSURETHATSTUDENTSGOOVERWHATTHEYHAVELEARNEDINGRAMMARPARTANDCONSOLIDATESTHEIRUNDERSTANDINGOFADVERBIALCLAUSEOFCONDITIONFINALLYWORKINGROUPSTOINTRODUCEWHATTHEYWRITETOEACHOTHERMAYBETHISWAYRAISESTHEIRAWARENESSOFCOOPERATIONMODULEFILETHISPARTISASUMMARYOFTHISMODULEITMAYHELPTHESTUDENTSTOKNOWWHETHERTHEYHAVEMASTEREDTHEMAINPOINTSORNOTIFTIMEPERMITS,THETEACHERMAYHAVEAREVISIONOFTHISMODULEBYANALYZINGTHISPARTANDCONSOLIDATEITWITHSOMEEXERCISESSIXPERIODSFORTEACHINGPERIOD1INTRODUCTIONPERIOD2READINGANDVOCABULARYPERIOD3GRAMMAR1LISTENINGANDVOCABULARYPERIOD4FUNCTIONGRAMMAR2PRONUNCIATIONSPEAKINGPERIOD5GRAMMAR3WRITINGEVERYDAYENGLISHPERIOD6CULTURALCORNERTASKMODULEFILEPERIOD1INTRODUCTIONTHEGENERALIDEAOFTHISPERIODDURINGTHISPERIODWEWILLLEARNSOMENEWWORDSTHATCANBEUSEDTODESCRIBEPHYSICCONTACTANDGESTURESINDEALINGWITHACTIVITY1THETEACHERMAYENCOURAGETHESTUDENTSTODISCUSSTHEFOURPICTURESSOMEPERFORMANCESMAYBEOFGREATHELPINLEADINGINTHISPARTTHETASKOFACTIVITY2ISTOLISTENANDMATCHTHESITUATIONSWITHTHEPICTURESACTIVITY3ISRELATEDTOSPEAKINGTHETEACHERMAYASKTHESTUDENTSTOWORKINPAIRSANDMAKEUPADIALOGUEANDTHENSEVERALPAIRSNEEDTOACTOUTTHEIRDIALOGUETHELASTACTIVITYISREADINGANDANSWERINGTHEQUESTIONSYOUCANMAKETHEMDOITBYTHEMSELVESANDTHENCHECKTHEANSWERSTEACHINGIMPORTANTPOINTSMASTERSOMEWORDS,PHRASESANDUSEFULEXPRESSIONSDESCRIBINGBODYLANGUAGESANDNONVERBALCOMMUNICATIONIMPROVETHESTUDENTSSPEAKINGABILITYBYTALKING,DISCUSSING,MAKINGUPANDACTINGOUTDIALOGUESIMPROVETHESTUDENTSLISTENINGABILITYTHREEDIMENSIONALTEACHINGAIMSKNOWLEDGEANDSKILLSMAKETHESTUDENTSMASTERSOMENEWWORDS,PHRASESANDUSEFULEXPRESSIONSENCOURAGETHESTUDENTSTOKNOWHOWTODESCRIBEBODYLANGUAGESORGESTURESINENGLISHMAKESURETHESTUDENTSUSESIMPLEENGLISHTODISCUSSTHEGESTURESORPHYSICALCONTACTSANDEXPRESSWHATTHEYMEANPROCESSANDSTRATEGIESTRAINTHESTUDENTSSPEAKINGABILITYTHROUGHINDIVIDUAL,PAIRWORKANDGROUPWORKTRAINTHESTUDENTSLISTENINGABILITYTHROUGHLISTENINGANDMATCHINGEXERCISEFEELINGSANDVALUEDEEPENTHESTUDENTSCORRECTUNDERSTANDINGOFWHATTHEIRPARTNERREALLYMEANANDMAKEARESPONSEHAVETHESTUDENTSKNOWABOUTSOMECULTUREANDCUSTOMSCONCERNINGNONVERBALCOMMUNICATIONANDSTRENGTHENTHEIRCOMMUNICATIVEAWARENESSTEACHINGPROCEDURESSTEP1LEADINTGOODMORNING,BOYSANDGIRLSSSGOODMORNING,SIRTINLASTMODULEWEHAVELEARNEDSOMETHINGABOUTTRAFFICJAMATHOMEANDABROADTODAYWEAREGOINGTOLEARNSOMETHINGABOUTCOMMUNICATIONWITHOUTWORDSBUTBODYLANGUAGETTHETEACHERSHOWSAPILEOFPICTURESOFPHYSICALCONTACTSHEREARESEVERALPICTURESCONCERNINGPHYSICALCONTACTANDBODYLANGUAGEORGESTURESYOUMAYBEFAMILIARWITHSOMEOFTHEMDOYOUKNOWHOWTOEXPRESSTHEMINENGLISHNOWDISCUSSTHEMINPAIRSORGROUPSINAFEWMINUTES,ILLASKSOMESTUDENTSTOTALKABOUTTHEMTHESTUDENTSBEGINTODISCUSSTHEPICTURESANDTHETEACHERGOESAROUNDTHECLASSANDJOINSTHEMAFEWMINUTESLATER,THETEACHERSAYSTHEFOLLOWINGTAREYOUREADYWHOCANGIVEUSATALKABOUTTHEFIRSTPICTUREANYVOLUNTEERSSLETMEHAVEATRYITHINKTHEOLDMANISTHEGRANDFATHER,ANDTHEBOYISHISGRANDSONTHEGRANDSONISCRYING,SOTHEOLDMANISPATTINGTHEHEADOFTHELITTLEBOYINTHEFIRSTPICTURESSPICTURE2SHOWSUSAWOMANCLAPPINGWITHABIGSMILEONHERFACESSWECOULDSEETHATAMANISDRAGGINGAWOMANVIOLENTLYINTHEFOURTHPICTUREMAYBETHEWOMANHASDONESOMETHINGWRONGWHICHMAKESTHEMANANGRYTYOUARECLEVER,GOODGUYANYDIFFERENTOPINIONVOLUNTEERGOONSSLETMEHAVEATRYTHEREISAWOMANWHOISHOLDINGHERBABYINHERARMSVERYHAPPILYINTHEFIFTHPICTURETCOMPLETELYTRUEMEANWHILE,YOURPRONUNCIATIONISVERYBEAUTIFULANDFLUENTANOTHERONEDESCRIBETHENEXTPICTUREWHOWANTSTOTAKETHISCHANCESSMEABOYRAISESHISHANDTOKPLEASESSINMYOPINION,ITDESCRIBESSOMEPEOPLECLAPPINGHAPPILYANDEXCITEDLYTWELLDONESOMUCHFORTHISPARTLETSGOTOTHENEXTPARTSTEP2MATCHTHEVERBSINTHEBOXWITHTHEPICTURESTJUSTNOWWEHAVEDISCUSSEDSOMEPICTURESCONCERNINGPHYSICALCONTACTANDLEARNEDSOMEWORDSANDEXPRESSIONSNOWOPENYOURBOOKSANDTURNTOPAGE21READTHESEFOURWORDSAFTERMETHETEACHERREADSTHEWORDS,FOLLOWEDBYTHESTUDENTSANDPERFORMSEACHWORDSMEANINGWITHGESTURESTNO1POINTSSPOINTTINWHICHPICTUREAREPEOPLEPOINTINGSSPICTUREATRIGHTNO2SHAKESSSHAKETINWHICHPICTUREAREPEOPLESHAKINGTHEIRHANDSSSPICTUREDTGOODJOBNEXTWORDSMILESSSMILETCOULDYOUSEEINWHICHPICTUREPEOPLEARESMILINGSSPICTURECSSNO,PICTUREBSSBUTTHEGIRLINPICTUREAISALSOSMILINGTEXCELLENTYOUAREALLTRUEDIFFERENTPEOPLEHAVEDIFFERENTOPINIONSPEOPLEAREALLSMILINGINTHESETHREEPICTURES,BUTTHERIGHTANSWERISPICTURECBECAUSEPEOPLEINANOTHERTWOPICTURESALSOSHOWOTHERGESTURESHAVINGFINISHEDTHISEXERCISE,LETSPERFORMABRAINSTORMINGACTIVITYNOWIDIVIDEYOUINTOFOURGROUPSGROUPA,GROUPB,GROUPCANDGROUPDEACHGROUPTRYYOURBESTTOTHINKOUTASMANYENGLISHNAMESCONCERNINGALLKINDSOFBODYMOVEMENTSORGESTURESASPOSSIBLEANDTHENSENDAREPRESENTATIVETOWRITETHEMONTHEBLACKBOARDNOW5MINUTESFORYOUTOPREPAREYOUCANALSOREFERTOYOURDICTIONARYTFIVEMINUTESLATERAREYOUREADYSSYEAHWRITEYOURWORDSONTHEBLACKBOARDFOURSTUDENTSGOTOTHEBLACKBOARDANDWRITETNOWLETSCOUNTTHEWORDSOFEACHGROUPTOGETHERANDCHOOSETHEGROUPWHOGIVESMOREWORDSASATEMPORARYWINNERDURINGTHISCOURSE,IFNEWWORDSAPPEAR,THETEACHERSHOULDEXPLAINTHEMANDLEADTHEREADINGORASKASTUDENTWHOKNOWSTHEMTOGIVEANEXPLANATIONGROUPA12GROUPB10GROUPC13GROUPD15NOWLETMEANNOUNCETHEWINNERINTHISACTIVITYITISGROUPDCONGRATULATIONSNOWLETSCONTINUETHECONTESTUSETHESEWORDSTOMAKEUPSENTENCESEACHSENTENCEYOUMAKEWILLGET5POINTSTHETEACHERRULESOUTTHEWORDUSEDTOMAKEASENTENCEONE,TWO,BEGINSSTTIMEISUPEXCELLENTYOUHAVEGIVENAGOODPERFORMANCEWHOWINSTHISBOUTITSCLEAR,RIGHTGROUPA,20POINTSGROUPB,25POINTSGROUPC,20POINTSANDGROUPD,25POINTSTOOCONGRATULATIONS,GROUPD,YOUARETHEWINNERATLASTSTUDENTSCLAPPINGTTHATSALLFORTHISACTIVITYFOLLOWMETOTHENEXTPARTSTEP3LISTENANDMATCHTHESITUATIONSWITHTHEPICTURESTINTHISPARTYOUAREGOINGTOHEARAPIECEOFLISTENINGMATERIALTHEFIRSTTIMEYOUNEEDTOJUSTLISTENTOTHEMATERIALANDTRYTOGETTHEMAINIDEAAREYOUREADYTHETEACHERPLAYSTHETAPEFORTHESTUDENTSTTHELISTENINGISCOMPLETEDFORTHEFIRSTTIMEHAVEYOUGOTTHEMAINIDEASSSOMEOFTHEMYESBUTSOMEOFTHEMNOTOKKEEPSILENT,PLEASELETSLISTENTOITAGAINTHISTIMEYOUNEEDTOLISTENVERYCAREFULLYANDMAKEEVERYEFFORTTOGETTHEDETAILSMEANWHILE,MATCHTHESITUATIONSWITHTHEPICTUREABOVEREADYSSYEAHTLETSBEGINTHETEACHERPLAYSTHETAPEONCEMORETAFEWMINUTESLATERTHELISTENINGISFINISHEDHAVEYOUFINISHEDYOUREXERCISEYETSSYESTLETMECHECKYOURANSWERSNOWSITUATION1,ANYVOLUNTEERSASITUATION1MATCHESPICTUREDTGOOD,SITDOWN,PLEASEWHATABOUTSITUATION2WHOWANTSTOHAVEATRYSBITHINKTHATITMAYBEMATCHEDWITHPICTURECTGOODJOBABSOLUTELYRIGHTSITDOWN,PLEASEHOWABOUTSITUATION3ANYONESCLETMEHAVEATRYITISPERHAPSPICTUREATTRUEORFALSEASKINGTHEWHOLECLASSSSTRUETOKSITDOWN,PLEASETHELASTSITUATIONSAYITTOGETHERSSPICTUREBTYOUALLDIDGOODJOBSTHANKSFORYOURCOOPERATIONTHISACTIVITYISOVERNOWLETSCOMETOACTIVITY3STEP4SAYWHATYOUDOWHENYOUTWORKINPAIRSACTOUTTHEMOVEMENTSANDSAYTHERELEVANTWORDSANDEXPRESSIONSACCORDINGTOTHEFOLLOWINGSITUATIONSGIVENINTHISACTIVITYFIVEMINUTESFORYOUTOPREPAREFIVEMINUTESLATERTAREYOUREADYNOWSSYESTNOWWHICHPAIRWANTSTOACTTHEMOUTINFRONTOFTHEWHOLECLASSVOLUNTEERAPAIROFSTUDENTSRAISETHEIRHANDSTOK,COMEUP,PLEASEYOUCANBEGINNOWSAMEETAFRIENDSBPERFORMSITTISHERIGHTSSYESTTHANKYOUVERYMUCHALLOFYOUPERFORMGREATLYWELLSOMUCHFORTHISACTIVITYTURNTOACTIVITY4STEP5READANDANSWERTHEQUESTIONSTINLASTACTIVITYSOMESTUDENTSPERFORMEDALOTOFSITUATIONSTHISACTIVITYISANOPENONE,SODIFFERENTSTUDENTSHAVEDIFFERENTOPINIONSCHOOSEANANSWERFOREXERCISE1ANDGIVEREASONSFORYOURCHOICESA,WOULDYOULIKETOHAVEATRYSAICHOOSEBIAMAGIRLWITHANINWARDCHARACTER,SOIDONTCOMMUNICATEWITHOTHERSMUCHEVENIFIHAVETODOTHIS,IUSUALLYUSEWORDSINSTEADOFBODYLANGUAGESTGOODIDEAWHOHASADIFFERENTOPINIONSBDISMYCHOICEASFARASIAMCONCERNED,IDLIKETOCOMMUNICATEWITHOTHERSVERYMUCH,ANDIREALLYLOVESHARINGWHATILOVEASWELLASWHATIHATEDURINGTHECOMMUNICATINGCOURSE,IUSUALLYMAKEFULLUSEOFMYBODY,BECAUSEONLYINTHISWAYCOULDIEXPRESSMYSELFCOMPLETELYTOUTWARDGUY,HAHASSSTEP6SUMMARYANDHOMEWORKINTHISCLASSWEVEMAINLYLEARNEDSOMETHINGABOUTBODYLANGUAGESBYSPEAKINGANDLISTENING,SOWEVEGOTMOREINFORMATIONABOUTBODYLANGUAGESANDOURSPEAKINGANDLISTENINGABILITIESHAVEBEENIMPROVEDATTHESAMETIME,WEHAVELEARNTSOMEWORDS,SUCHASPOINT,SHAKE,SMILEANDSOMESITUATIONSINWHICHYOUUSEBODYLANGUAGESUCHASMEETAFRIEND,SHOWSOMEONETHEWAY,SAYNOANDSOONTHETEACHERWRITESTHEMONTHEBLACKBOARDYOUSHOULDREMEMBERTHEMANDLEARNTOUSETHEMAFTERCLASS,TRYTOCOLLECTMOREINFORMATIONABOUTBODYLANGUAGEANDPREPAREFORNEXTPARTREADINGANDVOCABULARYTHATSALLFORTODAYGOODBYE,EVERYONESSGOODBYE,MR/MRSTHEDESIGNOFTHEWRITINGONTHEBLACKBOARDMODULE3BODYLANGUAGEANDNONVERBALCOMMUNICATIONTHEFIRSTPERIODPOINT,SHAKE,SMILE,WAVESHOWTHEWAYCOMMUNICATEWITHSHAKEHANDSRECORDAFTERTEACHING_ACTIVITIESANDRESEARCH1ENCOURAGETHESTUDENTSTOCOLLECTMOREBODYLANGUAGESINDIFFERENTCOUNTRIES2MAKETHESTUDENTSDEBATEWITHEACHOTHERREFERENCEFORTEACHING2INTRODUCE1介绍将（某人）名字介绍给他人以便相互熟悉INTRODUCESBTOSB2使熟悉,带领提供给（某人）某事物的初步认识或初次经历INTRODUCEDMETOWEIGHTLIFTING带领我认识举重。3引进,传入引入并在新地方或新环境得到承认EXOTICPLANTSTHATHADBEENINTRODUCEDFROMTHEJUNGLE从丛林中引进的异国植物。4推行,提倡引入到流通、使用或运行中引起INTRODUCEDTHENEWPRODUCTINSEVERALTESTMARKETSINTRODUCEDTHETANGOINTOTHEIRCIRCLEOFFRIENDS在试卖会中提倡新产品在他们的朋友圈中推行探戈。SAYYES/NO/HELLO/GOODBYE/THANKS/SORRY对说是、否、向某人问好、道别、表达谢意或歉意BACKGROUNDINFORMATIONBODYLANGUAGEALTHOUGHWEMAYNOTREALIZEITWHENWETALKWITHOTHERSWEMAKEOURSELVESUNDERSTOODNOTONLYBYWORDSWESENDMESSAGESTOTHEPEOPLEAROUNDUSALSOBYEXPRESSIONSANDBODYMOVEMENTSWECALLIT“BODYLANGUAGE”,WHICHISAKINDOFCOMMUNICATION,NONVERBALCOMMUNICATIONASMILEANDHANDSHAKESHOWWELCOME,WAVINGONESHANDISTOSAY“GOODBYE”,NODDINGTHEHEADMEANSAGREEMENT,WHILESHAKINGITMEANSDISAGREEMENTSPUTTINGUPAHANDMEANS“MAYIASKAQUESTION”KISSINGMEANS“LOVE”WAVINGONESARMSSHOWHAPPINESSTHESEGESTURESAREACCEPTEDBOTHBYCHINESEANDAMERICANSASHAVINGTHESAMEMEANINGSBECAUSECULTUREINFLUENCESCOMMUNICATION,DIFFERENTCOUNTRIESHAVEDIFFERENTCULTURESOTHEWAYPEOPLEINDIFFERENTCOUNTRIESCOMMUNICATEISDIFFERENTTOOFOREXAMPLE,ARABPEOPLEOFTENGREETBYKISSINGONBOTHCHEEKSINJAPANMENGREETBYBOWINGINTHEUNITEDSTATES,PEOPLESHAKEHANDSTOSHOW“THEIRGREETING”ANDTHEGESTUREOFPUTTINGAHANDONAPERSONSNECKISDIFFERENTFORCHINESEANDAMERICANSFORCHINESE,ITISTOSAY“SOMEONEWILLBEKILLED”FORAMERICANS,ITSH