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Period1 ReadingTheGeneralIdeaofThisPeriodThisperiodincludesWarmingup,ReadingandComprehendingofUnit4.Itintroducesthebodylanguagefromdifferentcountries.Studentswillenlargetheirknowledgeofbodylanguagebyreadingthetextandcommunicatingwiththeirpeer.Meanwhilethestudentscanlearnmorebodylanguagefromspeaking,listeningandacting.Studentsshouldthinkcarefullyaboutthatbodylanguagehavedifferentmeaningsindifferentcultures.Studentsareencouragedtothinkaboutthepurpose,formsandfunctionsofbodylanguages.Studentswillrealizetheimportancetounderstanddifferentbodylanguageindifferentculturesandtheyarealsoencouragedtousethebodylanguageappropriately.TeachingImportantPointsHelpthestudentsunderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod.Helpthestudentstounderstandthedetailsofthetextbyhelpingthemtoaccomplishtheexerciseandactivities.TeachingDifficultPointsHowtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.Howtomastertheimportantlanguagepointsinthispassage.Howtohelpthestudentsunderstandandusethebodylanguageappropriately.TeachingMethodsFastreadingtogetthegeneralideaofthetext.Carefulreadingtounderstandthepassagebetter.Explanationtohelpthestudentsmastersomelanguagepoints.Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.TeachingAidsAtaperecorderThemultimediaThreeDimensionalTeachingAimsKnowledgeandSkillsTrainthestudents’readingability.Learnsomeusefulwordsandexpressions:major,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,general,avoidEnablethestudentstosumupthemainideaofeachparagraph.Enablethestudentstounderstanddifferentbodylanguageindifferentcultures.ProcessandStrategiesAct-and-guesstomakethestudentsinvolveintheclassactively.Fastreadingtomakethemgetthemainideaofthepassage.FeelingsandValueTheteachermayapproachthispartbyaskingthemtoactsomebodymovement,whichcannotonlyhelpthemgetreadyforthelearningofthepassage,butcanacquaintthemwithdifferentgesturesinandoutsideChina.TeachingProceduresStep1Leadin1.Playasongtothestudentsandaskthemtoacttothemusic.IfYou’reHappy11,Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,andyoureallywanttoshowit.Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)2.IntrouducegesturesT:Boysandgirls,whynotmoveourbodiestogetrelaxed.Let’sdoittogether!Iwillsaysomewordsandyouwillacttheirmeaningsout.First,raiseyourhands.Ready?Go!(Theteachersaysoutthewordsasfollowandthestudentsdothegestures.)Welldone! Victory!Stop! Quiet!OK!3.IntroducethefacialexpressionsT:Goodjob!Nowrelaxyourface.Showthefacialexpressiontoexpressthefollowingfeelings.surprised angryfear joy11,disgust4.IntoruducetheposturesT:Excellent!Nowrelaxyourwholebodies.Wearegoingtomoveourwholebodies.Youareexpectedtodothemovementwithyourpartners.nod bowhug handshake5.IntroducetheeyecontactT:Welldone!Nowuseyoureyestoexpressyourfeelingsinthefollowingsituations.Situationone:Supposetodayisyourbirthday,youreceiveaverybigpresent.It’sasbigasyou.Sowhenyouseethepresent,what’syourresponse?(answer:wideeyed)Situationtwo:Supposeyouarewalkingonthestreet,someuglyguycomesuptoyouandwantstotalktoyoutogetyourtelephonenumber.What’syourresponse?(answer:rolleyes)Situationthree:Supposeyouarewalkingonthestreet,somehandsomeguywalksbyyou.What’syourresponse?(answer:wink)6.Summarizewhat’sbodylanguageBodylanguageisaformofcommunicationwithoutusinganywordsanditcanhelpusexpressourfeelings.Nowlookatthepicturesandguesswhatthemanmeansbyhisbodylanguage?Comehere! Bad!11,Good! Me?Goodluck! Idon’tknow!Step2SkimmingT:First,Iwouldlikeyoutoskimthetextandfindthenamesofthepersonsmentionedandthecountriestheycomefrom.Timeislimitedto2minutes.Character(person)CountryYouChinaMr.GarciaColumbiaJuliaSmithBritainMr.CookCanadaAJapaneseJapanAhmedAzizJordanMadameCoulonFranceStep3ScanningT:Nowyouhavegotallthecharactersinthetext.Forthistime,Iwouldlikeyoutoscanthetextandfindouttheactions(bodylanguage)mentionedinthepassageandthenactthemoutinpairs.Thefollowingchartmayhelpyoufindthemovement.Timeislimitedto4minutes.Character(person)CountryActionsYouChinaFirst________.Then__________________whenintroducingyourselftoAhmedAziz,you____________whenheisveryclose.Mr.GarciaColumbia_________Ms.Smith,_________hershoulderand____________________.JuliaSmithBritainJuliaSmith___________________atMr.Garcia’sactionand____________________________.Mr.CookCanada____________________totheJapanese.AJapaneseJapan____________toMr.Cook.AhmedAzizJordan_____________toyouwhenintroduced,_____________toaskquestions,__________atwomen.MadameCoulonFrance______________eachothertwiceonthecheek.Suggestedanswer:Character(person)CountryActionsYouChinaFirststand,watchingandlistening.ThenintroduceguestswhenintroducingyourselftoAhmedAziz,youmovebackalittlewhenheisveryclose.Mr.GarciaColumbiaApproachesMs.Smith,toucheshershoulderandkissesheronthecheek.11,JuliaSmithBritainJuliaSmithissurprisedatMr.Garcia’sactionandtakesafewstepsawayfromhim.Mr.CookCanadaReacheshishandouttotheJapanese.AJapaneseJapanBowstoMr.Cook.AhmedAzizJordanMovesveryclosetoyouwhenintroduced,comesclosertoaskquestions,nodsatwomen.MadameCoulonFranceShakeshandsandkisseseachothertwiceonthecheek.Step4IntensiveReadingAskthestudentstolookthroughthequestionsonthescreenandreadthetextsilently.Studentsareexpectedtofindoutalltheanswersbythemselves.T:OK,boysandgirls.Youhavedoneagoodjob.Nowlet’sreadparagraphs2-3andfindoutthemistakesbyusingdifferentbodylanguages.Howdothemistakeshappen?Timeislimitedto4minutes.After4minutes,askthestudentswhetherthey’vegottheanswers.T:Nowwhowouldliketobethefirstonetotellmehowmanymistakesyouhavefound?S1:Therearetwomistakesattheairportbyusingdifferentbodylanguage.T:What’sthefirstmistake?Andhowdoesithappen?S2:Mr.GarciafromColumbiaapproachesMs.Smith,toucheshershoulderandkissesheronthecheek.JuliaSmithfromBritainstepsbackappearingsurprisedandtakesafewstepsawayfromMr.Garcia.T:Good!Whowouldliketotalkaboutthesecondmistake?S3:ThesecondmistakehappensbetweenaJapaneseandaCanadian.AJapanesebowstoMr.CookandhisnosetouchesMr.Cook’smovinghand,whenMr.CookfromCanadareacheshishandouttotheJapanese.T:Excellent!Youhaveunderstooddifferentbodylanguageindifferentcultures.Nowlet’smoveontoparagraphs3-6andfinishthefollowingtrueorfalseexercise.1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.3.Japanesewillbowtoothersasgreeting.4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.5.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagesarebad.Suggestedanswers:1.F 2.F 3.T 4.T 5.FStep5DividethepassageandfindthemainideaofeachpartT:Nowyouhavetotallyunderstoodthepassage.Iwouldlikeyoutodividethepassageinto4partsandsumupthemainideaofeachpart.Youcandiscussinthegroupoffour.Afterthediscussion,asksomestudentsabouttheiropinion.T:OK,whichgroupwouldliketoshareyourideawithus?S:Part1:Para1.ThemainideaisyouaresenttoPudongAirporttomeetbusinesspeople.S:Part2:Para2-3.Itmainlytalksabouttheexamplesoflearnedorcultural“bodylanguage”.S:Part3:Para4-5.Ittellsusthatdifferentpeopleshavedifferentbodylanguage.S:Part4:Para6.It’sthesummaryofbodylanguage.Step6RetellthestoryT:Sinceyouhavereadthetextforthreetimes,Iguessyouhavetotallyunderstoodthetext.Nowlet’scheckwhetheryouhavecomprehendedthetext.Ontheblackboard,it’sthesummaryofourreadingtext.Butit’snotcomplete.Youhavetothinkoutaproperwordtofillineachblankwithoutreadingyourtextbook.Afterfillingthemissingwords,youwillhaveacompletesummaryofthetext.Now,Iwillgiveyou5minutestodothistask.MybosshassentmetoPudongAirporttomeetsome_________peoplefrommanypartsoftheworld,whoareinterestedinthe_________ofbusinessinChina.ThefirstonetoarriveisMr.GarciafromColumbiawithJulia11,Smith,aBritishlady,_________behindclosely.I_________ themtoeachotherandI’m_________toseeMr.GarciacomesuptoMsSmith.Justthen,avisitorfromJapan,comesinand__________whentheCanadian,Mr.Cook__________outhishandtohim.IthappensthatMr.Cook’shand__________theJapanese’snoseashebowsandtheyboth__________.Soyousee,peoplefrom__________culturesmaynot__________othersinthesameway.Englishpeopleusuallydonot__________veryclosetoothersortouchthe__________aspeoplefromSpain,ItalyandSouthAmericancountriesdo.Mostpeoplearoundtheworld__________handswhentheymeetwhile__________peoplewillbow.PeoplefromJordanstandquite__________toothermenandshakehandsandkissothersonthe__________.Inaword,bodylanguagediffersindifferentculturesandiswidelyusedin__________.Suggestedanswer:MybosshassentmetoPudongAirporttomeetsomebusinesspeoplefrommanypartsoftheworld,whoareinterestedinthedevelopmentofbusinessinChina.ThefirstonetoarriveisMr.GarciafromColumbiawithJuliaSmith,aBritishlady,followingbehindclosely.IintroducethemtoeachotherandI’msurprisedtoseeMr.GarciacomesuptoMsSmith.Justthen,avisitorfromJapan,comesinandbowswhentheCanadian,Mr.Cookreachesouthishandtohim.IthappensthatMr.Cook’shandtouchestheJapanese’snoseashebowsandtheybothapologize.Soyousee,peoplefromdifferentculturesmaynotgreetothersinthesameway.EnglishpeopleusuallydonotstandveryclosetoothersortouchthestrangersaspeoplefromSpain,ItalyandSouthAmericancountriesdo.MostpeoplearoundtheworldshakehandswhentheymeetwhileJapanesepeoplewillbow.PeoplefromJordanstandquiteclosetoothermenandshakehandsandkissothersonthecheekInaword,bodylanguagediffersindifferentculturesandiswidelyusedincommunication.Step7LanguagePointsFocusT:Somuchfortheexercises.Nowlookthroughthepassageagainandseeifyouhaveanylanguageproblems.S:Idon’tknowwhat’sthemeaningofthesentence“Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.”?T:Thissentencemeans“不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。”Inthesentence,youhavetopayspecialattentiontotheusageof“not...nor...”whichmeans“既不……也不……”.Forexample,theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.“nor”impliesthenegativemeaning,sowhenitisputatthebeginningofthesentence,thesentenceshouldbeinverted.表示否定意义的nor放在句首,该句子应用倒装语序,即把be动词、助动词或情态动词放在主语前。如,Notasingleworddidhesayatthemeetinglastnight.Thewordshavingthesimilarusagewithnorare“not,never,seldom,hardly,rarely,little”.如,NeverhashebeentoChina.他从来没有来过中国。T:Areyouclearnowwiththeusageof“nor”?S:Weareclearnow.T:Doyouhaveanyotherlanguageproblems?S:Iamnotquitesureabouttheusageof“likely”.T:Inthepassage,thesentence“PeoplefromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouchthem.”means从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。Therearetwostructuresof“likely”.Theyare“sb./sth.islikelytodosth.”and“It’slikelythat+clause”.如,He’sverylikelytobelateforclass.他很有可能会上课迟到。Itislikelytoraintonight.今晚可能要下雨。T:Anymorequestions?Ifnot,let’smoveontodiscussion.Step8DiscussionAftertheexplanationofthelanguagepoints,thestudentshavegotatotalunderstandingofthereadingtext.Thenteacherdrawsthestudents’attentionbacktothetextandputsforwardatopicforthemtodiscuss.Dividethestudentsintofour-persongroupsandgivethemfiveminutestothinkaboutthequestion“Isbodylanguageimportant?”Afterthediscussion,letthestudentsreporttheirdiscussions.11,T:Let’scomebacktoourdiscussion.Sinceyouhaveacompleteunderstandingofthetext,Ihaveaquestionforyou.Isbodylanguageimportant?T:Afteryourdiscussionwithyourpartners,Iwouldlikeyoutoreportyourdiscussions.Timeislimitedto5minutes.Go.(After5minutes.)T:OK,whowouldliketobethefirsttogiveyourreportonthediscussion?S:Letmetry.Ithinkbodylanguageisimportant,becauseitisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoon.S:Wecantellalotfromothers’bodylanguage.Eveniftheydon’tspeak,weknowiftheyaresadbylookingattheirfacialexpressions.T:Goodpoint.Onemore.Whowouldliketocontinue?S:Bodylanguagemayhavedifferentmeaningsindifferentcultures.Soit’simportantforustoknowmoresothatwewon’tcausemisunderstandingduringourcommunication.Step9SummaryandHomeworkT:Todaywe’velearnedatextaboutbodylanguage.Justlikeverballanguage(言辞),bodylanguageispartofculture.Itplaysanimportantroleindailycommunication.So,itisveryimportanttounderstandanduseitcorrectly.Andforaforeignlanguagelearner,itisnecessarytolearnbodylanguageaswellastolearnverballanguage.T:Somuchfortoday.Hereisthehomeworkforyoutodosothatyourknowledgecanbeconsolidated.1.Recitethekeysentencesinthetext.2.FinishEx.1onPage27,Ex.2&3onPage28.Ex.1&2onPage63.3.Collectsomeinformationaboutbodylanguageindifferentcultures.Youareexpectedtoshareitwithyourpartnersinthenextclass.TheDesignoftheWritingontheBlackboardUnit4 BodylanguagePeriod1 Reading1.Warmingupactitout2.Reading1)skimming2)scanning3)questions4)getthemainideaofeachpart5)retellthestory3.LanguagefocusRecordafterTeachingActivitiesandResearchSpeakanddraw1.Dividethestudentsintopairs.GiveStudentsAineachpairsomepicturescontainingsomebodylanguage.2.StudentAdescribesthepicturestoStudentB.StudentBwilldrawoutthepicturesaccordingtoA’sdescriptionsandpointoutthemeaningsofthebodylanguageinthepictures.3.StudentAtakesupthepicturesandshowsthemtoStudentB.Thestudentsdiscussthemeaningsofthebody11,languageshowninthepictures.Theyareexpectedtofigureouttheexactmeanings.4.Thestudentschangetheirroles.Forthistime,StudentBdescribesthepicturesandStudentAdrawsoutthepicturesandpointsoutthemeanings.5.Theteacherfiguresoutthecorrectmeaningsofthebodylanguageineachpicture.ReferenceforteachingBackgroundInformationBodylanguageofAmericansSometimespeopleaddtowhattheysayevenwhentheydon’ttalk.Gesturesarethe“silentlanguage”ofeveryculture.Itisimportanttoknowthebodylanguageofeverycountryorwemaybemisunderstood.IntheUnitedStates,peoplegreeteachotherwithahandshakeinaformalintroduction.Thehandshakemustbefirm.Ifthehandshakeisweak,itisasignofweaknessorunfriendliness.Friendsmayplaceahandontheother’sarmorshoulder.Somepeople,usuallywomen,greetafriendwithahug.SpaceisimportanttoAmericans.Whentwopeopletalktoeachother,theyusuallystandabouttwoandahalffeetawayandatanangle,sotheyarenotfacingeachotherdirectly.Americansgetuncomfortablewhenapersonstandstooclose.Theywillmovebacktohavetheirspace.IfAmericanstouchanotherpersonbyaccident,theysay,“Pardonme.”Or“Excuseme.”Americansliketolookattheotherpersonintheeyeswhentheyaretalking.Ifyoudon’tdoso,itmeansyouarebored,hidingsomething,orarenotinterested.Butwhenyoustareatsomeone,itisnotpolite.ForAmericans,thumbs-upmeansyes,verygood,orwelldone,thumbs-downmeanstheopposite.Tocallawaiter,raiseonehandtoheadlevelorabove.Toshowyouwantthecheck,makeamovementwithyourhandsasifyouaresigningapieceofpaper.Itisallrighttopointatthingsbutnotatpeoplewithindexfinger.Americansshaketheirindexfingeratchildrenwhentheyscoldthemandpatthemontheheadwhentheyadmirethem.Learningaculture’sbodylanguageissomethingconfusing.Ifyoudon’tknowwhattodo,thesafestthingtodoistosmile.LanguagePoints1.MrGarciaapproachesMsSmith,toucheshershoulderandkissesheronthecheek.加西亚先生走近史密斯女士,触摸了一下她的肩头,亲吻了一下她的脸颊。在英语中,touch+one’spartofthebody是比较随意的一种表达方法,而touch+sb.+介词+partofthebody是比较正式的表达。Shetappedhimontheshoulder.她轻轻拍了拍他的肩膀。Theteachertappedhimonthehead.老师拍了拍他的头。Susanraisedherhandandslappedtheboyintheface.苏珊举手打了那男孩一个耳光。2.TheywillbemeetingatamajorhotelwithlocalbusinesspeopleandpeoplewhorepresenttheChinesegovernment.他们将会在大酒店与当地商人和代表中国政府的人们会面。（1）willbemeeting“将要见面”,will/shallbedoing表示“预料将要发生的动作”,在现代英语口语中用得很多,口气往往比较婉转、随便。Whenwilltheybevisitingusagain?你什么时候再来看望我们？Ishallshortlybeattendinganinternationalconference.不久,我就要去参加一个国际会议了。（2）majoradj.较大的,主要的Thecarneedsmajorrepairs.这辆车需要大修。n.专业Hermajorislinguistics.她的专业是语言学。vi.主修,专攻Imajorinbiology.我主修生物。11,(3)localadj.本地的;地方的;地区的LastTuesdayhereceivedaletterfromthelocalpolice.上星期二他接到当地警察局的一封信。Manyofthelocaldignitariesattendedhisgrandfather’sfuneral.当地许多达官贵人都参加了他外祖父的葬礼。(4)represent代表,象征,标志；作为示范;作为……的例子Thispaintingrepresentsastorm.这幅画描绘暴风雨。Thesestonesrepresentarmies.那些石头代表部队。ThebaldeaglerepresentstheUnitedStates.秃鹰象征了美国。Themuseumhadseveralpaintingsrepresentingtheartist’searlystyle.博物馆藏有几幅代表这个艺术家早期风格的油画。3.Fourpeopleenterlookingaroundinacuriousway.有四个人走了进来,好奇地四处张望。lookingaroundinacuriousway用作状语,表示enter的伴随状态。Shesatatthedeskreadinganewspaper.她坐在桌子旁看报纸。Tomwenttoschool,takingatrain.汤姆坐火车去上学。Whilereadingthenewspaper,henoddedfromtimetotime.看报纸时,他不断地点头。Nothavingreceivedareply,wewroteagain.没有收到回信,我们又写了一封。Heatingwater,wecanchangeitintovapor.水加热之后就可以变成蒸汽。curious富有好奇心的;有求知欲的;感兴趣的Don’tbetoocuriousaboutthingsyouarenotsupposedtoknow.不要对那些你不应该知道的事情太过好奇。IfyouarecuriousaboutBrazil,youmayreadthisbook.如果你对巴西有兴趣,你可以看看这本书。Thetouristsweresurroundedbythecuriouschildren.游客被好奇的孩子们围起来了。4.Youthinkthattheremayhavebeenamistake.你想可能出了什么差错了。mayhavebeen/done用来表示对过去事情的猜测,意为“可能,或许”。情态动词+have+过去分词表示推测用法如下:（1）must+have+过去分词表示对过去事情肯定的猜测,意为“一定已经”,此结构用于肯定句。Ididn’thearthephone.Imusthavebeenasleep.我没有听到电话,我一定已经睡着了。Itmusthaverainedlastnight.昨天一定下雨了。（2）can/could+have+过去分词用于疑问句或否定句中表示对行为可能性的猜测。但couldhavedone用于肯定句中表示与过去事实相反的假设,意为“本能够做却没有做”。—Therearealreadyfivepeopleinthecar,buttheymanagedtotakemeaswell.车里有5个人,但他们也把我带去了。—Itcouldn’thavebeenacomfortablejourney.这不可能是舒适的旅行。Theycouldnothavedonetheexperiment.他们不可能做过这个实验。Couldtheyhavefinishedtheworkontime?11,他们能按时完成工作吗？（3）may/might+have+过去分词表示对过去事情不肯定的推测,意为“也许做过”。另外,mighthavedone还可表示委婉的责备,意为“本来可以……”。Youmighthavegivenhimmorehelp,thoughyouwerebusy.尽管你很忙,其实你可以多帮助他一下。Theymighthavetriedeverymeans.他们可能尝试了一切手段。Hemighthavebeenhurtintheaccident.他有可能在事故中受伤了。5.Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。（1）not...nor...既不……也不……Theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.他们既不与妇女握手，也不在公共场合亲吻她们。（2）表示否定意义的nor放在句首,该句子应用部分倒装语序,即把be动词、助动词或情态动词放在主语前面。Notasingleworddidhesayatthemeetinglastnight.昨天在会上他一句话也没说。NeverhashebeentoChina.他从来没有来过中国。类似的用法还有not,never,seldom,hardly,rarely,little等。6.PeoplefromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouchthem.从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。likely常用的结构有sb./sth.islikelytodosth.It’slikelythat从句He’sverylikelytobelateforclass.他很有可能会迟到上课。HeismuchmorelikelytobeinFrancenow.他现在很可能人已在法国。Itislikelytoraintonight.今晚可能要下雨。It’shighlylikelythathewillsucceed.他很有可能成功。Mostlikelyhehasgonetotherestaurant.很有可能他已去了餐馆。7.Mostpeoplearoundtheworldnowgreeteachotherbyshakinghands,butsomeculturesuseothergreetingsaswell.现在世界上多数人见面要握手互相问候,但是有些文化（背景下的人）会采取另外一些寒暄方式。aswell同样,也,还Iaminterestedinpaintinganddancingaswell.我对绘画和跳舞都感兴趣。It’sabigsurpriseforhimaswellasforher.这对于他和她都是一个惊喜。8.Itisaninterestingstudyandcanhelpyouavoiddifficultyincommunication.这个研究很有趣,它能帮助你避免交际中（可能出现）的困难。avoid避免,回避,躲开。后跟名词或动名词作宾语,不跟不定式。Toavoidconfusion,thetwoteamsworedifferentcolours.为避免混淆,两队分穿不同颜色的衣服。Icrossedthestreettoavoidmeetinghim.我横穿马路以便避开他。Toavoidthecitycentre,wemayturnrighthereandtakethebelthighway.11,从这里往右拐走环行道可以避开闹市中心。9.similaradj.相似的Wehavesimilartastesinmusic.我们在音乐方面爱好相似。besimilartosb./sth.与……相似Goldissimilarincolortobrass.金和黄铜的颜色相似。similarityn.相似；相似性10.respect(1)n.respectforsb./sth.Ihavethegreatestrespectforyou.我非常尊重你。Studentsshouldshowrespectfortheirteachers.学生要尊重老师。inrespectofsth.就某方面而言,关于某事物Thebookisadmirableinrespectofstyle.这本书风格极佳。(2)v.respectsb./sth.(forsth.)Irespectyouforyourhonesty.由于你为人正直,我对你十分敬重。respectoneself自重,自尊Ifyoudon’trespectyourself,howcanyouexpectotherstorespectyou.如果你不自重,又怎能受到别人的尊重呢？respectableadj.体面的,有身份的,值得尊敬的arespectablecouple一对值得尊敬的夫妻respectfuladj.恭敬的,表示尊敬或尊重的respectfulto/towardssb.;respectfulofsth.listeninrespectfulsilence毕恭毕敬地静听着respectfulofotherpeople’sopinions尊重他人意见respectiveadj.各自的,各个的,分别的Afterthepartyweallwentofftoourrespectiverooms.聚会之后我们回到各自的房间。11.bewillingto愿意做某事Areyouwillingtoacceptresponsibility?你愿意承担责任吗？12.punishv.(1)punishsb.(forsth.)(by/withsth.)处罚或惩罚某人Hepunishedthechildrenfortheircarelessness.他让孩子赔偿损失,惩罚他们粗心大意。(2)punishsth.(by/withsth.)以（过错）为由处罚某人Seriouscrimeshouldbepunishedbylongertermsofimprisonment.重罪须处以长期监禁。punishmentn.11
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