Module 3 Body Language and Non-verbal Communication
同步练习
1. The weather here varies _____________ hour to hour.
2. We insist on (坚持要求) _____________ (form) dress for dinner.
3. _____________ (traditional), Europeans and Americans shake hands to greet each other.
4. The youth of today _____________ (have) greater opportunities than ever before.
5. She stared _____________ the painting, wondering where she had seen it.
6. Yesterday when I was wandering on the pavement near a park, I met an old neighbour _____________ accident.
7. Susan enjoys _____________ (classic) music while her little brother likes pop music.
8. In her _____________ (judge), it was a wrong thing to give children so much pocket money.
9. _____________ (equal) between the sexes is a sign of modern civilisation.
10. Give it to _____________ (who) you like.
11.Envy is a _____________ (universe)weakness of people.
1. Like other animals, we are ______________________________________ (警惕) until we know it is safe to relax.
2. They have______________________________________ (达成协议) to sell the land to a property developer.
3. ______________________________________ (举起) your hand slowly.
4. Body language can ______________________________________ (暴露) a lot about your mood, so standing with your arms folded can send out a signal that you are being defensive.
5. A butter?y is ?ying ______________________________________ (上上下下地) among the ?owers.
6. Let’s drive over and ______________________________________ (向……问好) him.
7. I hear that song whenever I ______________________________________ (打开) the radio.
1. What our teacher said ______ me.
A. surprised B. surprise C. is surprised D. is surprising
2. He, as well as his parents, _____ to London before.
A. has gone B. has been C. have gone D. have been
3. We can communicate _______ people in every part of the world ______ the Internet.
A. with; with B. with, through C. through, through D. through, with
4. ------ Marx was born in Germany and German was his native language.
------- ___________.
A. So was Engels B. So Engels was C. So it was with Engels D. Engles was so.
5. He is used to _________ the matters that I don’t know ________.
A. dealing with, what to do with them.
B. dealing with; how to deal with
C. do with; what to do with
D. do with; how to deal with
6. ----- Sorry, Ann. I’m afraid that I can’t go to the magic show by David Copperfield with me.
-------- ________ who knows when he will be back here again?
A. It doesn’t matter. B. Do as you like
C. What a shame. D. Take it easy.
7. It could be used to express ideas as well as ___________.
A. stories B. animals C. objects D. subjects
8. Estimates(估计) of the value of his property（财产）________ from 500 million RMB to 800 million RMB.
A. exchange B. count C. form D. vary
9. She will have to be __________ for her tumors.
A. on operated B. operated on C. operated D. operating on
10. The engine _______ smoke and steam.
A. gives up B. gives in C. gives away D. gives off
11. ________ the punishment was unjust, he accepted it without complaint.
A. So long as B. Even though C. Since D. While
12. _______ he goes, Juan makes new friends and has wonderful adventures.
A. However B. Wherever C. Whenever D. Whatever
13. He fell off his bike, and had his leg________.
A. break B. breaking C. to break D. broken
14. ----- What are you going to do this afternoon?
------ I’ll probably go for a walk later on _________ it stays fine.
A. as far as B. so long as C. even if D as if
15. John may phone tonight. I don’t want to go out ________ he phones.
A. in case B. in that case C. so that D. in time
A college student at 15, a professor at Stanford University at 26, and advisor to the US president at 35, Condolezza Rice has always been a high achiever. Now her greatest 1 has come as she 2 Colon Powell to be the US’s first 3 female Secretary of State.
As the top diplomat (外交官), Rice became the highest-ranking black woman in the history of the US Government .But her success came as 4 surprise to the people who knew her well.
“No one 5 have thought decades ago this kid would one day sit in the White House. But she was always such a rare combination of 6 and charm (魅力); It just seems so right,” said Woolfolk, a childhood friend of Rice.
Rice was born on November 14,1954 in Alabama , at that time a very racist (种族偏见的) southern American state , her childhood world was 7 to the all-black parts of town . But she 8 lost her belief in her ability to succeed.
As an only child, young Rice was told to work hard to succeed. “To 9 with white children, you have to be twice as good as them, three times as good to beat them,” said her father, vice-president of a college. It was a 10 that she took to heart.
11 , Rice’s father and music teacher mother had enough money to pay for her private 12 .Rice started playing the piano aged three , 13 her first performance at four and 14 first in a national piano competition for teenagers . She even dreamed of being a (n) 15 , but during college, a speech on international relations opened another door for her. She started to study 16 and got her doctor’s degree.
Rice is also good at languages and 17 . She speaks French, Russian and Spanish. She plays tennis, dances ballet and is a (n) 18 figure-skating champion.
“Rice is one of the most 19 people I know,” said the ex-president George Bush senior , who invited Rive to the National Security Council (国家安全事务委员会) as his Soviet expert in 1989.
But her new job will not be easy. She must 20 US relations with Europe, which suffered over the Iraq War and all the trouble that exists in the Arab world.
1．A．revolution B．achievement C.prejudice D．viewpoint
2．A．abolishes B．replaces C．boycotts D．demands
3．A．top B．white C．black D．foreign
4．A．a B．no C．much D．small
5．A．should B．must C．would D．might
6．A．intelligence B．character C.religion D．discrimination
7．A．forbade B．limited C．demanded D．allowed
8．A．almost B．already C．once D．never
9．A．start B．end C．defeat D．compete
10．A．lesson B．bill C．act D．class
11．A．Thus B．however C．luckily D．unfortunately
12．A．chapters B．freedom C．separation D．lessons
13．A．won B．achieved C．gave D．gained
14．A．went B．did C．got D．came
15．A．racist B．advisor C．pianist D．lawyer
16．A．politics B．ballet C．economics D．race
17．A．chorus B．religion C．music D．sport
18．A．early B．past C．former D．before
19．A．civil B．political C．racial D．talented
20．A．deal with B．take advantage of C．benefit from D．set an example to
根据下图，请以 “Three ways of Communication”为题，写一篇100字左右的作文。请写出每种方法的好处。表达连贯，字体清晰。
参考答案
1. from [vary from … to … 从……到……之间变化]
2. formal 3. Traditionally
4. has / have [youth为集体名词，常与the连用]
5. at [stare at 凝视]
6. by [by accident 偶然地；意外地]
7. classical [classical music 古典音乐]
8. judgement [in sb’s judgement 在某人看来]
9. Equality [equality between the sexes 男女平等]
10. whoever 11. universal
1. on guard
2. made a deal [a property developer 房地产开发商]
3. Hold up / Lift up 4. give away 5. up and down
6. say hello / hi to 7. switch / turn on
1-5 ABBCB 6-10 CDDBD 11-15BBDBA
1-5BBCBC 6-10ABDDA 11-15CDCDC 16-20ADCDA
One possible version:
Communication has been playing an important role in people’s life. There are ways of communication. Of them all, mail, telephone and computer are most commonly used.
Writing letters is one of them. People use written words to exchange information, idea and thoughts. Although the mail is slow, it is the cheapest means of communication. The second type is the telephone. By telephone, people use sound to communicate with others and hear each other even if they are far apart. With the development of modern science and technology, the computer has come into being. Communication with computers is fast and easy. In this way, people send e-mails to each other without payment.
In a word, mail, telephone and computer help to bring people all over the world closer.
Module 3 Body Language and Non-verbal Communication
Period 1 Introduction and Reading
教材分析
This module focuses on body language and non-verbal communication. And in this lesson, students will learn a passage about this topic, which helps students know about different body languages in different cultures.
教学目标
By the end of this lesson, students will be able to:
(1) know about body language in different cultures;
(2) enhance reading abilities;
(3) raise cultural consciousness.
教学重难点
Students know about the specific body language in different cultures.
课前准备
Multimedia.
教学过程
Step 1 Warm-up
Share a video in which body language is used.
Then share some pictures and ask students to guess the meanings of the hand gestures.
【设计意图】
视频和图片帮助学生导入本节课的话题——body language and non-verbal communication。同时增添课堂活跃的氛围。
Step 2 Fast reading
1. Read the passage and choose the best title.
a. Saying It Without Words
b. When in Rome, Do as the Romans Do
c. Greetings Around the World
d. Read My Mind
2. Match each paragraph with the relevant topic.
【设计意图】
这两个问题旨在帮助学生快速获得主旨大意。
Step 3 Careful reading
1. Is unconscious body language a kind of “learned” body language?
A. No. B. Yes. C. Maybe. D. Sure.
2. We use “learned” body language when we are ________.
A. introduced to strangers B. greeting someone
C. carrying a weapon D. busy with the talking
3. Greetings in ________ countries do not involve touching the other person.
A. African B. European C. American D. Asian
4. What does the phrase “give away” mean in the sentence “People give away much more by their gestures than by their words.”?
A. Express. B. Offer. C. Send. D. Find.
Countries or areas
The way of greeting
The parts of body involved
The meaning of the greeting
【设计意图】
这一环节的问题意在让学生获得文本中的细节信息，对各种文化的肢体语言有进一步的了解。
Step 4 Games
1. Let’s imitate (模仿) the greetings of the different people, such as Europeans, Chinese, Muslims, Hindus, American youths.
Conclusion: Body language varies from culture to culture.
2. Can you figure out the meanings of the following gestures in the following countries?
eye contact;
OK;
thumbs up.
【设计意图】
学生通过此环节亲身感受不同文化下不同肢体语言的使用，也体会不同文化中同种肢体语言的不同含义，增强对文化的意识。
Step 4 Discussion
1. Do you think it is important to know about non-verbal communication in different cultures? Why do you think that way?
2. Talk about the different customs you know in the world.
Useful expression:
When we…, we should/shouldn’t/must/
mustn’t / had better ….
Conclusion: When we are visiting other countries, we should follow their customs. That is to say, When in Rome, do as the Romans do！
【设计意图】
帮助学生理解学习不同文化中肢体语言的意义，提高文化的意识和素养。
Period 2 Language points
教材分析
In the reading material, there are many words and expressions related to body language, which helps students talk about body language and non-verbal communication freely and fluently.
教学目标
By the end of this lesson, students will be able to:
(1) master “communicate”, “vary”, “involve”, “give…”, “what”引导名词性从句, 独立结构;
(2) apply the knowledge to practical use.
教学重难点
Students write a short passage by using what they’ve learnt.
课前准备
Multimedia.
教学过程
Step 1 Lead-in
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.
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.
Greetings 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 ___a____ much more by their _______ than by their words.
【设计意图】
一方面巩固上节课所学的文本内容，另一方面导入本节课的语言点学习。
Step 2 New words and expressions
1. communicate
原文再现：Although these are very important, we communicate with more than just spoken and written words. 尽管这些非常重要，我们并不仅仅使用口头和书面语言来交流。
(1) Did she communicate my wishes to you? 向……转达
(2) We communicate with more than just spoken and written words. 用……交流
(3) We communicate with each other by e-mail. 与……交流
communication n.
2. vary
原文再现：…yet there is also “learnt” body language, which varies from culture to culture. 但是也有习得的肢体语言，因文化不同而不同。
(1) The weather varies from hour to hour in some areas. 由……到……情况不同
(2) Her health varies with seasons. 随……而变化
(3) Shoes vary in color. 在……方面不同
Fill in the blanks with from…to; in; with
The other day I went to the market to buy some apples. I found the apples varied _______ big ones _______ small ones; that is, they varied _______ size. The salesgirl told me that the prices varied _______ quality. But to what were good apples, opinions on the matter varied.
3. involve
原文再现：Greetings in Asian countries do not involve touching the other person, but they always involve the hands. 亚洲国家的问候不涉及触碰他人，但是他们总是需要用手。
(1) 包括做……， 需要做……
involve doing…
The business involves __________(take) risks.
(2) 使某人参与某事；使某人牵扯到某事中
involve sb. in (doing) sth.
别把别人牵扯进你的麻烦中。
Don’t ___________________ in your trouble.
(3) be involved in
Don’t be involved in their quarrel.
He was deeply involved in the trouble.
4. give away
原文再现：People give away much more by their gestures than by their words. 人们通过姿势比言语传达的信息更多。
(1) He was so kind that he gave away all his money to the poor. 赠送
(2) His accent gives him away as a man from the south. 泄漏
(3) The mayor gave away the prizes at the ceremony. 颁发，分发
(4) other phrases related to “give”
__________ 归还
__________ 屈服，让步
__________ 放弃
__________ 散发出
__________ 散发出；分发；耗尽
__________ 让路
【设计意图】
帮助学生通过各种形式的练习理解和运用所学的知识。
Step 3 Practice
(1) Your body language ________ your real emotions.
A. gave in B. gave up C. gave away D. gave off
(2) ---- Smoking is bad for your health.
---- Yes, I know. But I simply can’t ________.
A. give it up B. give it in C. give it out D. give it away
(3) Honesty is a kind of quality and that’s what it takes to with others successfully.
A. say B. report C. communicate D. tell
(4) When visiting a foreign country, you should know customs ________ country to country and culture to culture.
A. vary from B. vary against. C. vary out of D. vary of
【设计意图】
帮助学生巩固所学知识。
Step 4 Sentences
1. Indeed, body positions are part of what we call “body language”. 的确，身体姿势是我们称之为肢体语言的一部分。
what引导___________从句
More examples:
He is _____________ a genius in language.他是一个所谓的语言天才。
Before the sales start, I make a list of ________ my kids will need for the coming season.
Translation：
(1) 如果天气允许的话，我们明天将去看你。
(2) 期末考试结束后，我们就要开始过暑假了。
2. One person then holds up his hand, palm outwards and five fingers spread. 说完后这个人举起手，手掌向外，五指张开。
Translation：
1. 如果天气允许的话，我们明天将去看你。
2. 期末考试结束后，我们就要开始过暑假了。
【设计意图】
帮助学生分析长难句，增强对文章的理解。同时配套的练习帮助其巩固所学知识。
Step 5 Group work
Use at least four of the following expressions to make up a short story.
【设计意图】
该步骤侧重输出，学生通过这一练习，增强对语言点的运用能力，同时也增强用英语表达的能力。
Lesson 3 Listening and Speaking
教材分析
The listening material is about different parts of our body and how we use body language. Besides, it mentions advice on customs.
教学目标
By the end of this lesson, students will be able to:
(1) get the detailed information about advice;
(2) improve the listening and speaking abilities;
(3) raise the awareness of customs;
(4) communicate with partners smoothly and actively.
教学重难点
(1) Get the detailed information in the listening material.
(2) Conduct the role-play.
课前准备
Multimedia.
教学过程
Step 1 Lead-in
Look at the picture and say the name of the parts of your body.
【设计意图】
图片导入，并联系学生自身，帮助学生快速进入本节课的话题探讨。
Step 2 Vocabulary
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 ________ 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.
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 ________.
【设计意图】
由前一步骤中图片的身体部位自然导入到与肢体语言相关的动词，同时也帮助学生获得相关的建议。
Step 3 Listening
1. Listen to a conversation and 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.
2. Match the following pieces of advice with the topics.
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. ______
【设计意图】
通过听力，学生获得相关习俗的信息。同时训练听力的能力。
Step 4 Speaking
Work in pairs. Do the role-play.
Student A: An American visitor to China. Ask B for advice on Chinese customs.
Student B: A Chinese student. Student A’s friend.
Give B advice using should or must or sentences beginning with if.
Useful expressions:
Asking for help
Could you please do me a favor?
Could you help me with…?
Could you give me a hand, please?
Could you please do something for me?
Offering help
Can I help you?
What can I do for you?
Would you like some help?
Is there anything (else) I can do for you?
Accepting help
Thanks.
Yes, please.
That’s very kind/nice of you.
Refusing help
It’s all right. Thank you.
No, thanks. I can manage it myself.
【设计意图】
建立在听力输入的基础上，自然引入到不同习俗不同的行为举止。所提供的提建议的句型给学生的讨论搭建支架，有助于学生更顺畅地交流。该环节旨在深入本节课的话题，并提高学生语言表达的能力。
Lesson 4 Grammar
教材分析
This unit focuses on adverbial clause of condition and concession. In this part, students need to learn many words and phrases related to adverbial clause and apply them to practical use.
教学目标
By learning this lesson, students will be able to:
(1) master the words and phrases related to adverbial clause of condition and concession;
(2) apply adverbial clause of condition and concession properly;
(3) raise the awareness of learning grammar in films and songs.
教学重难点
Students apply adverbial clause of condition and concession properly.
课前准备
Multimedia.
教学过程
Step 1 Lead-in
【设计意图】
结合学生实际，自然导入本节课的话题。
Step 2 Adverbial clause of condition
Words: if; unless
Phrases: as(so) long as; on condition that; in case
(1) ______ I see her, I’ll invite her to the party. 如果我看到她，我会邀请她来这个宴会。
(2) You’ll be late for school _______ you get up half an hour earlier. 除非你早起半小时，否则你上学会迟到的。
(3) __________ you work hard, you’ll succeed sooner or later. 只要你努力，迟早会成功的。
(4) The plane cannot take off _________ it rains. 万一下雨了，飞机就不能起飞了。
【注意】
1. 主从句的动作发生在将来时，则主句用将来时, 从句用一般现在时。
If he ________ tomorrow, I will be waiting for him at the airport.
如果他明天到的话，我将在机场等他。
I will not say anything unless he _______ me.
如果他不问我，我什么都不会说的。
2. 如果从句由if 或unless 引导，又有联系动词be，条件状语从句可用省略形式。
Come tomorrow if possible.
If so, you must go back and get it.
if necessary; if not; if possible; if any; if ever
【设计意图】
设定交通堵塞这一与本单元统一的话题，并就这一话题使用祈使句的肯定形式和否定形式进行探讨。
Step 3 Role-play
Jack: If I don't win the ticket, I will not meet you.
如果我没赢得船票，我就不会遇见你。
Rose: If I have another chance, I will still take this ship.
如果再给我一次机会，我还会乘坐这艘船。
Jack: If there is only one chance to survive, I hope you have it.
如果只有一次幸存的机会，我希望给你。
Rose: Unless Death comes, I will not leave you.
除非死神降临，否则我不会离开你。
【设计意图】
学以致用，电影台词的使用可以帮助增添学生学习的乐趣和积极性。
Step 4 Adverbial clause of concession
Words: though; although; as; while
Phrases: even if/though; whether…or…; no matter+疑问词; 疑问词+ever
1. although和though（尽管；虽然）不可与but连用，但可与yet，still连用。
Although /Though it was raining hard，(yet) they went on playing football.
尽管雨下得很大，但是他们继续踢足球。
2. as 引导让步状语从句的用法
Worker as she is, she works hard.
她虽然是名工人，但是很努力工作。
Try as he would, he could not lift the rock.
3. while引导的让步状语从句放句首，意为“虽然；尽管”。
While I am willing to help, I don't have much money.
4.even if/though 引导的让步状语从句，意为“即使，尽管”。
I support you even if you fail.
即使你失败了，我也支持你。
5.whether...or...可引导让步状语从句，意为“不管是……还是……；不论是否……”。
You’ll have to attend the ceremony whether you are free or busy.
无论你是否有空，你都要参加这个仪式。
6. no matter what（who，which，when，etc.）与whatever（whoever，whichever，whenever，etc.）
I want to marry the man I love, no matter who he may be.
= I want to marry the man I love, whoever he may be.
Whoever comes back first is supposed to win the prize.
Practice:
1.___________ I feel lonely, I think about you.
___________he is, he is very rude to me!
___________ I go, I always meet interesting people.
_________late you arrive, I’ll come and meet you.
I feel shy ________ she says hello to me.
I hear that song _________ I switch on the radio.
_________ much I study, I find these exercises difficult.
2. Enjoy a song and fill out the blankets.
Right here waiting
_________ you go, _________ you do, I will be right here waiting for you . _________ it takes, or how my heart breaks, I will be right here waiting for you
Step 5 Consolidation
1. ______ scientists have learned a lot about the universe, there is much we still don’t know.
A. Once B. Since C. Though D. Unless
2.You won’t find paper cutting difficult _______ you keep practicing it.
A. even though B. as long as C. as if D. ever since
3.______ the students came from different countries, they got along quite well in the summer camp.
A. While B. Unless C. Since D. Until
【设计意图】
对条件状语从句和让步状语从句进行练习，帮助学生再次巩固。
Lesson 5 Cultural Corner
教材分析
In this part, students will learn a passage, which focuses on the reason why people clap, the history of clapping and the features of applause.
教学目标
By the end of this lesson, students will be able to:
(1) get the main idea of the passage;
(2) enhance the ability to give advice on customs;
(3) raise the awareness of being polite and specific customs.
教学重难点
Students express themselves freely based on what they’ve got from the passage.
课前准备
Multimedia.
教学过程
Step 1 Lead-in
Share two pictures and ask students what the people in the pictures are doing.
【设计意图】
图片导入，帮助学生更快聚焦于本节课的话题。
Step 2 Fast reading
(1)?What is the passage about?
(2)?Why do people clap?
(3) How many countries are mentioned in the passages?
【设计意图】
帮助学生快速了解有关鼓掌的主要信息。
Step 3 Careful reading
Read the passage again and answer the following questions.
(1) What is the main idea of the first paragraph?
(2) On what occasion do people clap?
(3) What is the main idea of the 2nd paragraph?
(4) What did applause mean in classical Athens?
(5) What did the prolonged clapping help?
(6) What is the definition of applause?
(7) What are the features of clapping?
(8) Do people from different cultures clap on the same occasions?
【设计意图】
问题引领学生对鼓掌的历史和特征进一步了解，并关注不同文化鼓掌的内涵不同。
Step 4 Discussion
Prepare some social advice for visitors to China.
Activity 1 Work in pairs. Make a list of social situations to write about. Choose from these topics, or think of others.
Meeting people
Going to somebody’s house
Eating a meal
Conversation topics
Giving gifts
Activity 2 Write a short paragraph on each topic beginning with if you or when you and use should(n’t) and must(n’t).
Example: When you meet people for the first time you should shake hands.
Activity 3 Work in groups. Compare your advice.
【设计意图】
该环节是建立在文本的基础上，延伸至生活中其他方面的习俗。学生探讨并提供建议，所提供的可选择的话题以及例子，旨在给予学生组织活动的支架，使其更为顺利进行活动。
Step 5 Homework
Writing:
假定你是李华，你的新西兰朋友Terry将去中国朋友家做客，发邮件向你询问有关习俗。请你回复邮件，内容包括：
1．到达时间；
2．合适的礼物；
3．餐桌礼仪。
注意：
1．词数100左右；
2．可以适当增加细节，以使行文连贯。
【设计意图】
学生将输入转为输出，在这一环节中，学生语言组织能力和回复信件的能力得到提高。同时，这一任务也帮助学生更为了解餐桌礼仪。
教学反思：
略。
