【正文】 , Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance . 4. Did any students have similar greeting customs? If so, which ones? Yes. Tony from Colombia and Darlene from France had a similar greeting customa kiss. Gee from Canada and Ahmed from Jordan also had a similar greeting customa handshake, but Ahmed shakes hands only with men. 5. “ When in Rome, do as the Romans do.” What do you think this famous saying means? This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs. 6. Do you agree with the author’s statement that body language is not good or bad? Why or why not? Students will give their own answers. Step Ⅴ Homework 1. Get ready to retell the text in your own words. The Third Period Reading (II) Teaching goals 教學目標 1. Target language 目標語言 a. 詞匯和短語 unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective b. 重點句子 Body language is one of the most powerful means of munication, often even more powerful than spoken language. 2. Ability goals 能力目標 a. Enable the students to know more about body language. What is the function of body language? What is the similarity of body language? How can you understand the universal facial expression “smile”? Does “a smile” 知識改變命運，學習成就未來 歡迎各位老師踴躍投稿，稿酬豐厚 郵箱： 第 19 頁 共 27 頁 always mean the same thing? What is the difference of body language between various cultures? b. Enable the students to understand better body language. What is the proper attitude towards body language? What would happen if we knew nothing about body language? 3. Learning ability goals 學能目標 How we can “show our feelings” with the body language learned in this unit or gained in our social life. Teaching important points 教學重點 How body language shows the same or different feelings among people from different cultures. Teaching difficult points 教學難點 How to tell that the same body language shows different feelings in different cultures. Teaching methods 教學方法 Fast reading: dealing with the “true” or “false” questions. Discussion: the importance of body language. Teaching aids 教具準備 A recorder, a projector and a puter. Teaching procedures amp。 S4: runs away as quickly as possible. S2: Ok. I think S1 seems the most likely, so we all have done a good job. T: Yes. I couldn’t agree with you. Now, one more group. Step V Role Play (Speaking task on P67) T: Now, there’s still a little time left. Let’s e to Speaking Task on Page 67. Step VI Homework 1. Team work: Discuss the importance of body language. 2. Go over the Reading: 1) Communication: No Problem? 2) Showing our feeling. T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2020, the ing Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program? The Second Period Reading (I) Teaching goals 教學目標 1. Target language 目標語言 a. 詞匯和短語 知識改變命運，學習成就未來 歡迎各位老師踴躍投稿，稿酬豐厚 郵箱： 第 14 頁 共 27 頁 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, edy b. 重點句子 Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students. …I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence. 2. Ability goals 能力目標 a. Enable the students to realize the importance of body language. What is the purpose of language? What is the purpose of body language? How can you tell if someone is sad even if they do not speak? How can you municate a feeling to someone who does not speak your language? b. Enable the students to understand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people express themselves besides their spoken language? Do all cultures greet each other the same way? Do English people and other Europeans act the same when they first meet? Is a handshake very mon in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in their own words. 3. Learning ability goals 學能目標 Help the students learn how to explain the mon idea—“different cultures, different body languages” with the target language in this unit. Teaching important points 教學重點 How does body language differ among people from different cultures? 知識改變命運，學習成就未來 歡迎各位老師踴躍投稿，稿酬豐厚 郵箱： 第 15 頁 共 27 頁 Teaching difficult points 教學難點 The understanding of the poorlywritten reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the pilers of the textbook. Teaching methods 教學方法 Skimming method, taskbased method, roleplay method. Teaching aids 教 具準備 A recorder, a projector and a puter. Teaching procedures amp。 S4: runs away as quickly as he can. S2: Ok. I think S4 seems the most likely, so it is his turn. S4: What are you likely to do if you meet with a fierce dog? (Actions) S1: remains where he is and bends down, looking at the dog。 S4: climbs on to a tree. S3: Ok. I think S2 seems the most likely, so it is her turn. 知識改變命運，學習成就未來 歡迎各位老師踴躍投稿，稿酬豐厚 郵箱： 第 13 頁 共 27 頁 S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water。 S4: