外研版必修4Module 3 Body Language and Non-verbal Communication 教案

Module 3 Body Language and Non-verbal Communication
Brief Statements Based on This Module
The Analysis of Teaching Contents in This Module
The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening, speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’ language skills and communication skills.
Introduction; Reading and vocabulary
This part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.
This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.
Grammar 1
This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinate conjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1. The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.
Listening and Vocabulary
This part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2. Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2. Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3. This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study the Function part.
Function
The function of this module is about “giving advice”. Students are demanded to master how to use the modal verbs “should” and “must” to give advice. This part contains two activities. In Activity 1 students need to look at the sentences in Listening and Vocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must” by using them to complete the following four sentences. Meanwhile this activity also lays a good foundation for Activity 2. Activity 2 not only practices the use of the modal verbs “should” “shouldn’t” “must” and “mustn’t” but also is linked to the theme or topic of this module—different cultures as well as different customs. Deeply speaking, it both develops and improves students’ language skills and increases and broadens their cultural knowledge.
Grammar 2
This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.
Pronunciation
This part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.
Speaking
In this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “should” and “must”, meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with “if”. So this part consolidates the grammar knowledge learned above.
Grammar 3
This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.
Writing
The main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3. Based on the two activities above, students are required to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.
Everyday English
This part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.
Cultural Corner
This part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.
Task
The task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)” and “must(n’t)”, which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.
Six periods for teaching
Period 1: Introduction
Period 2: Reading and Vocabulary
Period 3: Language points
Period 4: Grammar
Period 5: Listening and Vocabulary; Function; Pronunciation; Speaking
Period 6: Writing; Everyday English
Period 7: Cultural Corner; Task
Period 1　Introduction
Teaching Procedures
Step 1 Lead-in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: In last module we have learned something about traffic jam at home and abroad. Today we are going to learn something about communication without words but body language.
T: (The teacher shows a pile of pictures of physical contacts. ) Here are several pictures concerning physical contact and body language or gestures. You may be familiar with some of them. Do you know how to express them in English Now discuss them in pairs or groups. In a few minutes, I’ll ask some students to talk about them.
(The students begin to discuss the pictures. And the teacher goes around the class and joins them. A few minutes later, the teacher says the following. )
T: Are you ready Who can give us a talk about the first picture Any volunteer
Ss: Let me have a try. I think the old man is the grandfather, and the boy is his grandson. The grandson is crying, so the old man is patting the head of the little boy in the first picture.
Ss: Picture 2 shows us a woman clapping with a big smile on her face.
Ss: We could see that a man is dragging a woman violently in the fourth picture. Maybe the woman has done something wrong which makes the man angry.
T: You are clever, good guy. Any different opinion Volunteer Go on.
Ss: Let me have a try. There is a woman who is holding her baby in her arms very happily in the fifth picture.
T: Completely true. Meanwhile, your pronunciation is very beautiful and fluent. Another one Describe the next picture. Who wants to take this chance
Ss: Me. (A boy raises his hand. )
T: OK. Please!
Ss: In my opinion, it describes some people clapping happily and excitedly.
T: Well done. So much for this part. Let’s go to the next part.
Step 2 Match the verbs in the box with the pictures
T: Just now we have discussed some pictures concerning physical contact and learned some words and expressions. Now open your books and turn to Page 21. Read these four words after me.
(The teacher reads the words, followed by the students and performs each word’s meaning with gestures.)
T: No. 1 point.
Ss: Point.
T: In which picture are people pointing
Ss: Picture a.
T: Right. No. 2. shake.
Ss: Shake.
T: In which picture are people shaking their hands
Ss: Picture d.
T: Good job. Next word: smile.
Ss: Smile.
T: Could you see in which picture people are smiling
Ss: Picture c.
Ss: No, Picture b.
Ss: But the girl in Picture a is also smiling.
T: Excellent. You are all true. Different people have different opinions. People are all smiling in these three pictures, but the right answer is Picture c because people in another two pictures also show other gestures. Having finished this exercise, let’s perform a brainstorming activity. Now I divide you into four groups—Group a, Group b, Group c and Group d. Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard. Now 5 minutes for you to prepare. You can also refer to your dictionary.
T: (Five minutes later) Are you ready
Ss: Yeah. Write your words on the blackboard.
(Four students go to the blackboard and write. )
T: Now let’s count the words of each group together and choose the group who gives more words as a temporary winner. (During this course, if new words appear, the teacher should explain them and lead the reading or ask a student who knows them to give an explanation. )
Group a—12
Group b—10
Group c—13
Group d—15
Now let me announce the winner in this activity—It is Group d. Congratulations. Now let’s continue the contest. Use these words to make up sentences. Each sentence you make will get 5 points. (The teacher rules out the word used to make a sentence. ) One, two, begin!
Ss: . . .
T: Time is up. Excellent. You have given a good performance. Who wins this bout It’s clear, right Group a, 20 points; Group b, 25 points; Group c, 20 points; and Group d, 25 points too. Congratulations, Group d, you are the winner at last. (Students clapping.)
T: That’s all for this activity. Follow me to the next part.
Step 3 Listen and match the situations with the pictures
T: In this part you are going to hear a piece of listening material. The first time you need to just listen to the material and try to get the main idea. Are you ready
(The teacher plays the tape for the students.)
T: The listening is completed for the first time. Have you got the main idea
Ss: (Some of them) Yes. (But some of them) No.
T: OK. Keep silent, please. Let’s listen to it again. This time you need to listen very carefully and make every effort to get the details. Meanwhile, match the situations with the picture above. Ready
Ss: Yeah.
T: Let’s begin. (The teacher plays the tape once more.)
T: (A few minutes later the listening is finished.) Have you finished your
exercise yet
Ss: Yes.
T: Let me check your answers now. Situation 1, any volunteer
Sa: Situation 1 matches Picture d.
T: Good, sit down, please. What about Situation 2 Who wants to have a try
Sb: I think that it may be matched with Picture c.
T: Good job. Absolutely right. Sit down, please. How about Situation 3 Anyone
Sc: Let me have a try. It is perhaps Picture a.
T: True or false (Asking the whole class)
Ss: True.
T: OK. Sit down, please. The last situation Say it together
Ss: Picture b.
T: You all did good jobs. Thanks for your cooperation. This activity is over now. Let’s come to Activity 3.
Step 4 Say What You Do When You. . .
T: Work in pairs. Act out the movements and say the relevant words and expressions according to the following situations given in this activity. Five minutes for you to prepare.
(Five minutes later)
T: Are you ready now
Ss: Yes.
T: Now which pair wants to act them out in front of the whole class. Volunteer A pair of students raise their hands.
T: OK, come up, please! You can begin now.
Sa: Meet a friend.
Sb: Performs it.
T: Is he right
Ss: Yes.
. . .
T: Thank you very much. All of you perform greatly well. So much for this activity. Turn to Activity 4.
Step 5 Read and answer the questions
T: In last activity some students performed a lot of situations. This activity is an open one, so different students have different opinions. Choose an answer for Exercise 1 and give reasons for your choice. Sa, Would you like to have a try
Sa: I choose B. I am a girl with an inward character, so I don’t communicate with others much. Even if I have to do this, I usually use words instead of body languages.
T: Good idea. Who has a different opinion
Sb: D is my choice. As far as I am concerned, I’d like to communicate with others very much, and I really love sharing what I love as well as what I hate. During the communicating course, I usually make full use of my body, because only in this way could I express myself completely.
T: Outward guy, haha
Ss: . . .
Step 6 Summary and homework
In this class we’ve mainly learned something about body languages by speaking and listening, so we’ve got more information about body languages and our speaking and listening abilities have been improved. At the same time, we have learnt some words, such as point, shake, smile and some situations in which you use body language such as meet a friend, show someone the way, say no and so on.
(The teacher writes them on the blackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next part—Reading and vocabulary. That’s all for today. Goodbye, everyone!
Ss: Goodbye, Mr. /Mrs. . .
Period 2　Reading and Vocabulary
Teaching Procedures
Step 1 Greetings and revision
T: (Greet the whole class as usual. ) Ask the students to act their dialogue out.
Step 2 Discussion and lead in
T: In the last class we have known something about body language through listening and speaking activity. We have known that we could communicate not just by words but also by our expressions and body languages or movements, sometimes we may even communicate better and more clearly using body language than words. For example, nodding the head means agreement in our country, while in some Asian countries it means disagreement. If you want to learn more about body language, please read the passage on P22 carefully. Before reading, we’ll learn the new words and phrases in this period.
(Show the following words and phrases on the screen. )
communication　position　unconscious　aggressive　gesture　involve　 bow　slap spread　bend　hug　stare　formal　informal　 communicate with　make a deal　mind reader　hold up　 vary from. . . to. . . 　be busy with　give away　on guard
(Let the students read the words and phrases after the teacher. The teacher can give a brief introduction to the students if necessary or they may discuss with their partners. )
T: Now look at the three questions on the screen and discuss them in groups of four.
(The teacher shows the questions on the screen. )
1. Can you guess what someone is thinking or feeling by looking at their body language 2. Do people from different parts of the world use different body language What about people who live in different parts of China 3. How do you communicate the following with body language Thank you! No. Yes. I don’t e here.
(The teacher gives the students three minutes to discuss and then asks some students to answer them.)
T: (Three minutes later.) Have you finished your discussion
Ss: Yes.
T: OK! Who’d like to answer the first question
S: Let me try. I can guess what someone is thinking or feeling by looking at their body language. For example, when I see someone raising his hand, I can see they are having questions to ask or need to ask for help.
T: Very good. Let’s go on. Question 2, any volunteer
S: It’s my turn. I think people from different parts of the world as well as China use different body language. Take greeting people for example. People in Russia, France and Arab countries kiss each other when they meet, however, people in China or Australia shake hands instead of kissing.
S: I do not think so. From where I stand, people from different parts of the world and from different parts of China use the same body language. Here I give a simple example: people in China wave their hands to say goodbye to other people they know, so do people in foreign countries.
(As for the last question, the teacher can require the students to act them out before the whole class.)
Step 3 Fast reading
T: OK! You’ve known something about body language. Now we are going to read a passage, from which we will learn more about body language. Open your books and turn to P22. Read the passage quickly and summarize the main idea of each paragraph.
(After a few minutes, the teacher checks the main ideas they summarize.)
T: Who’d like to tell the main idea of Para. 1 Any volunteer
S: I think that this paragraph mainly tells us that we communicate with people not only by spoken or written words by also by body language.
T: True or false
Ss: True.
T: You are right. Para. 2 This time, who wants to take this chance
S: In this paragraph we learned that “learned” body language varies from culture to culture.
T: You did a good job. What about Para. 3
S: In my opinion, the main idea of this paragraph may be that the same body parts have shows different body languages in some different countries.
T: Right, you understand it. Paragraph 4, anyone
S: I guess that people use their hands as a gesture of trust.
T: Good answer. Sit down, please. The last paragraph, who’d like to have a try
S: Maybe we should learn body language and be a mind reader.
Step 4 Careful reading
T: Quite true. We have known the main idea of each paragraph. Now read the passage again and underline the useful words, phrases and expressions as well as say if these statements are T or F on the screen. This time you should read slowly and carefully.
(Show the following questions on the screen.)
1. Not all body language is conscious. 2. Europeans shake hands with their left hand. 3. In Asia, people touch strangers when they meet. 4. In the US a “high five” is a way of saying hello. 5. A “high five” is a formal gesture. 6. Body language is less communicative than spoken or written language.
(The teacher gives the students another four minutes to read the passage and then asks some students to judge whether these statements T or F and do this exercise together.)
T: Have you finished your reading
Ss: Yeah.
T: Good. Now let’s check the answer together. The first one T or F
Ss: T.
T: Excellent. What about No. 2
Ss: F.
T: Why do you think it’s F Who can give me a reason
S: In Paragraph 2 we could easily see that Europeans and Americans shake hands with the right hand—the strongest hand for most people.
T: You are absolutely right. No. 3, T or F
Ss: F.
T: Good. Why is it wrong
S: We could find such detail at the beginning of paragraph 3: Greetings in Asian countries do not involve touching the other person.
T: Well done. Statement 4 T or F
Ss: T.
T: Excellent! How about the fifth one
Ss: F.
T: Anybody can explain the reason
S: The first sentence of Paragraph 4 tells us why. If we really understand this paragraph, we could easily know this statement is wrong.
T: Good reason, ha The last one
Ss: T.
Suggested answers:
1. T　2. F　3. F　4. T　5. F　6. F
Step 5 Listening and consolidation
T: Now look at your books. I’ll play the tape. Listen carefully. You can follow it in a low voice. Pay attention to the pronunciation and intonation.
(After finishing the playing of the tape)
T: From the text, we know people can use body language to communicate, but some body language is different in different countries or areas, that is, when wanting to express the same meaning, people in different countries use different body language. Look at the chart on the screen. Work in pairs or in groups. First have a discussion, and then complete the chart. In the end, I’ll check the answers.
Countries or areas The way of greeting The parts of body involved The meaning of the greeting
(A few minutes later, the teacher checks the answers by showing them on the screen and having the students check them by themselves. )
Suggested answers:
Countries or areas The way of greeting The parts of body involved
Europe and America Shake hands The right hand
China Put the right hand on the left and bow slightly Both hands
Muslims Give a “salaam” Heart, mouth and forehead
Hindus Join their hands and bow their heads Hands and heads American youths
Give me five Hands
Step 6 Summary and homework
T: In this period we have learned some vocabulary and please try to keep them in mind after class. Through the reading of the text we know something about body language and non-verbal communication. We have learned that different people have different ways of making communication through body language. After class, please read this passage again and again till you can recite it or retell it in your own words; meanwhile, try your best to master the useful expressions in this period. What’s more, remember to preview Grammar 1;Listening and vocabulary. Though we are making much progress, we have a long way to go. So it is our task to study hard and make great efforts to spread our culture. So much for today. Good-bye, everyone!
Period 3 Language points
Teaching Procedures
1. How much do you communicate with your body
交流时你会使用多少肢体语言
(1) 交流(信息、消息、意见等)；沟通
e.g. We only communicate by email.
我们只通过电子邮件进行交流。
(2) 传递；传达(想法、感情、思想等)
e.g. He was eager to communicate his ideas to the group.
他急于把他的想法传给小组。
【拓展】
(1) communication n. 传达；信息；通讯；通信
(2) communicate with sb. 与某人联络
be in communication with 与……通讯；与……保持联系
注意：communication作“通讯；通信”解时，为不可数名词；作“信息”解时，为
可数名词。
e.g. Radio is the only means of communication in remote areas.
边远地区唯一的通讯工具就是无线电。
2. Although these are very important, we communicate with more than just spoken and written words.
尽管这些很重要, 但我们并不只是通过口头和书面语言交流。
more than 不只是, 远甚于
e.g. 它不只是一个博物馆。它还是一所学校。 (翻译)
It is more than a museum, it’s a school.
【拓展】
more than+数词 大于、多于
表示超出该数。如：
More than one person has made this suggestion.
不止一人提过这个建议。
more than ... can / could 不能……
表示否定意义。如：
The beauty of Hangzhou is more than words can describe.
杭州之美是语言所不能描述的。
3. We see examples of unconscious body language very often, yet there is also “learned” body language, which varies from culture to culture.
我们经常看到无意识的身势语，但也有“习得”的身势语。习得的身势语在不同的文化中各不相同。
vary vi. 不同; 改变; 变化
1) People’s reactions to the drug vary widely.
人们对药品的反应差异很大。
2) The samples varied in quality but were generally acceptable.
样品质量不等, 但总体来说还能接受。
3) The colors of tree leaves vary with the season.
树叶的颜色随着季节的变化而改变。
4) Ticket prices vary from one airline to another.
机票的价格在不同的航空公司之间有差别。
vary from不同于……
vary from ... to ...由……到……情况不等
vary vt. 变更; 使变化
The doctor tries to vary the patient’s diet. 医生试图调整病人的饮食。
variable adj. 可变的; 变化无常的
various adj. 各种各样的; 不同的
varied adj. 不同的, 各式各样的
variety n. 多样化, 种类
variation n. 变化
unconscious adj. 未发觉的；无意识的；不省人事的
e.g. This wounded soldier was unconscious from his loss of blood.
这名伤员由于失血过多而昏迷不醒。
【拓展】
conscious adj. 意识到的；自觉的
e.g. He became conscious again in a minute.
他立刻又恢复了知觉。
be conscious/unconscious of sth.
意识到/未意识到某事
e.g. She is very conscious of the importance of the problem.
她完全意识到了问题的重要性。
I was unconscious of her presence.
我不知道她在场。
4. Like other animals, we are on guard until we know it is safe to relax.
跟动物一样，我们会保持警觉，直至知道安全时才放松。
on guard 警惕
此处on表示处于某种状态或某个方位：
on board 乘(船，飞机) on duty值班
on call 听候召唤 on fire着火
on foot 步行 on holiday 度假
on leave 休假 on sale 待售
on shore 在岸上 on the spot 当场
on time 准时 on the move 在进行中
on the other hand 另一方面
on the tip of one’s tongue 快要说出口
on top of 在……的顶部
5. So every culture has developed a formal way to greet strangers, to show them we are not aggressive.
因此，在所有文化中人们都有一种向陌生人打招呼的正式的方式，以表示他们并不具有侵犯倾向。
formal adj. 正式的
e.g. The dinner was a formal affair.
这是正式宴会。
【拓展】
informal adj. 非正式的
e.g. Though this is an informal call, he wears a format dress.
尽管这是一次非正式访问，他仍然穿着礼服。
6. “I trust you. Look, I’m not carrying a threatening weapon.”
“我信任你，瞧，我没带威胁性的武器。”
threatening adj. 恐吓的；具有威胁的
e.g. He made an admission that he had used threatening behavior. (翻译)
他承认用了恐吓手段。
【拓展】
(1) threaten vt. 威胁；恐吓
threaten to do sth. 威胁要做某事
e.g. Tom’s father threatened to beat him if he stole again. (翻译)
汤姆的父亲威胁说如果他再偷东西就揍他。
(2) threat n. 威胁，恐吓；前兆，征兆
e.g. His presence is a threat to our success. (翻译)
他的出现对我们的成功是一个威胁。
7. Greetings in Asian countries do not involve touching the other person, but they always involve the hands.
亚洲人打招呼是不接触他人身体的, 但他们要用手。
involve v. 包括；牵涉，牵连
阅读句子，归纳involve的用法。
Success involves every aspect of life: your relationships, your health and your happiness.
2) The operation involves putting a small tube into your heart.
3) Try to involve as many children as possible in the game.
4) I’m afraid your son has been involved in an accident.
5) My brother is involved in reading the book all evening.
6) Scientists strongly believe that human activity is involved in global warming.
8. One person then holds up his hand, palm outwards and five fingers spread.
这个人举起手，手掌向外，五指展开。
hold up
①支持住，承受住，支撑得住；
②举起，抬起；
③延迟，阻碍；
④抢劫；
⑤举出（例子），提出（作为榜样）
e.g. The chair was too weak to hold up Mrs. Smith.
All those who agree please hold up your hands.
Sorry I’m late — I was held up at work.
Two men held up a downtown store last night.
The school is held up as a model for others.
【拓展】hold短语：
hold back 阻拦，阻挡，隐瞒，控制，抑制，（使）犹豫，踌躇
hold on 等着，停住，坚持住，挺住，（电话用语）别挂断，等一下
阅读下列各句，并试着总结spread在句中
的含义及用法。
spread可作不及物动词
1) The forest spreads from here to the river.
2) UN leaders hope to prevent the fighting from spreading.
3) The news that he had won first prize spread all over the school.
spread可作及物动词
1) Spread the cloth and cover the table with it.
2) You can spread some butter on your bread.
3) Don’t spread the bad news among these small children.
4) Tired of running, he spread himself on the grass.
spread还可作名词
1) The spread of the city has been very fast in the past few years.
2) We must do something to prevent the spread of the disease.
Period 4　Grammar
Teaching Procedures
Step 1 Grammar 1
T: Ok, so much for the check-up. You must have spent much time preparing it and gave good performances just now. During your preparation course, you may take notice of many sentences which are linked by conjunctions when and if, right Do you know the structures of these sentences Now follow me to learn them this class. In this period we are going to deal with Grammar 1 and Listening and vocabulary part. First please open your books and turn to Page 23. Look at the following sentences from the passage. Read them and pay attention to the conjunctions when and if. They are used to connect sentences or parts of sentences. Then finish the exercise below.
(The teacher gives the students two or more minutes to prepare.)
(Two or more minutes later.)
T: Have you yet finished it
Ss: Yes.
T: Now look at the screen and see if your choices are correct.
(The teacher shows the answers on the screen.)
Suggested answers:
The following statements are true: 1, 3, 4 and 5
T: Well done! From the above two sentences and exercise we can get some information about adverbial clause of condition. It describes common situations which were introduced by when and if. Meanwhile, it usually explains the result of the situation in the other part of the sentence and uses the present tense in both parts. If the main clause is located at the beginning of the whole sentence, adverbial clause just follows it. However, if the result lies at the end of the whole sentence, the adverbial clause must be put at the beginning and followed by a comma. Now let’s do more exercises. Look at Activity 2. Read through the passage in the reading part once more and try to find more sentences with when or if.
(A few minutes later.)
T: Are you ready Now let’s check the answers. How many sentences of this kind have you found yet
Ss: 4.
T: OK. The first sentence, who shows your answer to others
S: If our right hand is busy greeting someone, it cannot be holding a weapon.
T: Good. Sit down, please. No. 2 Volunteer
S: Let me try. If you shake hands with someone, you show you trust them.
T: Quiet right. The third one Anybody, this time
S: We shake hands when we make a deal.
T: Well done. What about the last one
S: When we greet someone, we put the right hand over the left and bow slightly.
T: Great. You all did good jobs.
(Show the above sentences on the screen.)
1. If our right hand is busy greeting someone, it cannot be holding a weapon.
2. If you shake hands with someone, you show you trust them.
3. We shake hands when we make a deal.
4. When we greet someone, we put the right hand over the left and bow slightly.
T: Just now we have found another four examples with conjunctions when and if. You may have a better understanding of this sentence structure. Now let’s do another exercise to consolidate what we learned. Match the two parts of these sentences about body language in Europe or America. First you do it by yourself, then check it with your partner.
(After several minutes.)
T: Are you ready
Ss: Yeah.
T: You have just checked your answers with your partner. The correct answers are on the screen. Look through them quickly and compare them with yours.
Suggested answers: 1. E　2. C　3. B　4. F　5. D　6. A
T: Now do you understand this grammar better Could you use when and if to make such sentences by yourselves Here are five Chinese sentences. Please translate them into English.
(The teacher shows the five sentences on the screen. And the teacher can either give the students a few minutes to prepare and then check up or make this task their homework after class. )
1. 如果你上课迟到, 向教师道歉是很重要的。 2. 如果你被邀请到某人家里吃饭, 最好带上礼物。 3. 你来中国的话, 要学会用筷子。 4. 要是学外语, 你要很努力。 5. 如果和日本人打招呼, 你要稍微鞠躬。
If he or she hopes to consolidate what they learn in class, the teacher can adopt the first method.
T: (A few minutes later.) Now let’s check your translation one by one. The first sentence, any volunteer
S: If you arrive late for a lesson, it’s very important to apologize to the teacher.
T: Quite right. Sit down, please. Any different opinion
S: Let me try. It’s very important to apologize to the teacher if you are late for school.
T: Great. Thank you. Sit down, please. Sentence 2, who would like to do this
S: If you’re invited to someone’s home for a meal, it’s a good idea to take a gift.
T: Good answer. Sit down, please. Who can do this in another way
S: You might as well take a present if you receive an invitation to a meal.
T: Absolutely true, good sentence. Sit down, please. The third one
S: If you are to visit China, you should learn to use chopsticks.
T: Completely right. Who has a different idea
S: You’d better make use of chopsticks if you pay a visit to China.
T: Thank you for thinking of such a good expression. Sit down, please. No. 4 Volunteer
S: When you study English, you should work hard.
T: Good job. Sit down, please. Any different opinion
S: You have to study hard when you want to learn English.
T: Well done. The last one Volunteer
S: When you greet someone from Japan, you should bow slightly.
T: Really true. Sit down, please. You all gave excellent performances.
Step 2 Grammar 2
T: In last period we have learned something about adverbial clause of condition and two subordinate conjunctions when and if. As we have known, both of them introduce situations whose results are explained in the other part of the sentence. In addition, it usually uses the present simple tense. The following Grammar 2 part will lead you to further more information about adverbial clause of condition. Here are three sentences with adverbial clause of condition. Read them through and answer the questions below.
(Show the following sentences and questions on the screen.)
a)If you meet someone you usually shake his or her hand. b)What should I do if I’m invited to dinner c)Unless you’re unlucky you’ll soon think of something. 1. Which sentence refers to a normal everyday situation 2. Which sentence refers to a possibility in the future 3. Which word in the third sentence means if. . . not
(Give the students a few minutes to prepare this and then ask a few good pairs to give answers by such means as one ask the questions and the other reads the sentences or gives answers.)
T: You performed well just now. In order to consolidate what you learned, I prepare an exercise for you.
(Show the exercise on the screen.)
1. If you __________ a cake you host __________ very pleased. (take, be) 2. Unless the weather __________ better, I __________ at home. (get, stay) 3. He __________ home early if he __________ well. (go, not feel) 4. What __________ I __________ if they __________ about politics (do, talk) 5. If you __________ your hand the taxi __________. (raise, stop) 6. I __________ anything unless he __________ me. (not say, ask)
(Give the students some time to prepare.)
T: (A few minutes later.) Are you ready
Ss: Yeah.
T: Now check the answers according to what are shown on the screen.
Suggested answers:
1. take; will be　2. gets; will stay　3. will go; doesn’t feel　4. shall; do; do talk　5. raise; will stop　6. will not say; asks
Step 3 Grammar 3 Adverbial Clause of Concession
T: Good jobs, all of you! In last period we have learned something more about adverbial clause of condition. Remember
Ss: Yes. It introduces two situations—a normal everyday situation and a possibility in the future.
T: Very good! This period we’ll learn another kind of adverbial clause, that is, adverbial clause of concession. Please look at the screen.
(Show the following sentences on the screen.)
1. Whatever you do, don’t leave immediately after the meal is finished. (a)It is important to leave immediately after the meal has finished. (b)Don’t do anything after the meal has finished. (c)You can do anything you like after the meal has finished. (d)It is important not to leave immediately after the meal has finished. 2. However hungry you are, you shouldn’t start to eat before your host does. (a) If you are very hungry you can start to eat. (b) Even if you are hungry you should wait. (c) It is important to start eating before your host. (d) Don’t eat anything if you’re not hungry.
T: Read the sentences and choose the correct meaning. You can discuss with your partner if you have difficulty in understanding them.
(After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition. Then show the answers on the screen. )
Suggested answers: 1)d　2)b
T: Well done. Can you summarize the grammatical rules of this adverbial clause through this exercise
Sa: Sometimes the adverb clause is placed at the beginning of the sentence. When it introduces the sentence, it is always set off with a comma.
T: Quiet right. Any different idea
Sb: I think that the interrogative pronouns act as object in the clause, however, interrogative adverbs only modify adjectives or other adverbs.
T: Good summary, ha Let’s have a brainstorm. Please think of as many interrogative nouns and adverbs ended with ever as you can.
(The students say these words and the teacher write on the blackboard. )
interrogative pronouns
whoever whichever
T: Have known interrogative pronouns and adverbs, let’s practice using them. Here are some sentences on the screen. Discuss with your partner and fill in the blanks with whoever, whenever, wherever or however.
(The teacher shows the sentences on the screen.)
1. __________ I feel lonely, I think about you. 2. __________ he is, he is very rude to me! 3. __________ I go, I always meet interesting people. 4. You can invite __________ you like to the party. 5. __________ late you arrive, I’ll come and meet you. 6. I feel shy __________ she say hello to me. 7. I hear that song __________ I switch on the radio. 8. __________ much I study, I find these exercises difficult.
T: (A few minutes later.) Are you ready The right answers are on the screen. You check them by yourself. Then translate them into Chinese.
(The teacher shows the right answers on the screen.)
Suggested answers:
1. Whenever　2. Whoever　3. Whenever　4. whoever　5. However　
6. whenever　7. whenever　8. However
Period 5　 Listening and Vocabulary; Function; Pronunciation; Speaking
Teaching Procedures
Step 1 Revision and lead-in
(Greet the students as usual.)
The teacher check the students’ homework of yesterday—reciting or retelling the reading passage.
(The teacher asks a few students to do this.)
Step 2 Listening and vocabulary
T: Just now we have learned something about adverbial clause of condition. Follow me to do some listening. In Activity 1, you need to match the parts of the body with the words in the box. Look at the screen and follow me to read these words, meanwhile, try to catch their meanings.
(The teacher shows the following words on the screen. )
ankle　chest　eyebrow　finger　forehead　knee　lips　shoulder　wrist
T: OK. You have known how to read these words and got all their meanings, right
Ss: Yeah.
T: Now work in pairs and match these words with parts of your body by acting them out as follows. One chooses any word of them and says it quickly, meanwhile, the other needs to point at the exact body part exactly as soon as possible. Take turns to do this. See if you can perform them correctly. The more quickly and correctly you perform, the better. Clear
Ss: Yeah.
T: Good. Begin!
(The teacher goes around the class to help those who have difficulty in doing this. A few minutes later. )
T: Stop here. Have you finished your performance yet
Ss: Yes.
T: Great. Which pair would like to act out before the class
Pair 1: Let us have a try.
(They come to the front of the class and act the words out. )
T: Thank you. You gave an excellent performance. If you are fond of this activity, you can continue it after class, OK
Ss: OK.
T: Through the performance we know exactly how to express our body parts in English. But how could we use these body parts to express ourselves in English If you hope to do this, you need to learn some verbs. Now look at these words on the screen and read after me. If you have problems understanding them, you can hold up your hand and turn to me for help, clear？
(The teacher displays the following words on the screen. )
bend　bow　clap　hug　kiss　nod　raise　stare　wipe
T: Having finished reading these words and known what they mean exactly, let’s put them into use through the following exercise.
Complete the sentences with the words in the box above.
Example: You use your arms to hug someone.
1. You use your lips to __________ someone. 2. If you __________ at someone you look at them for a long time. 3. If you __________ you hand you lift it up. 4. You __________ by moving your head up and down. 5. When you bend your upper body forwards you __________. 6. You have to __________ your knees to sit down. 7. If you’re hot you can __________ the sweat from your forehead. 8. At the end of a concert or a play it is usual to __________.
T: Complete this exercise by yourself first, and then check the answers with your partner.
(The teacher gives a few minutes for the students to prepare.)
T: (A few minutes later.) Are you ready now
Ss: Yes.
T: Well. Look at the right answers on the screen. Check them again.
Suggested answers:
1. kiss　2. stare　3. raise　4. nod　5. bow　6. bend　7. wipe　8. clap
(The teacher can also asks some students to translate them into Chinese if time is enough.)
T: By doing the two exercises above, we must have a good knowledge of expressing ourselves as freely as we can. Next, you are going to hear a short conversation between an American and a Chinese student who is going to the US. First, just listen and make efforts to catch the main idea, ready
Ss: Yeah.
T: Let’s begin. (The teacher plays the tape through once.)
T: Have you caught the main idea
Ss: . . .
T: One more time. But before we begin, look through the topics in the chart fast and try to catch what they mean. Then listen to the tape once more carefully and grasp some details, then put these topics in right order. Are you clear
Ss: Yes.
T: (A little while later.) Well, you may have finished your looking, so let’s begin to listen again.
(The teacher plays the tape through once more.)
1. What to talk about 2. When to arrive for dinner 3. How to meet new people 4. When to leave the table 5. Gifts 6. What to call people 7. What to say to the host when you leave
T: Well. Have you found out what you hear
Ss: Yes.
T: Fine. Any volunteer Say your order, please.
Ss: 3-6-5-2-1-4-7
T: You are right. Look at the screen and check them again.
(The teacher shows the right answers on the screen.)
Suggested answers:
3　6　5　2　1　4　7
T: In Activity 3 we got some information about the topics they mentioned, and the next activity will show you some pieces of advice. Look through the following pieces of advice quickly and try to catch what they mean.
a)You should shake hands when you meet new people. b) You should bring some flowers or a bottle of wine. c) You should open gifts immediately. d) You shouldn’t use family names. e) You shouldn’t arrive too late. f) You shouldn’t talk about politics or religion. g) You mustn’t leave as soon as you finish the meal. h) You must thank your host for a wonderful evening. i) You mustn’t arrive early.
T: Finished yet
Ss: Yes.
T: Listen to the tape a third time and finish this activity.
T: (After the tape finished playing.) Have you matched them together
Ss: Yes.
T: Check your answers according to the right answers on the screen.
Suggested answers:
1. What to talk about f
2. When to arrive for dinner e, i
3. How to meet new people a
4. When to leave the table g
5. Gifts b, c
6. What to call people d
7. What to say to the host when you leave H
Step 3 Function
T: Now look through these sentences again and underline the modal verbs. Then discuss with your partners to see in which situation people use them to give advice.
(The teacher gives the students a few minutes to prepare.)
T: (A few minutes later.) Are you ready
Ss: Yes.
T: Well. According to your discussion, complete the following sentences.
(Show the following on the screen.)
1. We use the modal verb __________ to give advice. 2. We use the modal verb __________ to give strong advice. 3. You __________ means It’s a good idea to. . . 4. You __________ means It’s very important to. . .
T: Let’s do this together. Fill in the blanks one by one. No. 1 Which word
Ss: Should.
T: Completely true. What about the second one
Ss: Must.
T: Well done. Sentence 3
Ss: Should.
T: Good job. How about the last one
Ss: Must.
Suggested answers:
1. should　2. must　3. should　4. must
T: Through Activity 1, we’ve got something about two modal verbs used to give advice. In the following activity, you can know more about how to use them to give advice. On the screen are five sentences about customs. Work in pairs and complete them with should, must and their negative forms by guessing.
Do you know. . . 1. In France you __________ shake hands every time you say hello and goodbye. 2. In Thailand you __________ touch someone on the head, even by accident. 3. In Spain you __________ wait until 10 pm before you have dinner. 4. In Japan you __________ give a pen-knife as a present. 5. In Russia you __________ make a toast every time you take a sip from you glass.
(Give the students a few minutes to discuss and guess.)
T: (When time is up.) Stop here, please, are you ready
Ss: Yes.
T: Well. (The teacher can ask volunteers to do this one by one.)
. . .
T: (After finishing this exercise.) In these customs, which one do you think is surprising or interesting If you have your own distinguished opinion, would you like to share it with others
Ss: (Different students have different opinions so this is an open topic which can interest the students in other country’s customs and culture. In this way could they strengthen their communication ability.)
Suggested answers:
1. should　2. mustn’t　3. should　4. shouldn’t　5. must
Step 4 Pronunciation
T: You all give wonderful performances in the last steps. In the following section we will practice our pronunciation. Here is a short passage about giving advice which comes from the listening activity. You may be familiar with it. First read it through, meanwhile pay much attention to your intonation and pronunciation, OK
(Show the following dialogue on the screen.)
When you’re invited to someone’s home, it’s a good idea to bring a gift for you host. It doesn’t have to be something expensive, perhaps some flowers or a bottle of wine. If you have a meal, don’t start eating before everyone else is served. And whatever you do, don’t leave immediately after the meal is finished.
T: Stop here. Now listen to a speaker with an American accent and compare his pronunciation with your own.
(The teacher plays the tape.)
T: Now listen to a speaker with another accent, that is, a British accent. Listen more carefully and pay attention to the differences existing between the American and British accents.
(Once more the teacher plays the tape through.)
T: Work in pairs and discuss the differences in both accents you have heard.
T: (A short while later. ) Who wants to show your opinion
Sa: /t/ in American English sounds more like /d/.
T: Good. Just this one Different opinion
Sb: I think that // in American English sounds like /Λ/.
T: Absolutely true. The third one
Sc: In my opinion, when /r/ is pronounced in an American accent, the stress is usually put in the front of the tongue.
T: Right. What about the last one
SD: I heard that /ɑ: / is more like / /.
T: This practice really shows that your listening ability is greatly improved and your pronunciation sounds wonderful.
Now you practice reading this short passage again with an American accent.
T: (A little while later.) You may have learned how to pronounce a word in an American accent. Next let’s have another kind of practice to see if you really master it. Look at the following three short passages and listen to the tape as well as follow the reading. Then check what kind of accent they are read with.
(The teacher shows the passages on the screen.)
It’s best to avoid any heavy-going conversation topics. So avoid politics or religion completely. If your mind goes blank, try not to panic. And it’s usual for people to open gifts when they receive them, so don’t be surprised. That’s the way we do things. . . But when you leave, be sure to thank your host for a wonderful evening. Oh, and one last thing to remember: Have a great time!
(The teacher plays the tape after the students.)
T: Are you clear what accent the speakers use to read them with
Ss: Not definitely yet.
T: OK. Another chance to hear again.
(The teacher plays the tape again.)
T: Are you sure of your answers now If not, have a short discussion with your partner.
(Then the teacher shows the answer on the screen for them to check.)
Suggested answers: UK　UK　US
Step 5 Speaking
T: So much for our pronunciation practice. Now let’s come to the next part: Speaking. In this part we will perform a role-play game. First please look at the instructions and ensure that you know what to do.
T: Now I divide you into groups of four to prepare the same role play together.
Ss: (Preparing the role play. )
T: Have you prepared well yet
Ss: Yes.
T: Since you have made a full preparation, pair students of different groups, come on! Give a performance before the class. Any volunteer pair
Group A: Let’s have a try.
T: Welcome.
(Circulate and monitor their performances.)
Step 6 Summary and homework
T: Today we have learned adverbial clause of condition and two conjunctions when and if. After class, please do exercise 1 and exercise 2 on our workbook. So much for today. Good-bye, everyone!
Ss: Good-bye, teacher!
Period 6　Writing; Everyday English
Teaching Procedures
Step 1 Revision
(Greet the students as usual.)
Check their workbook exercises.
Have a dictation: communication, aggressive unconscious threatening involve deal spread give away hold up informal etc.
Step 2 Writing
T: You all give wonderful performances. Now follow me to the next part—Writing. Read the invitations and answer the questions on the screen.
(Show the questions on the screen.)
1. Who is the first invitation from 2. Who is the second invitation from 3. Which is formal or informal How do you know
T: (A few minutes later.) Have you finished your reading yet
Ss: Yes.
T: Question 1, who gives your answer
S: Let me try. The first invitation is from Mr. & Mrs. Harry.
T: Good. Sit down, please. What about the second one
S: In my opinion, it comes from Sylvia.
T: Completely true. The last question might be a little bit difficult. Any volunteer
S: Me. As far as I am concerned, the first invitation is formal because the language is formal.
T: Thanks a lot.
Step 3 Everyday English
T: The writing practice gives us a chance to contact two different styles of invitations, that is, formal and informal. Choosing the right level of formality is important on social occasions. For example Good morning is formal, but Hi is very informal. Next time you listen to a speech in a conversation, try to guess if it is formal or informal by the words people use. You can then use them in similar situations. When we talk with foreigners we may often be confused by what they say. For example, if we hear somebody say “Mary has gone bananas. ” maybe we’ll be puzzled. But actually he means “Mary has gone mad. ” Sometimes it is difficult for us to make sense of some English expressions. Here are more examples. Read them through and decide what they mean. If necessary, you can discuss with your partner.
(Show the phrases on the screen.)
1. Can I ask you a favour A. Can I do something for you B. Can you do something for me 2. How are you doing A. How are you B. What are you doing 3. What on earth can I talk about A. There’s lots to talk about. B. I don’t know what to talk about. 4. Have a great time! A. Enjoy yourself. B. Stay a long time.
T: (A short while later. ) Have you catch what they mean
Ss: Maybe.
T: Pairs of guys are required to give out your choice. Volunteer
(One reads the phrase, the other shares your choice. )
Ss: . . .
Suggested answers:
b, a, b, a
Step 5 Summary and homework
T: This period first we learned another adverbial clause and then we practiced using the formal and informal expressions to write a short reply to an invitation. In Everyday English we learned some useful expressions. Your homework today is to make up a dialogue trying to use the useful expressions we have learned. This is the end of this class. You are dismissed.
Period 7 Cultural Corner; Task
Teaching Procedures
Step 1 Revision
(Greet the students as usual.)
1. Check up their homework exercises.
2. Ask a few students to act out their own dialogue.
Step 2 Cultural corner
T: In this module we mainly learned body language and giving advice. I have a question for you: Do you know of the word “clap”
Ss: Maybe a little.
T: Now read through this passage quickly to make sense of the word “clap”. Meanwhile, answer the following questions:
(Show the following two questions on the screen. )
Why do people clap When do people clap in China What about in other countries
(Minutes later. )
T: Any volunteer
Ss: Let me try. From the passage we can conclude that if we like something very much, we can clap.
T: You’ve got it. People expose their emotion of likes by clapping. The second question is an open topic, so different people have different ideas. Who’d like to share your opinion
Ss: . . .
(Ask the students to answer the two questions individually. )
Suggested answers:
1. To show that they like something.
2. Open.
Step 3 Task
T: Wonderful performances, all of you. By learning Cultural Corner part, we have got more information about body language. In the Listening, Function and Speaking parts, we learned how to give and ask for advice. The task of this module is to prepare some social advice for visitors to China. First, work in groups of four and make a list of social situations you think important to write about. The more, the better.
Ss: (The students are busy discussing and think about the relative topics.)
T: (The teacher goes around the class to provide help if necessary. A few minutes later. )
Every group sends a representative to write all topics you think out.
Ss: (Representatives write what they think out on the blackboard. )
T: Let’s see which group thinks out the most.
Ss: Group 1(or others).
T: Congratulations! Each group chooses two of the topics and writes a short paragraph on either topic beginning with if you or when you and using should(n’t) and must(n’t).
Ss: . . .
T: Have you finished your writing
Ss: Yeah.
T: Well. Work in groups again and compare your advice with each other.
(This can be left as homework or research work.)
(Choose a few good ones to put up on the wall.)
Step 4 Consolidation
T: In this module we have learned some new words and useful expressions. What’s more we have learned some subordinate conjunctions such as if, when, however. . . Now let’s do some exercises to check up our knowledge.
(Show the following on the screen.)
1. If you want to get along well with them, you need to __________with them. 2. They found him lying __________on the floor. 3. It is a very dangerous __________dog. 4. Any investment __________an element of risk. 5. The president is paying an __________visit in this city, because he wants to meet his old friends. 6. Mary __________the map out on the floor. 7. It is impolite to __________others without any reason. 8. The law states that everyone has the right to practise own__________. 9. Let me propose a __________to our teacher’s health. 10. Office workers fled __________as the fire broke out. 11. Her __________was so great that she was praised by the leaders. 12. Epidemic flu is highly__________. 13. He had been a talented musician in his__________. 14. I have already got an __________to the party. 15. He __________his hands on a clean towel.
Suggested answers:
1. communicate交流　2. unconscious失去知觉的　3. aggressive攻击性的　
4. involves 包括　5. in formal非正式的　6. spread张开　7. stare at盯着看　8. religion宗教　9. toast 祝酒　10. in panic恐慌　11. performance表演　
12. infectious 传染的　13. youth 年轻　14. invitation 邀请　15. wiped擦
Step 5 Summary and Homework
T: In this period we have learned something about clapping. And then we learned to write some advice for visitors to China. All of you did very good jobs. Your homework today is to write advice on other topics that you think out. Meanwhile, try to remember the useful words and expression as well as put them into practice and make good use of them freely. This is the end of this module. Class is over.