Unit 4 Period 3 Using Language（导学案）英语人教版选择性必修第一册

Unit 4 Body Language Period 3 Using Language（导学案）解析版 【学习目标】 1.获取、梳理描述学生在课堂上所呈现的肢体语言并理解背后所隐藏的含义。 2.分析、判断作者的写作手法，学习、掌握介绍肢体语言的相关表达。 3.联系个人生活，使学生在新的语境中用得体的语言以书面形式描述、介绍肢体语言，实现对语言知识和文化知识的内化，促进能力向素养的转化。 4.通过同伴合作，对同伴的写作草稿进行批判性评价，并进行相互学习，培养学生批判性思维及与他人合作学习的能力。 【学习重难点】 教学重点 语言维度：获取文章中的有效信息，了解不同肢体语言背后的含义。 阅读与文化维度：分析和判断，介绍肢体语言的写作方法及相关表达。 教学难点 语言深度运用：用恰当的语言介绍生活中熟悉的肢体语言。 思维拓展提升：培养学生获取信息并利用所学语言文化知识创造新语篇的能力以及批判性思维。 【预习清单】 Ⅰ.根据词性和词义写出正确的单词 1． vt.使更清晰易懂；阐明；澄清 2． vt.揭示；显示；露出 3． vt.意味着；暗示 4． adv.几乎不；勉强才能；刚刚 5． vt.占据；占用 6． vt.盯着看；凝视 n．凝视 7． vt.分散(注意力)；使分心 8． vi.& vt.区分；辨别 9． vt.给(试卷、问题等)打钩号 vi.(钟表)发出嘀嗒声 n．钩号 10． vi.& vt.费心；麻烦；因……操心 n．麻烦；不便 11． vi.& vt.哭泣；流泪 12． n．矛盾；冲突 vi.冲突；抵触 13． vi.干预；介入 14． n．组成部分；零件 15． n．胸部；胸膛 16． n．天花板；上限 17． adv.只是；仅仅；只不过 18． n．语气；腔调；口吻 Ⅱ.词汇拓展 1． n．焦虑；担心；害怕→ adj.忧虑的；不安的 2． n．趋势；倾向→ vi.趋向；趋于 vt.照料；护理 3． n．教师；教育工作者；教育家→ v．教育；教导；训练 4． vt.把……放低；降低；减少 adj.下面的；下方的；较小的→ adj.低的；浅的 5． adj.难堪的；尴尬的→ vt.使……难堪；使……尴尬 6． adj.羞愧的；惭愧的→ n．羞愧；惭愧；令人惭愧的事情 7． vi.& vt.询问；打听→ n．调查；询问 8． adv.最终；最后→ adj.最终的；最后的 9． vt.调整；调节 vi.& vt.适应；(使)习惯→ n．调整；调节 10． vi.(对……)起反应；回应；(对食物等)有不良反应→ n．反应；回应 Ⅲ.根据汉语意思写出短语 1． 换句话说；也就是说 2． (短暂地)访问；要求(某人讲话等)；正式邀请 3． 有某种影响；在工作 4． 坐下休息 5． 倾向于 6． 从事于，忙于 7． 凝视；盯着看 8． 调整；调节；适应 【学习过程】 学习理解 读中-主旨阅读 Ⅰ.速读文章并完成下列题目 Activity 1: Pre-reading 一、向学生几幅图片，并请学生自由讨论以下问题： Look at some pictures and tell what are they doing and how are they feeling in class . Activity 2: While Reading 二、Looking at the title and the illustration, what questions pop into your mind? ①Who is the author? ②How does the author know her students? ③Why does a teacher need to know his/her students? Read the whole passage to check the prediction and try to find out the main idea of the text. The text may introduce ___________________ for the _________ to know the students. 【答案】 读中-细节理解 Read for the main idea of each paragraph. P1: P2: P3: P4: P5: P6: Read for the structure of the text. Detailed Reading 一、Read for the details(Para.1-2)and answer the following questions. 1.How does the writer arouse readers’ interest? 2.Was it difficult to know the students? Why? 二、Read for the details(Para.3) Recognize when students are interested or bored 三、Read for the details(Para.4) Recognize when students are distracted Q: According to the teacher, what is some students’ favourite activity? Q: What does the phrase “who knows what” mean? 四、Read for the details(Para.5) Recognize when students are troubled Read para.3-5 and fill in the blanks. Students' body language Meaning looking up and making eye contact lowering his head to look at his or her watch two friends leaning heads together   looking up without eye contact, their eyes barely moving looking anywhere but the teacher with their chins on their hands, staring out of the window looking at the ceiling   五．Read for the details(Para.6) Why does the teacher think body language is important? Match the body language with the meanings. Write the letters A-J on the lines. ___ 1 Looking up and making eye contact ___ 2 Leaning over to look at one’s watch ___ 3 Two friends leaning heads together ___ 4 Leaning forward and looking at the teacher ___ 5 Looking up, but no eye contact, no expression ___ 6 Looking away ___ 7 Chin on hand, looking out the window ___ 8 Looking down, arms or legs crossed ___ 9 Frowning ___ 10 Hair not brushed, red eyes A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety Look at the picture on Page 44 and describe the people in it by answering the following questions. 1) What is the girl in pink doing? How does she probably feel? 2) What about the girl behind her in yellow? What is she doing and how does she probably feel? 2. Look at the pictures on Page 45 and in groups, discuss what these people are doing and what their body language is telling you. Activity 3: Post Reading How to create a vivid scene 应用实践 读后-思维提升 1. Present the writing requirements. Task 1: Draw someone you know. Show his/her body language in your drawing. And then write a passage to describe the body language of the person in your drawing, and explain what his/her body language tells us. Task 2: Assuming you are Li Hua, your school will hold an English speech competition. Please write a speech titled “Body Language”, which includes the importance of body language and your commonly used body language and reasons. 2. Make writing preparations for Task 1. 1) Complete the form to organize your writing content and structure. Who am I going to write about? Language feature Body language What’s his/her typical body language? What words and expressions that I have learnt can be used? Occasion When will he/she have such kind of body language? Meaning What feelings or meanings are conveyed by his/her body language? Personality What kind of person is he/she? 2) Go through the useful expressions that might be used in writing. We can see from the picture that ... In the picture, ... As we can see in this picture, ... We can also notice that ... This posture shows that ... We can safely make the conclusion that ... 2. Make writing preparations for Task 2. 1) Talk about the form and organization of a speech, and the importance of body language. 2) Read the sample writing for reference. 读后-课堂练习 As a teacher, I try to know 1______each student is thinking by watching their body language. Recognizing whether students are 2__________ (interest) in a lesson is easy. Most students tend to look up and make eye contact and sometimes they lean forward and look at me. If a student looks 3 ________at his watch, it implies he is bored. If two friends are leaning their heads together, they are 4________ (probable) writing notes to each other.  Some students are easy to be___5_____ 　　　　　 (distract).Instead of looking at me, they spend all their time looking anywhere. Then again, some students prefer daydreaming. 6________ their chins on their hands, they occupy 7_____________(them) by staring out of the window or up at the ceiling. In these cases, they should be reminded to concentrate. Distinguishing when students are troubled is much 8.________ (hard). If students have their arms crossed in front of their chests and their legs 9.　　　　　 (close)________ or crossed, it shows they are angry, afraid, or experiencing anxiety.  Finally, it is my duty to help every student to learn and I adjust class 10.________(activity) according to their body language. In my opinion, reacting to body language is an important component of being a teacher.  总结-语言点 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. 尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。 [归纳点拨] 句中连词while引导让步状语从句，意为“虽然；尽管”，相当于though, although。此外，while还有其他含义： (1)while用作并列连词，表示前后分句的对比，意为“而，可是”。 (2)while意为“当……的时候”，引导时间状语从句。 [应用融会]　(完成句子) ① ,_they made contributions to the environmental protection.(表示让步) 尽管只是些小孩，但他们为环境保护做出了贡献。 ② ,_the children were playing outside.(表示时间) 玛丽写信时，孩子们在外面玩耍。 ③Some people live in plenty, .(表示对比) 一些人过着丰衣足食的生活，而另一些人却吃不饱。 distinguish vi.& vt.区分；辨别 [用法感知] ①(以文化人助写作)Reading good books can not only enrich our knowledge but also teach us to distinguish between right and wrong. 阅读好书既能丰富我们的知识又能教我们分辨是非。 ②Open your eyes to distinguish right from wrong, close your eyes and think calmly. 睁眼明辨是非，闭眼冷静思考。 ③John did not distinguish himself as a student, but he was very active in class. 约翰并不是出色的学生，但他在班上很活跃。 [归纳点拨] (1)distinguish between A and B　区分A和B distinguish ...from ...　 把……与……区分开来 distinguish oneself (as ...) (作为……)表现突出 (2)distinguished adj. 卓越的；著名的；杰出的 be distinguished for ... 因……而出名 be distinguished as ... 作为……而出名 [应用融会]　(单句语法填空) ④It's important to distinguish reality dreams. ⑤As far as we all know, she has already distinguished herself a great volleyball coach in the world. 迁移创新 假如你是李华,你校校报的英文版就身势语的差异进行征稿。请你根据以下表格内容完成一个关于中美身势语差异的英文稿件。 身势语 美国 中国 身体接触 保持距离,较少接触,尤其是同性之间 身体接触较多,例如女性之间可以手拉手等 伸舌头 一种粗鲁的表现 一种尴尬的表现 拍小孩的头 给予安慰或鼓励 表示喜爱 注意:1.短文应包括表格所示的全部内容,可适当发挥; 2.词数80左右,文章开头已为你写好,不计入总词数。 1. 审题定调 主题 中美身势语的差异 体裁 说明文 人称 第一、三人称为主 时态 一般现在时 布局 第一段:强调身势语的重要性,表明写作目的; 第二段:根据表格提示,说明身体接触、伸舌头和拍小孩的头的中美差异; 第三段:总结差异是客观存在的,提出彼此理解的希望。 1 / 7 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 4 Body Language Period 3 Using Language（导学案）解析版 【学习目标】 1.获取、梳理描述学生在课堂上所呈现的肢体语言并理解背后所隐藏的含义。 2.分析、判断作者的写作手法，学习、掌握介绍肢体语言的相关表达。 3.联系个人生活，使学生在新的语境中用得体的语言以书面形式描述、介绍肢体语言，实现对语言知识和文化知识的内化，促进能力向素养的转化。 4.通过同伴合作，对同伴的写作草稿进行批判性评价，并进行相互学习，培养学生批判性思维及与他人合作学习的能力。 【学习重难点】 教学重点 语言维度：获取文章中的有效信息，了解不同肢体语言背后的含义。 阅读与文化维度：分析和判断，介绍肢体语言的写作方法及相关表达。 教学难点 语言深度运用：用恰当的语言介绍生活中熟悉的肢体语言。 思维拓展提升：培养学生获取信息并利用所学语言文化知识创造新语篇的能力以及批判性思维。 【预习清单】 Ⅰ.根据词性和词义写出正确的单词 1． vt.使更清晰易懂；阐明；澄清 2． vt.揭示；显示；露出 3． vt.意味着；暗示 4． adv.几乎不；勉强才能；刚刚 5． vt.占据；占用 6． vt.盯着看；凝视 n．凝视 7． vt.分散(注意力)；使分心 8． vi.& vt.区分；辨别 9． vt.给(试卷、问题等)打钩号 vi.(钟表)发出嘀嗒声 n．钩号 10． vi.& vt.费心；麻烦；因……操心 n．麻烦；不便 11． vi.& vt.哭泣；流泪 12． n．矛盾；冲突 vi.冲突；抵触 13． vi.干预；介入 14． n．组成部分；零件 15． n．胸部；胸膛 16． n．天花板；上限 17． adv.只是；仅仅；只不过 18． n．语气；腔调；口吻 【答案】 1．clarify vt.使更清晰易懂；阐明；澄清 2．reveal vt.揭示；显示；露出 3．imply vt.意味着；暗示 4．barely adv.几乎不；勉强才能；刚刚 5．occupy vt.占据；占用 6．stare vt.盯着看；凝视 n．凝视 7．distract vt.分散(注意力)；使分心 8．distinguish vi.& vt.区分；辨别 9．tick vt.给(试卷、问题等)打钩号 vi.(钟表)发出嘀嗒声 n．钩号 10．bother vi.& vt.费心；麻烦；因……操心 n．麻烦；不便 11．weep vi.& vt.哭泣；流泪 12．conflict n．矛盾；冲突 vi.冲突；抵触 13．intervene vi.干预；介入 14．component n．组成部分；零件 15．chest n．胸部；胸膛 16．ceiling n．天花板；上限 17．merely adv.只是；仅仅；只不过 18．tone n．语气；腔调；口吻 Ⅱ.词汇拓展 1． n．焦虑；担心；害怕→ adj.忧虑的；不安的 2． n．趋势；倾向→ vi.趋向；趋于 vt.照料；护理 3． n．教师；教育工作者；教育家→ v．教育；教导；训练 4． vt.把……放低；降低；减少 adj.下面的；下方的；较小的→ adj.低的；浅的 5． adj.难堪的；尴尬的→ vt.使……难堪；使……尴尬 6． adj.羞愧的；惭愧的→ n．羞愧；惭愧；令人惭愧的事情 7． vi.& vt.询问；打听→ n．调查；询问 8． adv.最终；最后→ adj.最终的；最后的 9． vt.调整；调节 vi.& vt.适应；(使)习惯→ n．调整；调节 10． vi.(对……)起反应；回应；(对食物等)有不良反应→ n．反应；回应 【答案】 1．anxiety n．焦虑；担心；害怕→anxious adj.忧虑的；不安的 2．tendency n．趋势；倾向→tend vi.趋向；趋于 vt.照料；护理 3．educator n．教师；教育工作者；教育家→educate v．教育；教导；训练 4．lower vt.把……放低；降低；减少 adj.下面的；下方的；较小的→low adj.低的；浅的 5．embarrassed adj.难堪的；尴尬的→embarrass vt.使……难堪；使……尴尬 6．ashamed adj.羞愧的；惭愧的→shame n．羞愧；惭愧；令人惭愧的事情 7．inquire vi.& vt.询问；打听→inquiry n．调查；询问 8．ultimately adv.最终；最后→ultimate adj.最终的；最后的 9．adjust vt.调整；调节 vi.& vt.适应；(使)习惯→adjustment n．调整；调节 10．react vi.(对……)起反应；回应；(对食物等)有不良反应→reaction n．反应；回应 Ⅲ.根据汉语意思写出短语 1． 换句话说；也就是说 2． (短暂地)访问；要求(某人讲话等)；正式邀请 3． 有某种影响；在工作 4． 坐下休息 5． 倾向于 6． 从事于，忙于 7． 凝视；盯着看 8． 调整；调节；适应 【答案】 1．in other words 2．call on 3．at work 4．put one's feet up 5．tend to 6．occupy oneself in/with 7．stare at 8．adjust to 【学习过程】 学习理解 读中-主旨阅读 Ⅰ.速读文章并完成下列题目 Activity 1: Pre-reading 一、向学生几幅图片，并请学生自由讨论以下问题： Look at some pictures and tell what are they doing and how are they feeling in class . 【答案】 He is putting his head on his hand. He is biting his pencil, with his eyes looking at somewhere else. He is distracted. He is wearing a frown and hiding his face with his hand. He is troubled. Other students are looking up at the teacher. He is focused on the class. While the boy in green is sleeping. The girl in the last row is paying attention to what the teacher said.She is interested. The boy who is yawning is bored. His desk mate is looking down with distant expression, she is probably daydreaming. Activity 2: While Reading 二、Looking at the title and the illustration, what questions pop into your mind? ①Who is the author? ②How does the author know her students? ③Why does a teacher need to know his/her students? Read the whole passage to check the prediction and try to find out the main idea of the text. The text may introduce ___________________ for the _________ to know the students. 【答案】 some useful ways；educators 读中-细节理解 Read for the main idea of each paragraph. P1: P2: P3: P4: P5: P6: 【答案】 P1: introduction P2: Transition sentence P3: Recognize when students are interested or bored P4: Recognize when students are distracted P5: Distinguish when students are troubled P6: Use body language to help students Read for the structure of the text. 【答案】 Detailed Reading 一、Read for the details(Para.1-2)and answer the following questions. 1.How does the writer arouse readers’ interest? 【答案】 By asking a question to lead in the topic. 2.Was it difficult to know the students? Why? 【答案】 a tough task students’ unique character and limited communication 二、Read for the details(Para.3) Recognize when students are interested or bored 三、Read for the details(Para.4) Recognize when students are distracted Q: According to the teacher, what is some students’ favourite activity? 【答案】 Daydreaming. Q: What does the phrase “who knows what” mean? 【答案】 It is impossible to tell what they are interested in. 四、Read for the details(Para.5) Recognize when students are troubled Read para.3-5 and fill in the blanks. Students' body language Meaning looking up and making eye contact lowering his head to look at his or her watch two friends leaning heads together   looking up without eye contact, their eyes barely moving looking anywhere but the teacher with their chins on their hands, staring out of the window looking at the ceiling   【答案】 五．Read for the details(Para.6) Why does the teacher think body language is important? 【答案】 It’s important for teachers to observe students’ body language to adjust their teaching. Match the body language with the meanings. Write the letters A-J on the lines. ___ 1 Looking up and making eye contact ___ 2 Leaning over to look at one’s watch ___ 3 Two friends leaning heads together ___ 4 Leaning forward and looking at the teacher ___ 5 Looking up, but no eye contact, no expression ___ 6 Looking away ___ 7 Chin on hand, looking out the window ___ 8 Looking down, arms or legs crossed ___ 9 Frowning ___ 10 Hair not brushed, red eyes A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety 【答案】 C B F A H E I D J G Look at the picture on Page 44 and describe the people in it by answering the following questions. 1) What is the girl in pink doing? How does she probably feel? 2) What about the girl behind her in yellow? What is she doing and how does she probably feel? 2. Look at the pictures on Page 45 and in groups, discuss what these people are doing and what their body language is telling you. 【答案】 Picture 1: 1 The students in the classroom are raising their hands. Their body lean forward and look at the teacher, so they are excited and interested in the lesson. Picture 2: The boy is giving a fist pump and smiling. This is normally done when someone has just accomplished something good and wants to celebrate. Picture 3: The boy is whispering to the girl. Maybe he is telling a funny joke. The girl is laughing with her hands covering her mouth. She is interested in what the boy said. Activity 3: Post Reading How to create a vivid scene 应用实践 读后-思维提升 1. Present the writing requirements. Task 1: Draw someone you know. Show his/her body language in your drawing. And then write a passage to describe the body language of the person in your drawing, and explain what his/her body language tells us. Task 2: Assuming you are Li Hua, your school will hold an English speech competition. Please write a speech titled “Body Language”, which includes the importance of body language and your commonly used body language and reasons. 2. Make writing preparations for Task 1. 1) Complete the form to organize your writing content and structure. Who am I going to write about? Language feature Body language What’s his/her typical body language? What words and expressions that I have learnt can be used? Occasion When will he/she have such kind of body language? Meaning What feelings or meanings are conveyed by his/her body language? Personality What kind of person is he/she? 2) Go through the useful expressions that might be used in writing. We can see from the picture that ... In the picture, ... As we can see in this picture, ... We can also notice that ... This posture shows that ... We can safely make the conclusion that ... 【答案】 This is my friend, Allen. He is bending over a piece of paper with a pencil in his hand, drawing. His other hand holds an eraser near the paper, because he wants to be able to use it as soon as he needs it without wasting time. Allen is a very serious artist, which you can tell from the intense look on his face. When he is drawing, he tends to block out everything else in the world. Often, when other people call out his name, he does not even hear them because he is lost in his art. 2. Make writing preparations for Task 2. 1) Talk about the form and organization of a speech, and the importance of body language. 2) Read the sample writing for reference. 【答案】 Body Language Good morning, everyone! I’m glad to have the chance to share my view on “Body Language”. Body language is of great importance when it comes to communicating with others. On various occasions, it conveys more than the words we speak. Accordingly, proper body language assists us in leaving a good impression on others. As for me, I prefer to smile when communicating with someone. A smile can narrow the distance between us. It goes without saying that it is much easier for us to make approaches to the people with a smile. Besides, a smile makes our communication joyful. Body language is significant in communication, but we should use it in a proper way. That’s all. Thanks for your listening. 读后-课堂练习 As a teacher, I try to know 1______each student is thinking by watching their body language. Recognizing whether students are 2__________ (interest) in a lesson is easy. Most students tend to look up and make eye contact and sometimes they lean forward and look at me. If a student looks 3 ________at his watch, it implies he is bored. If two friends are leaning their heads together, they are 4________ (probable) writing notes to each other.  Some students are easy to be___5_____ 　　　　　 (distract).Instead of looking at me, they spend all their time looking anywhere. Then again, some students prefer daydreaming. 6________ their chins on their hands, they occupy 7_____________(them) by staring out of the window or up at the ceiling. In these cases, they should be reminded to concentrate. Distinguishing when students are troubled is much 8.________ (hard). If students have their arms crossed in front of their chests and their legs 9.　　　　　 (close)________ or crossed, it shows they are angry, afraid, or experiencing anxiety.  Finally, it is my duty to help every student to learn and I adjust class 10.________(activity) according to their body language. In my opinion, reacting to body language is an important component of being a teacher.  【答案】 1 what 2 interested 3down 4 probably 5 distracted 6 with 7 themselves 8 harder 9 closed 10 activities 总结-语言点 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. 尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。 [归纳点拨] 句中连词while引导让步状语从句，意为“虽然；尽管”，相当于though, although。此外，while还有其他含义： (1)while用作并列连词，表示前后分句的对比，意为“而，可是”。 (2)while意为“当……的时候”，引导时间状语从句。 [应用融会]　(完成句子) ① ,_they made contributions to the environmental protection.(表示让步) 尽管只是些小孩，但他们为环境保护做出了贡献。 ② ,_the children were playing outside.(表示时间) 玛丽写信时，孩子们在外面玩耍。 ③Some people live in plenty, .(表示对比) 一些人过着丰衣足食的生活，而另一些人却吃不饱。 【答案】①While_they_were_just_children,_ ②While_Mary_was_writing_a_letter,_ ③while_others_haven't_enough_to_eat. distinguish vi.& vt.区分；辨别 [用法感知] ①(以文化人助写作)Reading good books can not only enrich our knowledge but also teach us to distinguish between right and wrong. 阅读好书既能丰富我们的知识又能教我们分辨是非。 ②Open your eyes to distinguish right from wrong, close your eyes and think calmly. 睁眼明辨是非，闭眼冷静思考。 ③John did not distinguish himself as a student, but he was very active in class. 约翰并不是出色的学生，但他在班上很活跃。 [归纳点拨] (1)distinguish between A and B　区分A和B distinguish ...from ...　 把……与……区分开来 distinguish oneself (as ...) (作为……)表现突出 (2)distinguished adj. 卓越的；著名的；杰出的 be distinguished for ... 因……而出名 be distinguished as ... 作为……而出名 [应用融会]　(单句语法填空) ④It's important to distinguish reality dreams. ⑤As far as we all know, she has already distinguished herself a great volleyball coach in the world. 【答案】④from⑤as 迁移创新 假如你是李华,你校校报的英文版就身势语的差异进行征稿。请你根据以下表格内容完成一个关于中美身势语差异的英文稿件。 身势语 美国 中国 身体接触 保持距离,较少接触,尤其是同性之间 身体接触较多,例如女性之间可以手拉手等 伸舌头 一种粗鲁的表现 一种尴尬的表现 拍小孩的头 给予安慰或鼓励 表示喜爱 注意:1.短文应包括表格所示的全部内容,可适当发挥; 2.词数80左右,文章开头已为你写好,不计入总词数。 1. 审题定调 主题 中美身势语的差异 体裁 说明文 人称 第一、三人称为主 时态 一般现在时 布局 第一段:强调身势语的重要性,表明写作目的; 第二段:根据表格提示,说明身体接触、伸舌头和拍小孩的头的中美差异; 第三段:总结差异是客观存在的,提出彼此理解的希望。 【答案】 As we have more communication with foreigners, we should pay more attention to the differences in the body language.  As we see from the table, women in China often walk hand in hand, which is not always common in America. By comparison, Americans usually don't stand close to each other and they barely touch each other, especially for people of the same sex. Also, Americans think it rude to put out one's tongue, but the Chinese often use this gesture language when they are embarrassed or ashamed. Furthermore, Chinese people will pat children on the head if they like them, and Americans do so as well when they want to express favour or comfort. In a word, differences do exist; only by fully understanding the differences in body language can we communicate appropriately. 1 / 7 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $