ReadingandThinkingListeningtoHowBodiesTalk選修一Unit4BodylanguageLearningObjectivesBytheendofthisclass,youwillbeableto:01getabetterunderstandingofpassageandfigureoutthestructureofthepassage.

02helpLiHuasolvethepuzzlesuccessfullybyunderstandingthepassage.03developasenseofcross-culturalcommunication.Learningobjectives:adhereto(堅持）theculturalconfidenceandcultivatetheawarenessofpromotingChineseculture.04VideoTime:LiHua

greetedsomeinternationalexchangestudents.1.Whatwashisfeeling?2.Whatcausedsuchfeeling?embarrassed/awkward/surprised/worried/puzzled/confusedTheirbodylanguage.

1

WhatwasthematterwithMiddleEasternstudent?2

TheJapanesesenioralwaysbentdownwhenspeaking.

Didhedisrespectme?WhenImadethe"OK"gesture,hisrespondmademeconfused.3

TheBulgarianstudentkeptshakingherheadatme.Diditmeandisagreement?4

TheFrenchstudentkissedcheekswhenmeeting.How

shouldIrespond?LISTENINGTOHOWBODIESTALKActivity1:Readforstructure

理清學(xué)習(xí)地圖

introductiondifferencessimilaritiesdifferentusesWhatisthestructureofthetext？①②③④⑤⑥A①②③④⑤⑥B①②③④⑤⑥CPre-readingWhile-readingPost-readingSelf-assessingActivitiy1:ReadforstructureActivity2:Readfordecoding（解碼）

分

段

解

碼Task1:追查差異根源—Para.2What’sthesourceofthedifferences?Bodylanguage/GestureCountry/RegionMeaningsInsomecountriesLookingintosomeone’seyesDisplayinterestMakingeyecontactImpoliteMiddleEastLookingdownwhentalkingtoanolderpersonJapanrespectTask2:破解“眼神密碼”—Para.2Country/RegionMeaningJapanFranceBrazil/GermanyzeromoneynotpoliteHowaboutinChina?

Task3:排查手勢“OK”雷區(qū)—Para.3

Eventhegesturesweusefor"yes"and"no"differaroundthe

world.Inmanycountries,shakingone'sheadmeans"no",

andnoddingmeans"yes".Bycomparison,inBulgariaandsouthernAlbania,thegesturehastheoppositemeaning.NoddingheadShakingheadInmanycountriesBulgaria&SouthernAlbaniaMakeinferences

Sometimesapassagedoesnotsaysomethingdirectly.However,youcanfigureitoutbylookingatthecluesinthepassage.Task4:偵破“點頭搖頭”和“打招呼”—Para.4TheexchangestudentfromFrancewantedtokissLiHuawhentheymet.Why?

1

WhatwasthematterwithMiddleEasternstudent?2

TheJapanesesenioralwaysbentdownwhenspeaking.

Didhedisrespectme?WhenImadethe"OK"gesture,hisrespondmademeconfused.3

TheBulgarianstudentkeptshakingherheadatme.Diditmeandisagreement?4

TheFrenchstudentkissedcheekswhenmeeting.How

shouldIrespond?“Iamfull”“sleep”Findoutbodylanguageusedalmost

everywhere

.Body

languageuniversalbodylanguageTask5:探尋通用手勢—Para.5SmilescanmakeushappySmilescanmakeuswarmSmilescanmakeusconfident......smileapologiseaskforhelpgreetsomeonestartaconversationWhatasmilecanbeusedtodo?Task6:微笑的力量—Para.6Smilecostsnothing,butgivestoomuch.PowerfulMakeamindmap—APracticalGuidetoLiHua’sBodyLanguageWeshould...LearnUnderstandRespect

UseappropriatelytheculturesthemeaningsthedifferencesActivity3:FurtherThinking

文化橋梁：從解碼者到傳播者LiHuawaselectedasthe"CulturalExchangeAmbassador".IfyouwereLiHua,howwouldyouhelpforeignersquicklyunderstandandappreciateuniqueChinesebodylanguage?Activity3:FurtherThinkingActivity3:FurtherThinking總結(jié)：“理解文化差異是橋梁，傳遞文化自信是使命?！?/p>

TheuniqueChinesebodylanguage--ChineseetiquetteLook!Thisis___________inChina.Weuseitas/to/in______________________.First,__________________________________.Next,__________________________.Easy,right?Tryit.WanfuLi

atraditionalgreetingforwomenplaceonehandovertheothergentlycurtsyalittleandnodyourheadWearethefutureofChina.Weshouldworkhardtomakeourcountrystrongenoughtowinrespectoverseas.Then,wecancarryforwardChinesecultureandboostourglobalstatus.Activity3:FurtherThinkingAdheretotheculturalconfidenceandrealizetherevivalofthefamouspeople.ItemsScore1.Icangetabetterunderstandingofbodylanguageandfigureoutthestructureofthepassage.2.IcanhelpLiHuasolvethepuzzlesuccessfullybyunderstandingthepassage.3.Icandeveloptheawarenessofcross-culturalcommunication.4.Icanadhereto(堅持）theculturalconfidenceandcultivatetheawarenessofpromotingChineseculture.Self-evaluationIndividualWorkGroupWork

AssignmentLetusbecomea“culturaldesigner”

todesignacreativebusinessca