Module 3 Body Language and Non-verbal Communication 模块精品备课

课件23张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationCultural Corner ClappingRead the passage and answer the questions. 1)?What is the passage about?The passage is about the reason why we clap and the history of clapping, the features of applause. 2)?Why do people clap?To show that they like something.Three countries.4) When do people clap in China?3) How many countries are mentioned
in the passages?Open.1) What is the main idea of the first paragraph?The reasons why we clap.We clap at the end of a live performance, such as a play, or a concert, to say thank you to the performers. 2) On what occasion do people clap?What is the main idea of the paragraph?The custom of clapping has early beginnings. Applause meant judgment and taking part. What did applause mean in classical Athens?Prolonged clapping helped a play to win. What did the prolonged clapping help?What is the definition of applause?Applause was a sign of being part of the
community, and of equality between actors and audience. Clapping is social, like laughter, it is
infectious, and spread very quickly.What is the features of clapping?Do people from different cultures clap on the same occasions?No, some occasions on which people clap change from one country to another. at a weddingat a funeral n. 葬礼1. a live performance
现场演出
live adj. 活的, 生动的, 精力充沛的, 直播的e.g. The cat is playing with a live
mouse.
猫在戏弄那只活老鼠。
It wasn’t a recorded show, it was
live.
这不是录像表演, 这是现场直播。 live, alive和living都有“活着的, 活的”的意思, 但alive常用作表语或后置定语; living既可用作定语, 又可用作表语; 而live一般仅用作定语。
e.g. The animals are alive.
这些动物是活的。
The hunter caught a bear alive.
那猎人活捉了一头熊。Unfortunately, she has no living relatives.
不幸的是, 她的亲戚都不在了。
Are your grandparents still living?
你的祖父母还健在吗?
He is interested in fish and has quite a few live ones at home.
他对鱼感兴趣, 在他家里养了好多鱼。2. prolong vt. 延长……, 拉长……e.g. The meeting may be prolonged into
the evening because so many
problems have to be solved tonight.
会议可能要延长到夜里, 因为今晚有
太多问题要解决。
Shall we prolong our stay for a few
days?
我们多停留几天好吗?3. equality n. 同等, 平等e.g. I do not believe in equality of capacity, but I do believe in equality of opportunity.
我不相信能力均等, 但我确实相信机会均等。 Women are still struggling for true equality with men.
妇女仍在争取与男人真正平等。 4. infectious adj. 有感染力的, 传染的e.g. He expressed infectious enthusiasm to his voters.
他对他的选民表现出很有感染力的热情。
The flu is highly infectious.
流感的传染性很强。Write a short paragraph on each topic beginning with if you or when you and using should(n’t) and must(n’t) . meeting people
conversation topics
going to somebody’s house
giving gifts
eating a meal课件55张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationAdverbial clause of condition
条件状语从句If you say the word “communication”, most people think of words and sentences.
We use “learned” body language when we are introduced to strangers. Look at these sentences from the passage.The sentences from the passage…
1. describe common situations
2. describe impossible situations
3. use if or when to introduce the situation
4. explain the result of the situation in the other part of the sentence
5. use the present simple tense in both parts of the sentenceNow tick the true statements.
引导条件状语从句最常用的连词是if, 由if引导的条件状语从句表示在某种条件下某事很可能发生。
e.g. If you ask him, he will help you.
如果你请他帮忙, 他会帮你的。If you fail in the exam, you will let him down. 如果你考试不及格, 你会让他失望的。
另外, if从句还表示不可实现的条件或根本不可能存在的条件, 也就是一种虚拟的条件或假设, 从句多用一般过去时或过去完成时。e.g. If I were you, I would invite him
to the party.
如果我是你, 我会邀请他参加聚会。
I would have arrived much earlier
if I had not been caught in the traffic.
如果没有堵车, 我会到的早一点儿。其他引导词:1. unless conj. 除非, 若不, 除非在……的时候
e.g. You will fail to arrive there in time
unless you start earlier.
如果你不早点动身, 你就不能及时赶
到那儿。 Unless it rains, the game will be played.
除非下雨, 比赛将照常进行。2. on condition (that)... 在……条件下, 如果
on condition (that)...引导的条件从句是主句事件发生的前提条件或唯一条件。
e.g. I can tell you the truth on condition
that you promise to keep a secret.
我可以告诉你真相, 条件是你答应
保守秘密。You can go swimming on condition (that) you don’t go too far from the river bank. 你只有在不远离河岸的条件下才可以下水游泳。3. supposing conj. 如果, 假如
supposing引导的条件从句表示一
种假设条件。e.g. Supposing it rains, shall we
continue the sports meeting?
倘若下雨, 我们的运动会还要继续
举行吗?
Supposing something should go
wrong, what would you do then?
假如出了什么问题, 你准备怎么对
付?4. provided conj.假如, 除非, 以……为条
件
provided (that) + 从句, 表示一种假设
条件。
e.g. He will sign the contract provided
we offer more favorable terms.
如果我们提出更优惠的条件, 他就
会在 合同上签字。He won’t be against us in the meeting
provided that we ask for his advice in
advance.
如果我们提前征求一下他的意见, 他就不会在会上反对我们。另外还有in case, as/so long as等。
e.g. In case it rains, do not expect me.
如若下雨, 就不要等我了。
As long as you promise to come,
I’ll wait for you until you come.
只要你答应, 我就等你来。从上述例句可以看出if, unless, on condition (that), supposing, provided等词引导的条件状语从句, 主从句条件关系分明, 结构清晰。
在条件状语从句中, 用一般现在时代替一般将来时, 一般过去时代替过去将来时。 但有些句子, 虽没有含条件关系的连词,却也隐含着条件关系, 这些句子常用一些词, 如but for, without等引出一个介词结构来表示条件, 条件常常是虚拟的,或与事实相反的假设。but for 若非, 要不是e.g. But for the rain, we should have a
pleasant journey.
要不是下雨, 我们的旅行肯定会很愉
快。
But for your help, we should not
have finished in time.
要不是你帮忙, 我们肯定不能及时完
成任务。Find more examples of sentences with if or when in the passage. 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. a.?If you meet someone you usually shake his/ her hand.
b. What shall I do if I’m invited to dinner?
c.?Unless you’re very unlucky you’ll soon think of something.Look at the sentences and answer the questions.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? 1. a 2. b 3. unless1.?If you ____ a cake, your 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)take will be gets will stay will godoesn’t feelI. Complete the sentences with the
correct form of the verbs in brackets.Exercises4.?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)raise will stop will not say asksshalldotalk1. —Are you thinking about going to New
York for the holiday? —No. But if I ________the time, I
would definitely go. A. have???? B. had??
?C. have had?????D. would have BII. Choose the best answers.2. If you _______ this experiment, you will understand the theory better.A. will be doing???????
B. have done?????
C. will have done???? ???
D. would do B3. The volleyball match will be put off if
it ________. A. will rain?????????? B. rains??????
C. rained????????????? D. is raining B4 . — Shall Brown come and play
computer games? — No, ________ he has finished his
homework. A. when???????B. if???????C. unless???D. onceCAdverbial clause of concession
让步状语从句 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. Read the sentences and choose the correct meaning.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 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.1. though, although表示“虽然, 纵然”之意。在一般情况下可以互换使用。
在口语中, though 较常使用, although比though正式, 二者都可与yet, still或nevertheless连用, 但不能与but连用。 让步状语从句的引导词:e.g. Though/Although he was worn out, (still) he kept on working.
虽然他已经精疲力竭, 但仍然继续工作。
Though/Although he is very old, (yet) he is quite strong.
他虽然年纪大了, 身体还很健壮。
注意: although引导的让步状语从句位于主句之前的情况较多, though引导的让步状语从句可位于主句之前或主句之后。
e.g. She passed the examination though
she had not studied very hard.
她虽然不用功学习, 考试却及格了。2. as, though表示“虽然……但是”, “纵使……”之意。
as引导的让步状语从句必须以部分倒装的形式出现, 被倒装的部分可以是表语、状语或动词原形, though间或也用于这样的结构中, 但although不可以这样用。e.g. Object as you may, I’ll go. = Though /
Although you may object, I’ll go.
纵使你反对, 我也要去。
Hard as/ though he works, he makes
little progress.= Though he works
hard, he makes little progress.
尽管他学习很努力, 但几乎没取得什么
进步。 Child as / though he was, he knew what was the right thing to do. =Though he was a child, he knew what was the right thing to do.
虽然他是一个孩子, 但他知道该做什么。Fast as you read, you can’t finish the book so soon. 纵然你读得快, 你也不能这么快读完这本书。 3. even if, even though 表示“即使……”, “纵使……”之意。这两个复合连词的意思基本相同它们常可互换使用, 但意义有细微差别。
even if引导的让步从句含有强烈的假定性, 而even though引导让步状语从句时, 是以从句内容为先决条件的, 也就是说, 说话人肯定了从句的事实。 e.g. We’ll make a trip even if/though the
weather is bad.
即使天气不好, 我们也要作一次旅行。
Even if he is poor, she loves him.
= He may be poor, yet she loves him.
即使他很穷, 但她还是爱他。Even though he is poor, she loves him.
= He is poor, yet she loves him.尽管他很穷, 但她还是爱她。4. whether ... or ...表示“不论是否……”, “不管是……还是……”之意。
由这一个复合连词引导的让步状语从句旨在说明正反两个方面的可能性都不会影响主句的意向或结果。
e.g. You’ll have to attend the ceremony
whether you’re free or busy.
不管你忙不忙, 都要参加这个典礼。Whether you believe it or not, it’s true. 无论你是否相信, 这都是真的。 5. “no matter + 疑问词”或“疑问词-ever”
的含义为“……都……; 不管……
都……”, 它们引导的让步状语从句可
以互换。
e.g. No matter what happened, he
would not mind.
= Whatever happened, he would
not mind.
无论发生了什么, 他都不会介意的。 No matter who you are, you must keep the law.
=Whoever you are, you must keep the law.
不管你是谁, 你都要遵纪守法。但“no matter + 疑问词”结构只能引导让步状语从句, 而“疑问词-ever”还可以引导名词性从句。
e.g. Whatever (= No matter what) you
say, I won’t believe you. (Whatever
引导让步状语从句)无论你说什么, 我都不会相信你。
I’ll eat whatever (≠ no matter what) you give me. (whatever引导宾语从句)
你给我吃什么, 我就吃什么。
Whoever comes will be welcome. (Whoever 引导主语从句)
不管谁来都受到欢迎。此外, 有时while也可以引导让步状语从句, 但一般要位于句首。
e.g. While I like the colour, I don’t like
the shape.
我虽然喜欢那颜色, 但不喜欢那形
状。 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. WheneverWhoeverWhereverwhoever Complete the sentences with whoever, wherever, whenever or however. 5. ________ late you arrive, I’ll come and meet.
6. I feel shy ________ she says hello to me.
7.?I hear that song _________ I switch on the radio.
8. ________ much I study, I find these exercises difficult. However whenever whenever However 1. Remember the rules in the lesson.
2. Finish the exercises in the workbook.课件36张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationIntroductionMatch the verbs in the box with the pictures:point shake smile wave wave smile shake point a. _________point
wave
smile
shakepointListen and match the situations with the pictures.c. _________d. _________ b. _________wavesmileshake1. The two youths are talking. The boy is _________ the way.
2. The lady is _______ her hand, she is likely to say “goodbye” to somebody.
3. The white men is ________, maybe he is welcoming the black man.
4. The two middle-aged men are ________ hands, perhaps they are greeting.pointingwavingsmilingshakingExample: are introduced to someone.
I shake hands and say, “Pleased to meet you.” meet a friendI shake hands and say, “ Pleased to meet you.”Say what you do when you …2. show someone the wayI point in the direction they must go. I wave my hand.I shake hands and say, “Hello, pleased to see you.”4. enter a friend’s house3. see a friend in the distance5. say yes I nod my head up and down.I shake my head from side to side. I point to myself and put on a surprised expression. I shake hands and say, “Goodbye”. 8. say goodbye7. say who? me?6. say no 1. How much do you communicate with your body?
A.?Not at all B. Not much C. A lot D. Perhaps more than I think.
E. Perhaps more than with words.
2.?Can you give reasons for your choice(s)? Read and answer the questions. Reading and vocabularyLook at the following pictures and guess what we will learn in the lesson.Body language1 Saying It Without Words
2 When in Rome, Do as the Romans
Do 入乡随俗
3 Greetings Around the World
4 Read My MindRead the text quickly and choose the best title.Read the passage and match column A with column B.Examples
of greetingsPara 1Para 2Para 3Para 4Para 5ABgreetings in Asian countriesways of communicationfascinating body languageBody language is fascinating
for us to study.American youth’s greeting
todayA
Europeans and Americans
2. American youths
3. Chinese
4. Muslims
5. HindusB
a. Touching their heart,
mouth and forehead
b. Shaking hands with
their right hands
c. Joining their hands and
bowing their heads in
respectB
d. Putting the right
hand over the left and
bowing slightly
e. Greeting each other
with the expression,
“Give me five!” A
Europeans and Americans
2. American youths
3. Chinese
4. Muslims
5. HindusListen and read the text carefully
and finish the following two tasks.(1) Not all body language is conscious.
( )
(2) Europeans shake hands with their
left hand. ( )
(3) In Asia, people touch strangers when
they meet. ( ) FFTDecide whether the statements are true (T) or false (F). (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. ( )FTF What does the word “communication” mean in the passage?
A. Words and sentences.
B. Unconscious body language.
C. “Learned” body language.
D. All of the above.Choose the best answers.2. “Shaking hands” means all the following EXCEPT “_______”.
A. we agree and we trust each other
B. we are not aggressive
C. we respect each other
D. our right hands are strongest3. Which of the following statements is
NOT true?
A. Giving a “salaam” is a kind of
“learned” body language.
B. A “high five” is a formal style of
greeting.
C. When we make a deal we shake
hands.
D. In Asia, touching each other when
they meet isn’t a common greeting.4. Which of the following is the closest in meaning to the phrase “give away” in the last paragraph?
A. Give sb. sth. for free.
B. Throw away.
C. Give up.
D. Make sth. known to sb.5. What’s the author’s purpose in
writing the passage?
A. To teach us how to greet others.
B. To advise us to use “learned” body
language.
C. To offer us some information about
“learned” body language.
D. To let us know why we shake
hands when we meet.Put the right hand over the left and bow slightly.Touch their heart, mouth and forehead. (salaam)Join their hands and bow
their heads in respect.Fill in the form.We use both ______ and _____________ to express our thoughts and opinions and to ____________ with other people. Just like spoken language, body language
_____ from culture to culture.wordsbody languagecommunicatevariesFilling the blanks.Every culture has developed a formal way to _____ strangers. Traditionally, Europeans and Americans ___________. They do this with the _____ hand. That means I trust you. I’m not carrying a __________ weapon. greetshake handsrightthreateningGreetings in _____ countries do not ______ touching the other person, but
they always involve the hands.
Today American youths often greet each other with the expression, “___________!” Body language is fascinating for anyone to study. People ____ _____ much more by their _______ than by their words.Give me fivegive awaygesturesAsianinvolvewords and
sentences
_________
_________body
languageunconsciouslearned spoken1. Complete the exercises related to
Vocabulary and Reading in the
Workbook on page 80 – 82.2. Greetings vary from culture to culture.
Summarize the greetings in different
countries according to the passage.课件33张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationLanguage pointsAlthough 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. It is more than a museum; it’s a
school.
它不只是一个博物馆。它还是
一所学校。 2. Like other animals, we are on guard until we know it is safe to relax.
和别的动物一样，除非我们感觉到很安全才会放松, 否则将一直处于戒备状态。
be on guard 有警惕, 心存戒备 3. If our right hand is busy greeting someone, it cannot be holding a weapon.
如果我们的右手忙着和别人打招呼, 就不可能握有武器了。
be busy doing sth. / be busy with sth. 忙着做某事4. Nowadays, it is quite a common greeting.
现在, 它是一种很常见的打招呼方式。
quite通常放在冠词a/an 的前面
e.g. quite a success
非常成功5. vary
【语境展示】
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 colours 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。5) The doctor tries to vary the
patient’s diet.
医生试图调整病人的饮食。 【总结归纳】
vary vi. 不同; 改变; 变化
常用的搭配有vary in在……方面不同; vary with随着……而变化; vary from不同于……; vary from ... to ... 由……到……情况不等; vary between ... and ... 由……到……情况不等。
vt. 变更; 使变化【链接】
variable (likely to change often) adj.
可变的; 变化无常的
various (several different types of something) adj. 各种各样的; 不同的
varied (many different kinds of things or people) adj. 不同的, 各式各样的
variety n. 多样化, 种类
variation n. 变化【即学即练】 根据所给的汉语提示完成下列句子, 每空一词。
1. 这些花的颜色和大小都不相同, 但都
很漂亮。
The flowers ____ __ _____ ____ ____,
but all of them are beautiful.vary in colour and size2. 这家宾馆每个房间的费用由20美元到
30美元不等。
The charge for a room in this hotel
_____ _______ $20 and $30.varies between3. 一般来说, 水果和蔬菜的价格随季
节变化而变化。
Generally speaking, prices of fruit
and vegetables ______ ____ the
season.varies with6. spread
【语境展示】
1) He spread a mat on the floor.
他在地板上铺上了一张席子。
2) The city has spread quickly.
这城市扩展得很快。
3) A wide stretch of land spread in front
of us.
展现在我们面前的是一片广阔的土地。4) The news quickly spread abroad.
消息迅速传开。
5) The fire spread quickly through the
forest.
大火迅速在整个林区蔓延。
6) The spread of the disease frightened
the villagers.
疾病的蔓延使村民害怕。【总结归纳】
spread vt. 铺开; 展开; 伸开。
vi. 伸展, 延伸; 传播, 传开; 蔓延,
传染
n. 传播, 传布。
【拓展】
spread out 张开; 伸开; 铺开。e.g. He spread out his hands and
found the coin had been gone.
他伸开手发现硬币不见了。【即学即练】英译汉。
1) Mom spread a new tablecloth on the
table.妈妈在桌子上铺了一张新的桌布。她被告知不要把这个秘密传出去。2) She was told not to spread this secret
around.3)The fire spread from the factory to the
buildings nearby.大火从工厂蔓延到附近的建筑。7. We see examples of unconscious body
language very often, yet there is also
“learned” body language, which varies
from culture to culture.
= Though examples of unconscious body
language are often seen, yet there is
different “learned” body language in
different cultures.本句是一个并列句。连词yet在句中表示 “然而”, 连接两个并列的分句。yet前的分句是一个主谓宾结构的简单句, yet后的分句是一个含有定语从句的复合句, 其中which引导的非限制性定语从句修饰“learned” body language。2. Like other animals, we are on guard
until we know it is safe to relax.
= We human beings as well as other
animals pay more attention to what is
happening in order to avoid danger
before we feel safe and relaxed. 本句是一个复合句。Like other animals是介词短语作状语; until引导的是时间状语从句, 其中know后面的it is safe to relax是省略了引导词that的宾语从句。3. Muslims give a “salaam”, where they touch their heart, mouth and forehead.
= When Muslims salaam someone, they
touch their heart, mouth and
forehead.本句是一个复合句。where引导的非限制性定语从句修饰先行词“salaam”, where在定语从句中作状语。
salaam在这里作名词, 意为“额手礼”, 它也可用作动词, 表示“行额手礼”。Complete the sentences with the words given. aggressive deal gesture greet formal informal position trust
unconscious weapon1. Guns and knives are two different types of __________.
2. Someone who has a(n) __________ attitude may be violent.
3. You can _________ someone by saying “Hello”.
4. Your _________ is the way you are sitting or standing. weaponsaggressivegreetposition5. If you are ___________ of something you do not know it is happening.
6. A(n) ________ is a business agreement.
7. A(n) __________ is a movement of the body to communicate something. unconsciousdealgesture8. If you ________ someone you believe them and rely on them.
9. ”Give me five!” is a(n) __________ greeting.
10. People are usually more __________ with people they don’t know. formaltrustinformal课件53张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationListening and VocabularyLearn the parts of the body.1617181. head 2. ear
3. forehead 4. eye
5. nose 6. lips
7. neck 8. shoulder
9. arm 10. hand
11. chest 12. wrist
13. knee 14. leg
15. foot 16.eyebrow
17. finger 18. ankle1. bend vt. 弯曲, 屈服
e.g. The branches bent in the wind.
树枝被风吹弯了。
They refused to bend to the
hijackers’ demands.
他们拒绝屈从于劫机者的要求。 New wordsThe branch bent but didn’t break when the boy climbed along it.
那男孩爬上树枝时, 树枝弯曲了, 但是没有折断。He bent forward to listen to the child.
他弯下身来听那孩子说话。
Touch your toes without bending your knees.
用手够到你的脚趾, 膝盖别弯曲。2. stare 盯, 凝视
stare sb. into sth.
瞪着某人使其做出某种反应
be staring sb. in the face
十分明显、容易或清楚e.g. She gave him a long cool stare.
她冷冷地久久凝视他。
They all stared with astonishment.
他们全都惊讶地瞪着眼。
The answer to his problem was staring him in the face.
他那个问题的答案是明摆着的。3. wipe n. 擦拭, 用力打
v. 擦, 消除, 拭去e.g. I wiped my shoes on the mat before I came in.
我在进门前把鞋在垫子上擦了擦。
She wiped her tears away.
她擦掉了眼泪。1. You use your lips to ____ someone.
2.?If you _____ at someone you look at them for a long time. kiss stareLook at the list of verbs. Complete the sentences.3.?If you _____ your 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. raise nod bow bend 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 ____. wipe clapListen to a conversation between an American and a Chinese student who is going to the US. Number the topics in the order they talk about them. _____ What to talk about
_____ Gifts
_____ When to arrive for dinner
_____ What to call people
_____ How to meet new people
_____ What to say to the host when you leave
_____ When to leave the table. 1234567a.?You should shake hands when you meet new people. ____
b.?You should bring some flowers or a bottle of wine. ______Match the following pieces of advice with the topics in activity 3. 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. _______What to talk about:
When to arrive for dinner:
How to meet new people:
When to leave the table:
Gifts:
What to call people:
What to say to the host when you leave: f e, i a gb, c dhI. 根据下列各句句意及所给单词的首字母或者汉语意思, 写出该单词的正确形式。1. She raised her finger to her l___ as a
sign of silence.
2. Janet slipped on the stairs and broke
her _______ (脚踝).
3. The police caught the thief by the
______ (手腕).ipanklewristExercisesII. 用方框内所给单词的适当形式填空。hug wipe stare bend request toast1. The branches were _____ with the
weight of the fruit.
2. She ________ the baby in her arms
and ran out.
3. In some countries, people think it is
not polite to ______ at a person.benthuggedstare4. He ______ the sweat from his forehead.
5. Let’s drink a ______ to our friendship.
6. Mr Smith made a _______ that I
should help him.toastrequestwipedPronunciationListen to this speaker with an
American accent. When you’re invited to someone’s
home, it’s a good idea to bring a gift for
your 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. Now listen to this speaker with a British accent. What do you notice about these sounds in American pronunciation?Answers:
1. in American English sounds more like
2. in American English sounds more like
3. is must more prominent in American English.
4. in American English sounds more like It’s best to avoid any heavy-going conservation topics. So avoid politics or religion completely. If your mind goes blank, try not to panic. Listen to these speakers. Do they speak in an American (US) or a British (UK) accent?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! 1) UK 2) UK 3) USpanic
n. 恐慌, 惊惶
adj. 惊慌的, 没有理由的, 恐慌的
v. 使......惊慌
e.g. 1) Don’t panic! 别怕!
2) The thunder panicked the horse.
雷声使马受惊了。 注解：3) She got into a panic when she thought she’d forgotten the tickets. 她想起忘记带入场券, 顿时惊慌起来。
4) The crowd panicked at the sound of the explosion. 爆炸声一响, 人群便惊慌起来。 5) There was (an) immediate panic
when the alarm sounded.
警报响起时立刻引起一片恐慌。blank adj. 空白的
n. 空白(处)
1) His memory was completely blank on the subject. 关于这个题目, 他已完全丧失记忆。
2) Many blank spaces are still left in the suburbs. 郊区仍留有许多空地。3) Write your name in the blank.
在空白栏中写上你的名字。
4) My mind/memory was a (complete)
blank I couldn’t think of a single
answer.
我头脑/记忆里(完全)是一片空白---连
一个答案也想不出。5) I’ve filled in this form incorrectly.
Can I have another blank?
我把表格填错了。
再给我一张空白的, 可以吗? FunctionLook at the sentences in Listening and vocabulary activity 4 and complete the sentences below with should or must. Sentences in Listening and vocabulary
activity 4:1. You should shake hands when you meet new people.
2. You should bring some flowers or a bottle of wine.
3. You should open gifts immediately.
4. You shouldn’t use family names.
5. You shouldn’t arrive too late. 6. You shouldn’t talk about politics or religion.
7. You mustn’t leave as soon as you finish the meal.
8. You must thank your host for a wonderful evening.
9. You mustn’t arrive early. We use the modal verb ______ to give advice.
We use the modal verb ______ to give strong advice.
You ______ means It’s a good idea to …
You _____ means It’s very important to …should must should must ConclusionDo you know…?
In France you ______ shake hands every time you say hello and goodbye.
In Thailand you _______ touch someone on the head, even by accident.should mustn’t Work in pairs. Guess the customs by completing the advice with should, shouldn’t, must or mustn’t. In Spain you ______ wait until 10 pm before you have dinner.
In Japan you _________ give a penknife as a present.
In Russia you _____ make a toast every time you take a sip from your glass. should shouldn’t must by accident 偶然的
take a sip 抿一口
make a toast 祝酒
toast v. /n. 祝酒, 干杯注解：e.g. Let’s toast the friendship between
two countries.
让我们为两国间的友谊干杯。
I propose a toast to the health of the
guests.
我提议为来宾的健康干一杯。Asking for advice. 1) Could you give me some advice on how to improve my English?
2) Do you think I should change the plan?
3) I’d like your advice about my essay.
4) Ought I to brush up my English before I got to America?5) Should I claim two yuan a day for my novel?
6) What do you think I should do?
7) What would you advise?
8) What would you do if you were me?
9) Could you ask for some advice
about my research? Advising somebody to do something. 1) Don’t you think it might be a good idea to start a little earlier?
2) I advise you to take exercises.
3) I should say a little work would do you no harm.
4) I think you might enjoy a holiday on the beach. 5) I think you ought to find a bigger flat.
6) I think you should go on a diet.
7) I’d suggest going to see him yourself.
8) It mightn’t be a bad idea to rent a camera.
9) If I were you, I’d refuse to carry out his orders.
10) You should persist in your ambition.Advising somebody not to do something.1) I advise you not to spend too much time on computer games.
2) I don’t think you ought to give up all
hope of becoming a professional singer.
3) Don’t break your word if you want help. 4) It’s up to you but I wouldn’t do that.
5) Why don’t you give up sweets to lose
weight?
6) I would recommend you not to try
those sleeping pills.
7) If you follow my advice, you won’t
keep in touch with her. 8) You mustn’t drink too much before
driving.
9) You would be wise enough not to offend him.
10) My advice would be, don’t drive too fast. 1. Remember the words and expressions in the lesson.
2. Remember the sentences of giving advice.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
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 fun_ction 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 fun_ction 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.
Module File
This part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.
Six periods for teaching
Period 1: Introduction
Period 2: Reading and Vocabulary
Period 3: Grammar 1; Listening and Vocabulary
Period 4: Function; Grammar 2; Pronunciation;Speaking
Period 5: Grammar 3; Writing; Everyday English
Period 6: Cultural Corner; Task; Module File
Period 1　Introduction
The General Idea of This Period
During this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.
Teaching Important Points
Master some words, phrases and useful expressions describing body languages and non-verbal communication.
Improve the students’ speaking ability by talking, discussing, making up and acting out dialogues.
Improve the students’ listening ability.
Teaching Difficult Points
How to encourage students to take an active part in the speaking and listening activities.
How to improve the students’ speaking and listening ability.
Teaching Methods
Individual work, pair work or group work to make every student participate in class.
Listening and matching activity to help the students have a good understanding of the listening material.
Teaching Aids
Multimedia
A blackboard.
Three Dimensional Teaching Aims
Knowledge and Skills
Make the students master some new words, phrases and useful expressions.
Encourage the students to know how to describe body languages or gestures in English.
Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.
Process and Strategies
Train the students’ speaking ability through individual, pair work and group work.
Train the students’ listening ability through listening and matching exercise.
Feelings and Value
Deepen the students’ correct understanding of what their partner really mean and make a response.
Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.
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. 21教育网
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. . .
The Design of the Writing on the Blackboard
　
Module 3　Body Language and Non-verbal Communication
The first period
point, shake, smile, wave
show. . . the way
communicate with
shake hands
Record after Teaching
__________________________________________________
__________________________________________________
__________________________________________________
Activities and Research
1. Encourage the students to collect more body languages in different countries.
2. Make the students debate with each other.
Reference for Teaching
Language Points
1. shake v.
shake hands with sb. 和某人握手
Let’s shake on it. 让我们为此握手。
shake, tremble, quake
这些动词意味着显示出不由自主的振动。
shake 是最普通的:
The floor shook when she walked across the room.
当她穿过房间时地板晃动。
tremble 意指迅速、相当轻微的运动, 由于激动、虚弱或生气引起:
I could feel the youngster’s hand tremble in mine.
我能感到那个年轻人的手在我的手中颤抖。
quake 指更强烈的运动, 如由于冲击或巨变引起发抖:
I was so terrified that my legs began to quake.
我被吓坏了, 连腿都开始发抖。
2. introduce
1)介绍: 将（某人）名字介绍给他人以便相互熟悉
introduce sb. to sb.
2)使熟悉, 带领: 提供给（某人）某事物的初步认识或初次经历
Introduced me to weightlifting.
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
Exotic plants that had been introduced from the jungle.
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
Introduced the new product in several test markets; introduced the tango into their circle of friends.
在试卖会中提倡新产品;在他们的朋友圈中推行探戈。
say yes/no/hello/goodbye/thanks/sorry. . .
对……说是、否、向某人问好、道别、表达谢意或歉意
Background Information
Body Language
Although we may not realize it when we talk with others we make ourselves understood not only by words. We send messages to the people around us also by expressions and body movements. We call it “body language”, which is a kind of communication, non-verbal communication. A smile and handshake show welcome, waving one’s hand is to say “goodbye”, nodding the head means agreement, while shaking it means disagreements. Putting up a hand means “May I ask a question? ”. Kissing means “love”. Waving one’s arms show happiness. These gestures are accepted both by Chinese and Americans as having the same meanings.
Because culture influences communication, different countries have different culture. So the way people in different countries communicate is different too. For example, Arab people often greet by kissing on both cheeks. In Japan men greet by bowing. In the United States, people shake hands to show “their greeting”. And the gesture of putting a hand on a person’s neck is different for Chinese and Americans. For Chinese, it is to say “someone will be killed”. For Americans, it shows “I’m full”. And in Thailand, if you want to signal a person to come near, you should move the fingers back and forth with palm down. But in the United States, you ask someone to come by holding the palm up and moving the fingers towards our body. And crossing one’s legs in the United States is a sign of being relaxed. But in Korea, it’s not allowed. In Chinese, people hand everything with both hands to show their respect, but for Muslims, they think the left hand is
unclean and does not eat or pass something with it.
Because of special culture influences some counties, some body language should attract our attention. In Turkey, putting one’s hand in one’s pockets is a sign of disrespect. In some Asian countries, you must not touch the head of another person. And in China, people don’t kiss or hug each other, except his/her lover. For an Arab, it is good manners to stand close to his friend when they are talking, but for English people, they don’t like to be close to one another. And in parts of Asia, you must not sit with your foot pointing at another person.
All above show that it is important to know the meaning of gestures and movements in foreign country, foreigners should follow these customs, should learn their culture. So we can communicate with them in a correct way, not only by words, but also by body language. I think that it is important in our lives to show and learn body language.
Examples of Body Language
non-verbal behavior
interpretation
standing with hands on hips
readiness, aggression
sitting with legs crossed, foot kicking slightly
boredom
sitting, legs apart
open, relaxed
arms crossed on chest
defensiveness
hand to cheek
evaluation, thinking
touching, slightly rubbing nose
rejection, doubt, lying
rubbing the eye
doubt, disbelief
hands clasped behind back
anger, frustration, apprehension
head resting in hand, eyes downcast
boredom
rubbing hands
anticipation
sitting with hands clasped behind head, legs crossed
confidence, superiority
open palm
sincerity, openness, innocence
pinching bridge of nose, eyes closed
negative evaluation
tapping or drumming fingers
impatience
patting/fondling hair
lack of self-confidence; insecurity
tilted head
interest
looking down, face turned away
disbelief
biting nails
insecurity, nervousness
Period 2　Reading and Vocabulary
The General Idea of This Period
This period will first deal with some vocabulary. Then the passage will unfold a series of body languages of different cultures before us. Through these body languages we will know something about customs in different countries and areas of the whole world as well as people living there. What’s more, through the passage we may have a better understanding of culture of the whole world we live in. Meanwhile we can learn some reading strategies such as skimming and scanning. After that we will have a discussion about body language and communication skills we’ve learned, which is a good chance for the students to train their speaking. 21·cn·jy·com
Teaching Important Points
Help the students to understand the passage better.
Learn and master some important words and phrases in this period.
How to let the students understand the body language in different countries and use them correctly.
Teaching Difficult Points
How to help the students improve their reading ability and understand the passage better.
How to master the important Language Points in this passage.
Teaching Methods
Discussion to lead in the reading class.
Fast reading to get the main idea of the text.
Intensive reading to understand the passage better.
Explanation to help the students master some Language Points.
Teaching Aids
A tape recorder
A multimedia
Three Dimensional Teaching Aims
Knowledge and Skills
Train the students’ reading ability.
Learn some useful words and expressions.
Learn some facts about body language.
Process and Strategies
Make the students know more about body language and communication customs as well as cultures in different countries and areas.
Feelings and Value
Make the students have a better understanding of body language and non-verbal communication.
Inspire their interest in different customs and cultures of different countries and areas.
Encourage the students to learn and use such body language to communicate with each other through their action.
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 know. Come 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. 【来源：21·世纪·教育·网】
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 Intensive 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 Language study
T: You are familiar with the passage now. But you should also pay enough attention to some useful words and expressions. Let’s check whether we have mastered these words and expressions through the following two exercises.
Ex. 1 Complete the sentences with the words given.
(The teacher shows the words and exercise on the screen. )
aggressive
deal
gesture
greet
formal
informal
position
trust
unconscious
Weapon
1. Guns and knives are two different types of__________.
2. Someone who has a(n)__________attitude may be violent.
3. You can __________someone by saying “Hello”.
4. Your __________is the way you are sitting or standing.
5. If you are __________of something you do not know it is happening.
6. A(n) __________is a business agreement.
7. A(n) __________is a movement of the body to communicate something.
8. If you __________someone you believe them and rely on them.
9. ”Give me five!” is a(n) __________greeting.
10. People are usually more __________with people they don’t know.
T: Read these words one by one together and pay attention to the words where the stress doesn’t fall on the first syllable: aggressive, position, unconscious.
T: Complete this exercise individually, and then check them with a partner.
(The teacher gives the students two or three minutes to finish this exercise, and then can go around the class to help those having difficulty in dealing with it. )
(Two or three minutes later, the teacher checks the answers. )
T: Have you finished it?
Ss: Yeah.
T: Now let’s check the answers together one by one.
Suggested answers:
1. weapons
2. aggressive
3. greet
4. position
5. unconscious
6. deal
7. gesture
8. trust
9. informal
10. formal
T: Just now you all did well. Now you are going to do Ex. 2.
(The teacher shows the following sentences on the screen and asks students to translate them one by one. At the same time, the teacher explains the underlined phrases. )
Ex. 2 Translate the following sentences into Chinese.
1. The weather varies from place to place.
2. They were involved in the matter.
3. The children stared at the coloured ballons.
4. We made a deal and agreed to help him out.
5. The girls are busy greeting the foreigners over there.
(The teacher writes the phrases on the blackboard: vary from. . . to. . . ;be involved in; stare at; make a deal; be busy doing sth. )
Step 6 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 7 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!
The Design of the Writing on the Blackboard
Module 3　Body Language and Non-verbal Communication
The second period
stare at
make a deal
be involved in
vary from. . . to. . .
be busy doing sth.
Record after Teaching
_________________________________________________________________
Activities and Research
1. Find out more information about body language.
2. Encourage the students to use the body language they have just learned.
Reference for Teaching
Language Points
1. yet/already
相同点: 都用来谈目前有关的动作或事件。
都表示”到现在或另外某个时间为止”, 常和完成时连用;
都可以和进行时, be动词的一般现在时以及表示心事状态的
情感动词(如: know, feel, understand等)的过去时连用。
不同点: (1)already 一般用于肯定句;在if 引导的条件状语从句中可以是否定句。
yet 多用于否定句和疑问句中,
(2)already 用于助动词之后, 行为动词之前, 位于句末时, 表示较强的语气。
yet 一般在句末, 也可与not连用, 位于句中。
If you haven’t seen the film already, you may go to the cinema this evening.
Have you finished your homework yet?
The show has already started.
The show hasn’t started yet.
2. vary vt. 变化
vary from. . . to. . . 从……到……变化
vary with sth. 随……变化
vary in sth. 在……方面不同, 有差异
variety n. 变化;多样性;种类
various adj. 不同的;各种各样的
a great/wide variety of 各种各样的, 品种繁多的
The shopping center sells a variety of goods.
I like to have variety in my life.
There are various ways of getting to the station.
3. involve v. 包括;包含;牵涉;牵连(某人或某物)
be/get involved in 使卷入;使专注于
be/get involved with sb. 与某人混在一起
The strike involved many people.
He was involved in a heated argument.
Don’t involve me in solving your problems.
4. give away 暴露(情况), 赠送;背弃;出卖
give in屈服
give up 放弃, 认输
give in to 让步, 投降, 屈服
give back 归还
give off 放出, 散发（光、热、烟、气味等）
give out 分配, 分发（不可指食物、燃烧、电力等用光）, 精疲力竭
5. relax vt. &vi. (使事物)松弛;缓和下来, 变得轻松;放宽
relaxion n. 放松;松弛
relaxed adj. 不烦恼的;不焦急的;轻松的
relaxing adj. (指气候)使人无精打采的;使人懒洋洋的
He relaxed his grip on my wrist.
他把紧握住我的手腕的手放松下来。
Please sit down and relax.
The government relaxed import regulations greatly. 【出处：21教育名师】
常用句型:
When in Rome, do as the Romans do.
入乡随俗。
Period 3　Grammar 1; Listening and Vocabulary
The General Idea of This Period
In this period we will learn some subordinate conjunctions such as when and if. The teacher may first encourage the students to sum up the rules of adverbial clause of condition. During this course, the students may have difficulty. If so, the teacher may help. To consolidate their learning of this part it is a good idea for the teacher to prepare some sentences for the students to prolong. Only in this way can they learn how to use this grammar structure. Then the students will listen to a conversation between an American and a Chinese student who is going to the U. S. At the same time, students once more learn some words concerning body language, including nouns of body parts and verbs of body movements.
Teaching Important Points
Encourage the students to sum up grammatical rules.
Further improve the students’ listening skill.
Teaching Difficult Points
To make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences.
Teaching Methods
Individual work and pair work to make every student work in class.
Teaching Aids
multimedia, tape-recorder & a blackboard
Three Dimensional Teaching Aims
Knowledge and Skills
Make the students learn to sum up grammatical rules themselves.
Make sure the students master the grammatical items.
Train the students’ listening ability and improve their listening skill.
Process and Strategies
Motivate the students’ enthusiasm in taking part in the class.
Feelings and Value
Through the study of this period the students will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.
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 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. 【版权所有：21教育】
(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. )21教育名师原创作品
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. www-2-1-cnjy-com
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 3 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 4 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!
The Design of the Writing on the Blackboard
Module 3　Body Language and Non-verbal Communication
The third period
for the first time
show sb. the way
nod one’s head
take. . . off
shake hands with sb.
a bottle of
thank sb. for sth. /doing sth.
Record after Teaching
_________________________________________________________________
Activities and Research
1. Learn to express yourselves through body languages.
2. Practise using adverbial clause of condition if necessary.
Reference for Teaching
Grammar
条件状语从句的引导词
状语从句由从属连词if(如果), unless(除非), as long as(只要), on condition that, in case, once等领导。例如: 21·世纪*教育网
You can not learn a language well unless you work hard.
除非你努力学习, 否则学不好语言。
I will come on condition that Mary is invited too.
如果也邀请玛丽, 我就会来。
If you wake up before me, give me a call.
如果你醒的比我早, 请叫我一声。
I will give you the money as long as you go with your elder bother.
只要你同你哥哥一块去, 我就会给你钱。
Take some money in case you may need it.
带点钱万一你需要。
Once you give it to him, you will never get it back.
一旦他把东西得到手, 你就再也要不回来了。
Period 4　Function; Grammar 2; Pronunciation; Speaking
The General Idea of This Period
In this period first we will deal with Function part. The teacher may order the students to read the pieces of advice in Listening and vocabulary Activity 4 again and underline the modal verbs in them. Then work in groups of four to discuss in which conditions or situations people use the modal verbs should or must to give advice. In Grammar 2 part, we will further learn adverbial clause of condition. In Pronunciation part we will listen to two speakers with an American accent and a British accent respectively. The teacher may encourage the students to listen very carefully and then ask them to sum up the differences between the two accents. The Speaking part exposes a dialogue. The students get a chance to perform a role-play, which raise the students’ awareness of cooperation. Meanwhile, they can also practise how to ask and give advice. 21世纪教育网版权所有
Teaching Important Points
To motivate the students to work together.
Teaching Difficult Points
How to enable the students to master the differences between an American English accent and a British English accent.
Teaching Methods
Listening and discussion.
Pair work as well as group work.
Teaching Aids
a blackboard, a tape recorder and a multimedia
Three Dimensional Teaching Aims
Knowledge and Skills
To let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies.
To train their listening skills.
To train their speaking skills.
Process and Strategies
Encourage the students to speak in class through organizing some practice.
Feelings and Value
Through listening to and making comparisons between an American accent and a British accent, train the student’s cooperation concept and deepen their understanding of American English and British English.
Teaching Procedures
Step 1 Revision and lead-in
　T: Good morning, class! In last period we have learned adverbial clause of condition and two subordinate conjunctions when and if. In addition, we did some listening practice and improved our listening skill. Meanwhile, we learned some pieces of advice, right?
(Show the following on the screen. )
·You should shake hands when you meet new people.
·You should bring some flowers or a bottle of wine.
·You should open gifts immediately.
·You shouldn’t use family names.
·You shouldn’t arrive too late.
·You shouldn’t talk about politics or religion.
·You mustn’t leave as soon as you finish the meal.
·You must thank your host for a wonderful evening.
·You mustn’t arrive early.
Step 2 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 3 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 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. 2·1·c·n·j·y
(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 first we further practiced how to give advice by summarizing some modal verbs we usually use to express our opinion. Through the study of this section your spoken English surely has been improved. Then we further study and consolidate adverbial clause of condition by filling in the blanks exercise. In addition, we listened to short passages about giving advice and knew something about the differences existing in pronunciation between an American accent and a British accent. This practice improves your accuracy of pronunciation. Mea课件28张PPT。Module 3Module 3 Body Language
and Non-verbal CommunicationRead the invitations and answer the questions.Mr and Mrs Harry Blunkett request the pleasure of your company at the wedding of their daughter Elizabeth Ann Blunkett to Mr Humphries, at St David’s Church, Landrindod Wells on Saturday March 5th at 17:00, followedby a dinner dance at the Hotel Metropole.
Black tie RSVP1. Who is the first invitation from?Mr and Mrs Harry Blunkett.I’m 16 next week! Please come to my party---- great food and even better music.
Date: Saturday (March 17th )
Time: 8 till late
Place: My place (of course)
Sylvia2.Who is the second invitation from? Sylvia. 3. Which is formal or information?
How do you know?The first invitation is formal.
We know because of the language used. Look at these expressions. Which are formal, and which are informal? pleased to accept
unable to accept
Thanks a lot
I’m very sorry.Keys: “Thanks a lot” is informal;
the other three are formal. Dear sir/madam,
I’m delighted that you have accepted our invitation to speak at the conference in [city] on [date]. 五种常见的英文邀请函 As we agreed, you’ll be speaking on the topic... from [time] to [time]. there will be an additional minutes for questions.
Would you please tell me what kind of audio-visual equipment you’ll need. if you could let me know your specific requirements by [date], I’ll have plenty of time to make sure that the hotel provides you with what you need.
Thank you again for agreeing to speak. I look forward to hearing from you.
Yours sincerely,
[name] Dear sir/madam,
Thank you for your letter of [date]. I’m glad that you are also going to [place] next month. It would be a great pleasure to meet you at the [exhibition/trade fair]. Our company is having a reception at [hotel] on the evening of [date] and I would be very pleased if you could attend.
I look forward to hearing from you soon.
Yours sincerely,
[name] Dear sir/madam,
Organization would very much like to have someone from your company speak at our conference on [topic].
As you may be aware, the mission of our association is to promote. Many of our members are interested in the achievements your company has made in.
Enclosed is our preliminary schedule for the conference which will be reviewed in weeks. I’ll call you [date] to see who from your company would be willing to speak to us. I can assure you that well make everything convenient to the speaker.
Yours sincerely,
[name] Dear sir/madam,
We would like to invite you to an exclusive presentation of our new [product]. The presentation will take place at [location], at [time] on [date]. There will also be a reception at [time]. We hope you and your colleagues will be able to attend.
[company] is a leading producer of high-quality. As you well know, recent technological advances have made increasingly affordable to the public. Our new models offer superb quality and sophistication with economy, and their new features give them distinct advantages over similar products from other manufacturers. We look forward to seeing you on [date]. Just call our office at [phone number] and we will be glad to secure a place for you.
Yours sincerely,
[name] Dear sir/madam,
On [date], we will host an evening of celebration in honor of the retirement of [name], president of [company]. You are cordially invited to attend the celebration at [hotel], [location], on [date] from … to … p.m. [name] has been the president of [company] since [year]. During this period, [company] expanded its business from … to … . Now its our opportunity to thank him for his years of exemplary leadership and wish him well for a happy retirement. Please join us to say good-bye to [name].
see you on [date].
Yours sincerely
[name] 邀请函包括宴会、舞会、晚餐、聚会、婚礼等各种邀请信件, 形式上大体分为两种:一种为正规的格式 (formal correspondence; 一种是非正式格式 (informal correspondence)。
邀请信一定要将邀请的时间(年、月、日、钟点)、地点、场合写清楚, 不能使接信人存在任何疑虑。邀请信的复信要求简明扼要, 在书写时
应注意以下几点:
?1. 接受邀请的复信中应重复写上邀请信中的某些内容, 如邀请年、月、日, 星期几、几点钟等。
e.g. “I’ll be delighted to attend your
luncheon next Friday, May 2nd, at
twelve o’clock”。2. 邀请信的复信中应明确表明接受邀请还是不接受邀请, 不能含乎其词, 如不能写 “I’ll come if I’m in town.”这类的话, 以使得对方无法作出安排。在接受邀请的复信中, 应对受到邀请表示高兴。谢绝的复信中应阐明不能应邀的原由。Write a short reply to one of the invitations. Use one of the expressions from activity 2.HomeworkConnect With Body Language
Actions speak louder than words. The way you position your body tells others how available you are to interact and how interested you are in what they have to say. If you want to signal others that you are relaxed, comfortable, open, and interested in them, then "salute" them with your body language. To salute is "to address with expressions of kind wishes."SMILE: Smiling is the most important way you can signal your openness. If you fail to smile, people will think you are uninterested in them or that you are cold and aloof. Wearing a warm smile is like hanging out a welcome sign. It invites people to relate to you. 21世纪教育网版权所有
AFFIRM: In conversation, we signal our understanding and encouragement non-verbally through nodding and affirmative vocal sounds. If you don't affirm the speaker in this way, she will probably assume that you disagree with her or are disinterested in what she has to say.21教育网
LEAN TOWARD: Leaning towards someone indicates your desire to engage with him or her. But only lean slightly. Leaning too far can indicate aggression.
UNLOCK POSTURE: Crossing your arms, closing your hands, holding your arm across your chest, clasping your hands together, or crossing your legs away from the other person are closed positions. They signal that you are defensive, guarded or closed to interacting. Unlock your posture to communicate openness.
TOUCH: Touching expresses caring. If you want to show someone warmth, put your left hand on top of her right hand while shaking hands, touch her arm, pat her back, or give her a hug. The physical contact signals that you are open to emotional contact.
EYE CONTACT: The eyes are the most expressive part of the human body. Making eye contact is a prerequisite for successful social interaction. Eye contact is a powerful sign of respect and attention. It communicates, "Right now, I am more interested in you than anything else!" If you avoid looking at someone, he or she will think you are anxious, dishonest, or disinterested. While conversing, make eye contact for between one and ten seconds at a time, more while listening than while talking.
Good Communicators Manage their Body Language
According to one estimate, there are over 700,000 forms of nonverbal communication which can be grouped into general categories: facial expressions and eye behavior, gestures and postures, vocal characteristics, personal appearance, touching behavior, and use of time and space.21世纪教育网版权所有
? Facial expressions and eye behavior.
You face is the primary site for expressing your emotions; it reveals both the type and the intensity of your feelings. Your eyes are especially effective for indicating attention and interest, influencing others, regulating interaction, and establishing dominance.21·cn·jy·com
? Gestures and postures.
By moving your body, you can express both specific and general messages, some voluntary and some involuntary. Slouching, learning forward, fidgeting, and walking briskly are all unconscious signals that reveal whether you feel confident or nervous, friendly or hostile, assertive or passive, powerful or powerless.www.21-cn-jy.com
? Vocal characteristics.
Like body language, your voice carries both intentional and unintentional messages. The tone and volume of your voice, your accent and speaking pace, say a lot about who you are, your relationship with the audience, and the emotions underlying your words.21cnjy.com
? Personal appearance.
Your appearance helps establish your social identity. Our grooming, our clothing, our accessories, and our style have a profound impact on our appearance. If your goal is to make a good impression, adopt the style of the people you want to impress. In most businesses, a professional image is appropriate, but in some companies, a more casual appearance is allowed.2·1·c·n·j·y
? Touching behavior.
Touch is an important vehicle for conveying warmth, comfort, and reassurance. In business situations, touching suggests dominance, so a higher-status person is more likely to touch a lower-status person than the other way around. Touching has become controversial, however, because it can sometimes be interpreted as sexual harassment.
? Use of time and space.
Like touch, time and space can be used to assert authority. In many cultures, people demonstrate their importance by making other people wait; they show respect by being on time. However, attitudes toward punctuality and comfort zones and all other nonverbal communication carry from culture to culture.【来源：21·世纪·教育·网】
Ten Positive Body Language Habits of Highly Effective Communicators:
1. Show that you are really listing by nodding thoughtfully;www-2-1-cnjy-com
2. Show interest in the other person by orienting your body towards the other person;
3. Show openness by pointing your feet towards the other person;
4. be positive by stroking your chin;
5. Show attention by eye contact;
6. Show constructive attitude by a relaxed posture;21教育网
7. Show openness by keeping your hands open;
8. Show that you are focused by thoughtful 'um-hums';21·世纪*教育网
9. Show co-operation by an open body position;
10. Show willingness to solve something by handling documents or materials presented to you.
条件状语从句和让步状语从句
【观察】请仔细阅读下列句子，然后完成【自我归纳】。
1. Never use a long word if a short word will do.
2. If she were here, she would speak on my behalf.【出处：21教育名师】
3. As long as we don’t lose heart, we’ll find a way to overcome the difficulty.
4. We’ll let you use the room on condition that you keep it clean and tidy.
5. In case you can’t attend the meeting, please call me by phone.2-1-c-n-j-y
6. We’ll lose the game unless we practice a lot.
7. Once a good beginning is made, the work is half done.【版权所有：21教育】
8. I shall go providing (that) / provided (that) / supposing (that) / suppose it doesn’t rain.21教育名师原创作品
9. Though / Although it was raining hard, (yet) they went on playing football.
10. While we don’t agree, we continue to be friends.21*cnjy*com
11. Simple as the question may seem, it is not at all common in nature.
12. Child as he is, he knows a lot.
13. Try as he might, he failed to pass the exam.
14.? Even though? /? Even if you had enough money, you could not buy the lost time.
15. Whether we beat them or they beat us, the match will be enjoyable.
16. Whatever? / No matter what you say, he will not believe you.
【自我归纳】
1. 句1-句8是条件状语从句；句9-句15是让步状语从句。
2. 引导条件状语从句的从属连词有________（句1、句2），________（句3）, on condition that（句4），in case（句5），unless（句6），once （句7），providing / provided / supposing (that) / suppose（句8）等。21·cn·jy·com
3.引导让步状语从句的从属连词有though / although（句9），________（句10），as（句11-句13），even though? / even if（句14），whether ... or ...（句15）， “疑问词+ ever”或“no matter +疑问词”（句16）等。www.21-cn-jy.com
注意：
1. though或although引导让步状语从句时不能与but连用，但可与yet / still等连用（句9）。2·1·c·n·j·y
2.连词as在异常的语序中可以表示让步。其结构为：“形容词/副词+ as + 主语+系动词/实义动词”（句11）；“名词+ as +主语+系动词be”（句首的名词不带冠词）（句12）；“实义动词+ as +主语+助动词/情态动词”（句13）。
3. whatever, whoever, whichever等还可以引导名词性从句，这时不能用“no matter +疑问词”结构来替代。如：
Whatever she did was right.
Whoever comes will be welcome.
【即学即练】根据汉语意思补全下列句子（每空一词）。
1. 尽管他是个孩子，他却知道应该做什么。
________ ________ ________ ________, he knew what was the right thing to do.
2. 不论我们是否帮助他，他都不会成功。
________ ________ ________ ________ ________ ________, he will fail.
3. 只要不下雨，我们就可以走。
________ ________ ________ it doesn’t rain, we can go. 21世纪教育网版权所有
4. 不要让孩子玩你的书，免得他把书撕坏。
Don’t let the child play with your book ________ ________ he tears it.
5. 无论他躲到哪里，我们都要把他找出来。
________ ________ ________ he hides, we will find him.【来源：21·世纪·教育·网】
答案
【自我归纳】2. if; as long as???? 3. while
【即学即练】
1. Child as he was?
2. Whether we help him or not?
3. As long as? ???????????? 4. in case
5. No matter where ? ? ?
版面：A3
栏目：高考链接
标题：考点点拨， spread，bend
关键字： spread，bend
1. spread
【考点】作动词，意为“张开，伸开；传播，散布；蔓延，扩散，散开；使分散，使分布”。
【考例】
① In ancient Egypt, shopkeepers might hire such a person to spread the news about their products.??? (2013浙江卷阅读理解A篇) 21教育网
② Five months later, my mom received a phone call, and immediately, a wide smile spread across her face.? (2013天津卷阅读表达)21cnjy.com
③Gradually, the dance spread into the upper classes of Argentinean society and became more respectable.?? (2013安徽卷阅读理解E篇)21·世纪*教育网
④ Before World War I, the tango spread to France.?? (2013安徽卷阅读理解E篇)
2. bend
【考点】作动词，意为“低下，使弯下，使弯曲；弯下腰，弯曲，倾斜”。作名词，意为“拐弯，弯道”。the bends意为“减压病，潜涵病”。注意：bent是形容词，意为“弯曲的，驼背的，弯腰的”。www-2-1-cnjy-com
【考例】
①“... We see people bending their heads to look at their smartphones, and it’s unnatural,” he said.? (2013福建卷阅读理解B篇)　　21*cnjy*com
②If a diver surfaces too quickly, he may suffer the bends.?? (2013江苏卷阅读理解C篇)【来源：21cnj*y.co*m】
③Her spine (脊柱) become bent as she grew older.? (2012安徽卷阅读理解C篇)
SENTENCE EXPLANATIONS ，Book 4 Module 3
请和你的同学一起认真分析下列句子，并补全所缺内容。这种学习方式能逐步提高你理解长难句的能力。
1. 【原句】When in Rome, do as the Romans do. (P22)
【译文】入乡随俗。
【分析】这是一个主从复合句。When引导的是时间状语从句，在从句中省略了主语________和系动词________。主句是个祈使句，其中as引导的从句作________。21教育网
【仿写】我想让你像给我讲述过的那样，给我的朋友讲一讲你那段极其有趣的经历。
__________________________________________________21世纪教育网版权所有
2.【原句】One person then holds up his hand, palm outwards and five fingers spread. (P22)21·cn·jy·com
【译文】 然后一个人举起手，手掌向外，五指展开。
【分析】这是一个________句。palm outwards and five fingers spread是两个并列的独立主格结构，分别由“名词+副词”和“名词+动词的-ed形式”构成，作状语。可以用作状语的这类结构还有：名（代）词+动词的-ing形式/动词的-ed形式；名（代）词+形容词；名（代）词+动词不定式；名（代）词+介词短语；名（代）词+副词。www.21-cn-jy.com
【仿写1】妈妈正在衣柜里找她的那件晚礼服，她的衣服摊了一床。
__________________________________________________2·1·c·n·j·y
【仿写2】李老师夹着本厚书，走出了图书馆。
__________________________________________________【来源：21·世纪·教育·网】
?
答案
1. 【分析】you；are；方式状语
【仿写】I want you to tell my friend your very interesting experience exactly as you have told it to me.21·世纪*教育网
2. 【分析】简单
【仿写1】My mother is looking for her evening dress in the wardrobe, her coats spread over the bed.21cnjy.com
【仿写2】Mr. Li came out of the library, with a thick book under his arm.
如何回复邀请函
【写作任务】
假如你是外教Hank Disney，请回复下面这封邀请函，内容包括：
1. 表示感谢；
2. 对邀请函中提到的相关事项给予答复；
3. 表示祝愿。
Dear Mr. Disney,
The Attached School of Hubei University’s Tenth Annual Teaching Conference of Foreign Teachers will be held on October 1, 2014 in Wuhan. We take great pleasure in inviting you to attend the conference. There will be about 70 teachers from this school, both previous and present, in attendance. They are from the UK, the USA, Australia and other countries.
If you have any papers to submit or topics on which you would like to give a talk, please inform us as soon as possible so that we can make the necessary arrangements.
All your expenses, except air fare, will be paid by us. Please confirm your participation at your earliest convenience.
?????????????????????????????????????????????????? Yours sincerely,
?????????????????????????????????????????????? ????Li Ming
注意：1. 词数120左右；2. 可以适当增加细节，以使行文连贯。
【写作指导】
1. 审题定调：
该写作要求回复邀请函。在接到某人的邀请函后，可以回复表示接受或拒绝。
①如果接受对方邀请，首先要表达对对方邀请的感谢，并表示愿意接受邀请，最后表达一下自己参加这次活动的心情。21教育网
②如果拒绝对方的邀请，先要表达自己对对方邀请的感谢以及自己愿意参加该项活动的主观愿望，然后陈述拒绝的原因并表示歉意，最后还可以表达对这项活动的祝贺。21·cn·jy·com
2. 确定主体内容：
写接受邀请的回信时，短文可分为三部分：
第一部分：对邀请表示感谢并表达自己的感受（可分两段来写）。
第二部分：告知是否要提交论文或在会议上演讲。
第三部分：对这项活动的祝贺。
3. 确定人称、时态：
人称用第一人称；时态以一般现在时、一般将来时和现在完成时为主。
4. 核定表达：
Thank you so much for your invitation to ...
In this way, we can learn ... and we can benefit from ...21cnjy.com
I’d love to come but I can’t because ...
First of all, let me express my thanks to you over / about ...【来源：21·世纪·教育·网】
I’m sorry I can’t come to ... I’m going ...
I have planned to ... so I can’t attend it.
I’m afraid I will not be able to ... because ...
I regret to say I can’t ... for I have something important to do.2·1·c·n·j·y
I’m so busy these days that ...
I hope ... will be successful / a great success.
【范文展示】
Dear Mr. Li,
Thank you so much for your invitation to the 10th Annual Teaching Conference.
It has been some years since I was last at the Attached School of Hubei University but I still have fond memories of my time there.? 1. ___________________________ (因此我非常高兴接受你的盛情邀请) and would like to attend the conference on the 1st of October.www.21-cn-jy.com
2. ___________________________ (我已经预订了航班) and should be arriving on the morning of September 30th. I have recently been attending some seminars (研讨会) on pronunciation and would like to present some papers and 3. ___________________________ (就此主题进行简短发言), which I hope will meet with your approval.21·世纪*教育网
I hope the conference will be a great success. 4. ___________________________ (我期望见到你) and Hubei University again. www-2-1-cnjy-com
????????????????????????????????????????? Yours sincerely,
????????????????????????????????????????? Hank Disney
答案
【范文展示】
1. Therefore I would be very glad to accept your kind invitation21世纪教育网版权所有
2. I have already booked my flight
3. give a short talk on the subject
4. I am looking forward to seeing you
考点点拨， spread，bend
1. spread
【考点】作动词，意为“张开，伸开；传播，散布；蔓延，扩散，散开；使分散，使分布”。
【考例】
① In ancient Egypt, shopkeepers might hire such a person to spread the news about their products.??? (2013浙江卷阅读理解A篇) 21教育网
② Five months later, my mom received a phone call, and immediately, a wide smile spread across her face.? (2013天津卷阅读表达)21cnjy.com
③Gradually, the dance spread into the upper classes of Argentinean society and became more respectable.?? (2013安徽卷阅读理解E篇)21·cn·jy·com
④ Before World War I, the tango spread to France.?? (2013安徽卷阅读理解E篇)
2. bend
【考点】作动词，意为“低下，使弯下，使弯曲；弯下腰，弯曲，倾斜”。作名词，意为“拐弯，弯道”。the bends意为“减压病，潜涵病”。注意：bent是形容词，意为“弯曲的，驼背的，弯腰的”。21世纪教育网版权所有
【考例】
①“... We see people bending their heads to look at their smartphones, and it’s unnatural,” he said.? (2013福建卷阅读理解B篇)www.21-cn-jy.com
②If a diver surfaces too quickly, he may suffer the bends.?? (2013江苏卷阅读理解C篇)2·1·c·n·j·y
③Her spine (脊柱) become bent as she grew older.? (2012安徽卷阅读理解C篇)
Book 4 Module 3 Body Language and Non-verbal Communication【来源：21·世纪·教育·网】
第二部分： 阅读理解 （共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
★★☆☆☆
In 2012, I had just recovered from a serious illness when I received an invitation to a writer’s conference in Orlando, Florida. My family and friends persuaded me that a holiday might be just what the doctor ordered, so off I went.21教育网
Arriving in the Sunshine State was not easy, but I managed to catch a taxi to the hotel. The next morning, I caught another taxi to do some shopping. Later I went to a café to buy some lunch, but having my sandwich and drink in my hands, I saw that all the tables were occupied (占用). Then I heard a friendly voice saying, “You can share my table.”
I thankfully sat down with the smiling elderly lady and we shared a happy lunch together. As the meal drew to a close she asked how long I would be in Orlando. I had already told her that I hadn’t hired (租用) a car, and hadn’t realised how costly taking taxis would be. After a while she said, “My dear, don’t use any more taxis. It would be my pleasure to drive you wherever you wish.”
I told her that I couldn’t put her to that trouble, but she insisted. She took details of where I was staying and the next morning she drove me to Disney World. She took me through the park’s gates and spent some time with me before leaving me to explore alone. At the end of the day, she returned to take me back to my hotel. The next few days, she drove me around Orlando’s tourist areas. I offered her money but she refused to take any.
When we had lunch on my last day, I thanked her for her kindness. I’ll never forget that wonderful lady who filled my holiday in Florida with wonderful memories.
21. The author went to Orlando to _____.
A. see a doctor????????????? ????
B. attend a meeting????
C. meet a friend??????????? ????
D. visit a family member
22. What did the elderly lady do?
A. She offered her seat to the author.
B. She helped the author hire a car.
C. She drove the author to a park.
D. She bought the author a lunch.
23. We can infer from the text that the elderly lady is _____.
A. hard-working ? ? ? ? ? ? ? ? ? ? B. good-looking? 21教育名师原创作品
C. well-known??? ????????????? ?????? D. kind-hearted
24. What’s the best title for the text?
A. My holiday hero
B. Making a big difference
C. My trip to Disney World
D. Difficulty in a foreign land
?
B
★★★☆☆
What you communicate through your body language and nonverbal (不用语言的) signals affects how others see you, how well they like and respect you, and whether or not they trust you. Unfortunately, many people send confusing nonverbal signals without even knowing it. 【版权所有：21教育】
Jack, Ted and Arlene are all speakers who have got disastrous results while communicating with others.
Jack believes he gets along great with others, but if you were to ask any of them, they would say that Jack makes them feel afraid. Rather than just look at you, he seems to eat you with his eyes. And he often shakes your hand so hard that it hurts. Jack is a caring guy who secretly wishes he had more friends, but his nonverbal awkwardness (笨拙) keeps people at a distance.
Ted is good-looking, hard-working, and a smooth talker, but he seems to care more about his thoughts than others. When someone has something to say, Ted’s wild eyes make him look like he wants to speak before they have finished. His inability to listen to others makes him unpopular with many people.
Arlene is funny and attractive, but even though she keeps laughing and smiling, she looks nervous. Her shoulders and eyebrows are noticeably raised, her voice is high, and her body is stiff (僵硬的). Being around Arlene makes many people feel uncomfortable.
These smart, well-intentioned people try their best to connect with others. The sad thing is that they have no idea of the nonverbal messages they communicate. If you want to communicate effectively, avoid misunderstandings, and enjoy trusting relationships, it’s important to understand how to use body language.
25. What’s the problem with Jack?
A. He can’t keep a secret.
B. He behaves improperly.
C. He hates making friends.
D. He means to frighten others.
26. What do people think about Ted?
A. He is caring.
B. He is interesting.
C. He is not a good listener.
D. He is not a smooth talker.
27. How is the text mainly developed?
A. By using examples.
B. By giving instructions.
C. By presenting findings.
D. By providing explanations.
28. What’s the main idea of the text?
A. How to read body language.
B. How to improve body language.
C. Types of nonverbal communication.???
D. Nonverbal communication in relationships.?
?
C
★★★★☆
Only Fools and Horses
The series mixes satire (讽刺), drama and great jokes to produce something that is both laugh-out-loud funny and packed with pity.
A hit across the world, from Montenegro to Belgium, Only Fools and Horses can truly be said to be one of the television greats, as it continues to be repeated, loved, and picked up by new audiences almost 30 years since it first appeared on television screens. ?21·世纪*教育网
Open All Hours
With comedy giants Ronnie Baker and David Jason both on screen together it isn’t a surprise that this is a much loved comedy. Granville’s half-hearted attempts to find excitement in his boring life and Arkwright’s penny-pinching (吝啬的), shop-proud ways will make you laugh aloud.
There are so many moments that people remember — be it Arkwright’s stutter (口吃) and Granville’s adventurous deliveries. It was these moments and many more that will help ensure that Open All Hours will be repeated and loved by audiences for many more years to come. ?【来源：21cnj*y.co*m】
Fawlty Towers
One of, if not the most well-loved British comedy of all time, the importance and popularity of Fawlty Towers is difficult to exaggerate (夸大).
The series was set with unreasonable but believable characters and wonderful performances. Add in excellent short jokes and exciting dialogue, and you get this most popular and well-loved series. ?
Blackadder
The four series of Blackadder remain highly regarded and extremely popular almost 30 years after they began.
The only real exception to this is the first series, which is considered by many as being unfunny. However, it’s completely different from the other series of Blackadder. The humour is darker and less silly.
However, because it combines historical research with jokes, satire and some of the cleverest and funniest replies that have ever appeared on British television, Blackadder is hard not to be loved by many people. 29. If you’re a fan of Ronnie Baker, you may choose _____.
A. Blackadder???????
B. Fawlty Towers
C. Open All Hours?
D. Only Fools and Horses
30. Both Only Fools and Horses and Fawlty Towers _____.
A. mix short jokes with satire??
B. are popular among audiences?
C. explore the pitiful side of humans???????
D. have been put on across the world
31. What can you expect from the Blackadder series?
A. Dark humour.? ?????????????
B. Unreasonable characters.???
C. Adventurous stories.?? ???
D. Historical facts.
?
D
★★★☆☆
My parents both love to listen to their car radios. They also love their ongoing argument about which is better — satellite (卫星) radio or local, publicly supported stations. I get a lot of pleasure from hearing them try to persuade each other of their friendly arguments. They each try to persuade me, too. Both cars have nice sound systems, so they all sound great to me. I refuse to take sides.
When I ride with my mother, she listens to radio programs on one of the two local public stations that serve our area. One is a classical music station broadcast (广播) by a university. I have to admit, the music usually sounds great, and they also cover college sports and other local events. The other station is an all-volunteer station that plays different kinds of music and news programs. Both stations are mostly listener-supported, which gives them a nice community (社区) feel. It also gives the programmers freedom to play what they want to hear. Mom loves very much the idea of having members of the community give small amounts of money toward something we can all enjoy.
When I’m in the car with my dad, he listens to satellite radio. He pays a small amount of money for the satellite radio, and he thinks it is a great bargain. He says he loves having so many stations to choose from, including all kinds of music and news choices.
Mom’s public radio is certainly simpler and much closer to home, but I also enjoy what Dad plays on his car radio. Each has its own merits. I like things just the way they are. I feel like I have the best of both radio worlds.
32. What can we learn about the author’s mother?
A. She loves satellite radio very much.
B. She has a strong sense of community.
C. She likes listening to the radio at home.?
D. She works as a volunteer at a radio station.
33. Compared with local public radio, satellite radio _____. 　　21*cnjy*com
A. offers more music programs
B. is mainly listener-supported
C. has more station choices?
D. is free of charge?
34. The underlined word “merits” in the last paragraph can best be replaced by “_____”.
A. advantages ???????????????????? B. problems ?
C. chances ? ? ? ? ? ? ? ? ? ? ? ? ? D. mistakes
35. Which of the following shows the structure of the whole text?
?(P: Paragraph)
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Budgets (预算) can help people know how they are spending their money. Keeping a budget can be difficult, but there is always a budget that will work for you.
To start a budget, you first need to know how much money you have in a particular amount of time. ?36 ?Others keep weekly budgets. 21世纪教育网版权所有
Second, you need to know what you spend your money on — your costs. ?37 ?Separate them into the correct groups with similar costs in the same group.
?38 ?You must subtract (减去) all the costs you collected from the amount of money you have each week or month. If the result is less than zero, then you have spent more than you have. If the number is more than zero, then you have stayed within your budget! You can put the extra money into savings. ?39
Finally, write out your budget. You must set apart a particular amount of money for each group. The number represents how much you can spend for that group each week or month.
After making a budget it is important to continue writing down all of your costs. When you spend money, write the cost next to the correct group. ?40 ?It will also let you know when you have saved enough money to buy special things for yourself like clothes, coffee, or a film.
A. Many people keep monthly budgets.
B. Then you need to do some mathematics!
C. Put these amounts into your budget first.
D. Keep a list of all your costs for one or two weeks.21*cnjy*com
E. Sometimes you may forget to write down the costs.
F. Or you can put the extra money into next week’s budget.
G. This is how you will know if you are spending too much on one group.
?
第三部分： 语言知识运用 （共两节，满分45分）
第一节：完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。
★★★☆☆
In the winter of 1990 I was a young soldier stationed in another state in the U.S. At a time ?41 ?e-mail and the Internet, our lifeline to friends and family was the mail we sent and received. I can still remember the ?42 ?and expectation of receiving the evening mail call.www.21-cn-jy.com
One ?43 ?the mail officer called my name and, instead of a letter, ?44 ?me a large box from my ?45 ?back in Oklahoma. One of the great hardships of ?46 ?my hometown was the ??47?? of my grandmother’s cooking. But on this evening I was about to take a ?48 ?journey home: I opened the? 49? to find two dozen of my grandmother’s ?50 .www-2-1-cnjy-com
A friend from New York approached and asked me what I had received. I couldn’t ?51 ; my mouth was full of the pie. So I just ?52 ?him one.
“These are ?53 !” he said. “What are they? I’ve never tasted such delicious food in my whole life.”
He had to wait a few moments for an answer, ?54 ?finally I explained. I was pretty sure none of the other ?55 ?had any fried pies there in camp.
Some of my earliest memories include my grandmother’s pies. No matter what pie-filling materials you gave her, she ?56 ?knew what to do. I ?57 ?coming across a persimmon tree (柿子树) once while out hiking. It was autumn, and the fruit was soft and sweet. I ?58 ?a few dozen and brought them to Grandma. The next day I walked into her kitchen to? ?59 ?a persimmon pie waiting for me.
As I grew, my love of pies grew ?60 . I had pies in place of a cake at my wedding. I’ll eat almost any pie you put in front of me. Ask about my favorite, and I’ll say I have two: hot and cold.
41. A. before? ???????????????????? B. after?????????
C. besides ? ? ? ? ? ? ? ? ? ? ? ? ? D. with
42. A. surprise ? ? ? ? ? ? ? ? ? ?B. worry???????
C. excitement ? ? ? ? ? ? ? ? ? ? ?D. disappointment
43. A. morning??????????????????? B. noon?????????
C. afternoon ? ? ? ? ? ? ? ? ? ? ? ?D. evening
44. A. posted? ???????????????????? B. handed??????
C. returned?????????????????? ?????? D. sold
45. A. mother ? ? ? ? ? ? ? ? ? ? ? B. father????????
C. grandfather??????? ?????? ?????? D. grandmother
46. A. building???????????????????? B. leaving ????
C. missing?????????????????????????? D. passing
47. A. memory ? ? ? ? ? ? ? ? ? ?B. absence????? ??? ??????
C. method ? ? ? ? ? ? ? ? ? ? ? ? ?D. tradition
48. A. food????????????????????????? B. school???????
C. shopping?????????? ?????? ?????? D. business
49. A. letter???????????????????????? B. door?????????
C. box?????????????????? ?????? ?????? D. window
50. A. sweets ?????????????? ?????? B. chocolates?
C. keys?????????? ???????????????????? D. pies
51. A. sleep???????????????????????? B. answer?????????????
C. work ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?D. move
52. A. lent ? ? ? ? ? ? ? ? ? ? ? ? ? B. made?
C. offered ? ? ? ? ? ? ? ? ? ? ? ? ? D. ordered
53. A. terrible ? ? ? ? ? ? ? ? ? ? B. great?? ????
C. famous ? ? ? ? ? ? ? ? ? ? ? ? ?D. healthy
54. A. but ? ? ? ? ? ? ? ? ? ? ? ? ?B. or?????? ?? ?
C. because ? ? ? ? ? ? ? ? ? ? ? D. so
55. A. soldiers ???? ??????????? B. mailmen????
C. vacationers ? ? ? ? ? ? ? ? ?D. operators
56. A. almost ? ? ? ? ? ? ? ? ? ? B. seldom??????
C. never ? ? ? ? ? ? ? ? ? ? ? ? ? D. always
57. A. consider ? ? ? ? ? ? ? ? B. remember??
C. enjoy???????? ?? ???????? ?????? D. appreciate
58. A. picked ? ? ? ? ? ? ? ? ? ? B. tasted????????
C. bought ? ? ? ? ? ? ? ? ? ? ? ? ?D. produced
59. A. imagine ? ? ? ? ? ? ? ? ? B. keep?????????
C. feel ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?D. find
60. A. more natural ? ? ? ? ? ?B. more reasonable 2-1-c-n-j-y
C. deeper ? ? ? ? ? ? ? ? ? ? ? ? ? D. quieter
第二节（共10小题；每小题1.5分，满分15分）
阅读下面材料，在空白处填入适当的内容（不多于3个单词）或括号内单词的正确形式。
Anna works as a nurse in a doctor’s office. Most of the others in the office are 61. _________ (old) than her. But last week, a young woman 62. _________ (name) Rosie started working there.
Anna was delighted to have 63. _________ young nurse in the office. Anna really liked working with Rosie, but the way Rosie acted in restaurants 64. _________ (real) troubled her.
Rosie wasn’t very nice 65. _________ she talked to the servers. She made them run around and bring her extra things but never said thank you. She never had anything good to say about her meal or the service.
Anna: I really don’t like the way Rosie acts when we go out to eat.
Carl: Why? What does she do?
Anna: She’s rude to the waiter and waitress. She complains 66. _________ everything.
Carl: Does she have 67. _________ reason to complain?
Anna: No. Every restaurant we 68. _________ (be) has had good food and service. But Rosie still found things to be angry about!
Carl: 69. _________ (sound) like no restaurant is good enough for Rosie.
Anna: No kidding! So what should I do?
Carl: Invite some of your other coworkers to go out to eat with you. If the older ladies in your office see the way Rosie behaves, they’ll probably correct her.
Anna: Good point! And maybe she 70. _________(listen) to them because they’re older. Thanks, Carl!
?
第四部分： 写作 （共两节，满分35分）
第一节：短文改错（共10小题；每小题1分，满分10分）
?????? 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
?????? 增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
?????? 删除：把多余的词用斜线（＼）划掉。
?????? 修改：在错的词下划一横线，并在该词下面写出修改后的词。
?????? 注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者（从第11处起）不计分。
For some people, making friends are easy. For others, they can be a problem. People who make friends easily knew how to be themselves. There’s old saying: “A friend is someone who knows you well and likes you anyway.” So there are three simpler things you can do to making friends. First, you have to like yourself. Next, learn to listen to. For friendships to succeed, you need to show an interest to others. Finally, it’s a good idea to join a club or take a class. That way, you meet people who have different interests. Good friends usual like the same things.
第二节：书面表达（满分25分）
假如你是班长李华，你打算在英语口语课上谈谈身势语在交际中的重要性，并就如何使用身势语提出一些合理的建议。请你根据以下要点写一篇英语发言稿：
1. 身势语的重要性；
2. 如何正确使用身势语：
*保持微笑；??????????????? *说话的时候要看对方的眼睛；
*聆听的时候要点头；? *使用手势。
注意：1. 词数100左右；2. 可以适当增加细节，以使行文连贯；3. 开头和结尾已给出，但不计入总词数。
Dear Friends,
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I believe if we pay attention to body language, our ability to communicate will improve.
?
Book 4 Module 3参考答案
参考答案
21-25 BCDAB? ??? ?????? 26-30 CADCB
31-35 ABCAB????? ??? 36-40 ADBFG ? ? ? ? ? ? ?41-45 ACDBD
46-50 BBACD????? ??? 51-55 BCBAA?????? ?????? 56-60 DBADC
61. older? ???? ????????? 62. named? ?? ????????????? 63. another?
64. really? ??? ????????? 65. when? ??????????? ?????? 66. about / of??
67. a? ?????????? ????????? 68. have been to??? ???? 69. Sounds?
70. will listen
短文改错：
71. ... making friends are easy.??? are → is
72. ... they can be ... ? ? ? ? ? ? ? ? ? ?they → it
73. ... easily knew how ... ? ? ? ? ? ? ?knew → know????
74. There’s old saying ... ? ? ? ? ? ? ?old前加an
75. ... three simpler things ... ? ? ? ? simpler → simple
76. ... to making friends. ? ? ? ? ? ? ? ?making → make【出处：21教育名师】
77. ... to listen to. ? ? ? ? ? ? ? ? ? ? ? ? ?去掉第二个to
78. ... interest to others. ? ? ? ? ? ? ? ?to → in
79. ... have different interests. ? ? ?different → similar
80. ... friends usual like ... ? ? ? ? ? ? usual → usually
One possible version:
Dear Friends,
As we all know, body language plays an important part in communication. Much of our communication is done through body language, so it is important to know how to use body language properly.
First, keep smiling when you meet people. The friendly facial expression will make people feel relaxed. Second, keeping eye contact while talking with others will create a better connection with people around you. Third, when listening to others, don’t forget to nod once in a while to show that you are interested. Fourth, gestures are an important part of our daily communication, so with proper gestures, you can make yourself better understood.
I believe if we pay attention to body language, our ability to communicate will improve.
部分解析
阅读理解：
A篇 (社会)
?????? 本文是记叙文。文章主要介绍了作者在陌生的城市得到好心人的帮助。
21. B。细节理解题。根据第一段的I received an invitation to a writer’s conference in Orlando可知，作者是去奥兰多开会。
22. C。细节理解题。根据第四段的she drove me to Disney World. She took me through the park’s gates可知。
23. D。推理判断题。根据文中描述的老太太让作者和她共用餐桌以及免费带作者四处游玩可知，老太太是个心地善良的人。
24. A。标题归纳题。通读全文可知，文章主要讲述了一个好心的老太太免费载作者去旅游景区参观、玩耍，由此可知A项作文章标题合适。
B篇 (人际关系)
?????? 本文是说明文。文章主要讲述了非语言交际在人际关系中的使用。
25. B。推理判断题。根据第三段的描述“Jack直勾勾地看着别人以及握手太用力”可知，他的行为举止不得体。
26. C。细节理解题。根据第四段的he seems to care more about his thoughts than others和His inability to listen to others可知，Ted不善于倾听。
27. A。写作手法题。文章主要是通过列举Jack, Ted和Arlene三个人的例子来写作的。
28. D。主旨大意题。通读全文可知，文章主要讲述了非语言交际在人际关系中的使用。
C篇 (文娱)
本文是应用文。文章主要介绍了四部喜剧。
29. C。细节理解题。根据Open All Hours部分的With comedy giants Ronnie Baker ... on screen together可知，《全天营业》中有喜剧达人Ronnie Baker的参演。
30. B。推理判断题。根据Only Fools and Horses部分的it continues to be repeated, loved, and picked up by new audiences以及Fawlty Towers部分的you get this most popular and well-loved series可知，《只有傻瓜和马》和《弗尔蒂旅馆》这两部喜剧都受到观众的喜爱。
31. A。细节理解题。根据Blackadder部分的The humour is darker可知，在《黑爵士》这部喜剧中可以欣赏到黑色幽默。
D篇 (兴趣与爱好)
?????? 本文是议论文。文章主要对地方公共电台和卫星电台进行了对比。
32. B。推理判断题。根据第二段的Mom loves very much the idea of having members of the community give small amounts of money toward something we can all enjoy可知，作者的母亲非常支持社区成员为公益事业捐款的理念。
33. C。细节理解题。根据第三段的He says he loves having so many stations to choose from可知，卫星电台有更多的电台供听众选择。2·1·c·n·j·y
34. A。词义猜测题。根据最后一段的Mom’s public radio is certainly simpler and much closer to home, but I also enjoy what Dad plays on his car radio可知，Each has its own merits是“各有千秋”的意思。因此，merits此处相当于advantages。
35. B。篇章结构题。本文第一段概括全文并提出观点，第二、三段分别介绍地方公共电台和卫星电台的特点和优势，最后一段总结全文，故B项准确地描述了文章的结构。
?
七选五：
话题：计划与愿望
本文是说明文。文章介绍了如何作预算。
36. A。根据下一句Others keep weekly budgets可知，有人作月预算有人作周预算。A项中的keep monthly budgets与文中的keep weekly budgets相对应。
37. D。根据前一句的your costs和后一句的Separate them into可知，“将自己的花销列清单”这个步骤位于“明确自己的花费”和“将自己的开销分门归类”之间。
38. B。根据接下来介绍的You must subtract all the costs, If the result is less than zero以及If the number is more than zero可知，这段主要讲述要进行简单的数学运算。
39. F。根据前一句You can put the extra money into savings可知，结余的钱可以存起来或者纳入下周的预算。F项中的put the extra money into与文中的put the extra money into相对应。
40. G。根据前一句When you spend money, write the cost next to the correct group可知，在各个类别后写出所花的钱，可以明确看出哪方面花的钱比较多。G项中的you will know与文中的It will also let you know相对应。
?
完形填空：
话题：个人情感
?????? 本文是记叙文。作者对祖母做的馅饼记忆犹新。
41. A。根据上文的1990年以及下文的our lifeline to friends and family was the mail we sent and received可知，当时还没有电子邮件及网络。
42. C。根据下文的and expectation可知，作者很期待收到邮包，也很兴奋。
43. D。根据上文的the evening mail call可知。
44. B。负责邮包的工作人员递给“我”一个大箱子。
45. D。根据文中多处出现的grandmother可知。
46. B。根据上文的I was a young soldier stationed in another state可知，作者离开了自己的家乡。
47. B。根据上文的back in Oklahoma可知，作者和祖母相隔两地，他吃不到祖母做的食物。absence of缺乏。
48. A。根据上文的cooking以及下文的pie可知，作者当晚就可以展开一次美食之旅。
49. C。根据上文的a large box可知。
50. D。根据下文多处出现的pies可知。
51. B。根据下文的my mouth was full of the pie可知，作者由于嘴里正吃着馅饼，因此不能回答朋友的问题。21cnjy.com
52. C。53. B。根据下文的I’ve never tasted such delicious food in my whole life可知，作者给了朋友一块馅饼，朋友觉得非常好吃。
54. A。“他得再等一会儿”与“最终作者给他解释了一番”之间为转折关系。
55. A。根据上文的soldier可知。
56. D。根据上文的No matter以及下文讲述的一个事例可知，不管给祖母什么馅，她都能做出不同口味的馅饼。21·cn·jy·com
57. B。此处作者回忆了自己的一次经历。
58. A。根据上文的coming across a persimmon tree以及下文的brought them to Grandma可知，作者摘了一些柿子给祖母带回去。
59. D。作者第二天去厨房发现祖母给他做了一个柿子饼。
60. C。根据下文的I had pies in place of a cake at my wedding. I’ll eat almost any pie you put in front of me可知，作者对馅饼的喜爱与日俱增。
?
语法填空：
61. older。由than可知，应用比较级。
62. named。name与woman之间是逻辑上的动宾关系，故用name的过去分词作后置定语。?
63. another。此处指“另外一位年轻的护士”，故填another。?
64. really。修饰动词trouble用副词really。?
65. when。空格处引导时间状语从句，故填when。句意：罗西跟侍者讲话都不太客气。?
66. about / of。complain about / of sth. 抱怨某事。
67. a。句意：她有理由抱怨吗？泛指理由，故用不定冠词a。?
68. have been to。此处指曾经去过的饭店，故用have been to。
69. Sounds。该句省略主语it，又根据该句中的is可知，此处用一般现在时。??
70. will listen。表示将来发生的事情用一般将来时。
Part 1 INTRODUCTION & READING AND VOCABULARY
I. 根据本模块所学单词及所给的提示写出所缺单词的正确形式。
1. Since they spoke only Swahili, we used signs and g________ to make ourselves understood.
2. Watching violence on TV makes some children more a________.
3. The y________ are young people considered as a group.
4. We ________ (展开) the picnic cloth out on the ground and sat down to eat.
5. Nicky’s job as a public relations director ________ (包括) spending quite a lot of time with other people.?
6. Paul rose from his chair, ________ (鞠躬) and left the room.
II. 选用方框内所给的单词并用其适当形式填空（每个单词限用一次）。
conscious, slight, threaten, communicate, formal
1. Mary has been receiving ________ phone calls these days, which makes her terrified.?
2. It is known that “Hi” is a(n) ________ way of greeting people.??????
3. One of the most powerful forms of nonverbal ________ is body language.
4. The boy was hit on the head by a stone and knocked ________.
5. Mary was ________ upset that both of her parents forgot her birthday.
III. 用适当的介词或副词填空。
1. Irina and Marcus are busy ________ preparations for their wedding.
2. Illness was used _______ an excuse to avoid working overtime.
3. People often use body language when communicating ________ others.
4. Tom promised that he wouldn’t give ________ anything Bob told him.
5. Hold the picture ________ so that we can see it at the back of the classroom.
IV. 根据汉语意思补全下列句子（每空一词）。
1. 握手要用右手，这是大家都知道的。
As we all know, we usually ________ ________ with the right hand.
2. 事实上，我到北京的旅行不仅仅是观光。
In fact, my trip to Beijing is ________ ________ sightseeing.　　21*cnjy*com
3. 他们与老板在工资问题上达成了协议。
They ________ ________ ________ with the manager on the pay.
4. 对这件事的看法因人而异。
Opinions on the matter ________ ________ ________ ________ ________.
5. 警察警告人们购物时要谨防小偷。
The police warned people to be ________ ________ for thieves when shopping.
?
Part 2 GRAMMAR
I. 选用方框内适当的连词并用其适当形式填空。
though, whenever, if, however, although, unless
1. I’ll pay you double ________ you get the work finished by Friday.
2. I sleep with the window open ________ it’s really cold.【来源：21cnj*y.co*m】
3. Jack could not control his feeling ________ hard he tried. 21*cnjy*com
4. She’ll be coming tonight, ________ I don’t know exactly when.
5. ________ I hear that tune, it makes me think of you.
II. 根据括号内所给的提示翻译下列句子。
1. 尽管她有的时候很粗心，我还是喜欢她。 (even if)
__________________________________________________【来源：21·世纪·教育·网】
2. 只要你需要我，我就会和你待在一起。 (as long as)
__________________________________________________2-1-c-n-j-y
3. 无论发生什么，我们都应该保持冷静。 (whatever)
__________________________________________________21cnjy.com
4. 不管他在哪儿，我都要找到他。 (wherever)
__________________________________________________
5. 倘若你赚了很多钱，你会用它做些什么呢？ (suppose)
__________________________________________________???
?
Part 3 LISTENING AND VOCABULARY, FUNCTION, PRONUNCIATION, SPEAKING, WRITING, EVERYDAY ENGLISH, CULTURAL CORNER & TASK
I. 根据本模块所学单词及所给的提示写出所缺单词的正确形式。
1.? As is known, Both Bach and Beethoven wrote c________ music.
2. Shortly afterwards, Dawson received a(n) i________ to speak at a scientific conference.? 21·cn·jy·com
3. Do me a(n) f________ and turn the TV down while I am sleeping.
4. The school drama society will give a p________ of Hamlet.2·1·c·n·j·y
5. There was loud laughter down the phone, which Harry found ________ (有感染力的).【版权所有：21教育】
6. It is said that women do not yet have true ________ (平等) in the company.
7. It’s difficult to make a(n) ________ (判断) without any facts.21教育名师原创作品
8. His speech met with loud ________ (掌声).
II. 用适当的介词或副词填空。
1. In many countries, it is a tradition to wear black ________ funerals.
2. Sara bent ________ and picked up the coin on the ground.21世纪教育网版权所有
3. The boss always panics ________ the budget every month.www-2-1-cnjy-com
4. Have you got a cloth that I can wipe the floor ________?
5. I stared ________ him open-mouthed, unable to speak.
III. 根据括号内所给的提示翻译下列句子。
1. 我女儿激动地在床上又蹦又跳。 (up and down)
______________________________________
2. 海伦成为演员完全出于偶然。 (by accident)
______________________________________
3. 天黑了，把灯打开吧。 (switch on)
______________________________________
4. 首先，你应该向大家问好。 (say hello to)
______________________________________
?
答案
Part 1
I. 1. gestures?? ??? ?????? 2. aggressive? ????? 3. youth? 21·世纪*教育网
4. spread ? ? ? ? ? ? ? ? ? ?5. involves ? ? ? ? ? ?6. bowed
II. 1. threatening? ??????? 2. informal?
3. communication? ????? 4. unconscious
5. slightly?
III. 1. with?? ????????????? ?2. as ? ? ? ? ?3. with?? 4. away?? 5. up www.21-cn-jy.com
IV.
1. shake hands ? ? ?2. more than? 3. made a deal
4. vary from person to person? ?? 5. on guard
Part 2
I.1. if? ???????? 2.unless? ????? 3. however?
4. although / though??? ????? 5. Whenever
II.
1. I like her, even if she can be careless sometimes.
2. I’ll stay with you as long as you need me.
3. We should keep cool whatever happens.
4. I’ll find him wherever he is.
5. Suppose you make a lot of money, what will you do with it?21教育网
Part 3
I. 1. classical? ????? 2. invitation???? 3. favour?? 【出处：21教育名师】
4. performance? ?? 5. infectious??? 6. equality?
7. judgement? ????? 8. applause
II. 1. at? 2. down? 3. over / about? 4. with? 5. at
III.
1. My daughter jumped up and down on the bed with excitement.
2. Helen became an actor totally by accident.
3. Switch the light on when it’s getting dark.
4. First, you should say hello to everyone.