高中英语必修4Unit4教案

高中英语必修4Unit4教案 Unit 4 Body language Ｉ．单元教学目标 技能目标 Skill Goals

Talk about body language: cultural dand intercultural communicaPractise talking about prohibition warning as well as obligaLearn to use the -ing form as the Attribute Adverbial

Learn to write a diary that showing the observaw body language helunicaII． 目标语言 功能句式Talk about body language Whaulanguage?

What do you think “body language” means? How can you tellad or happy evdak?

How can you communicate a feelingwho dak your language?

Why do we need to study body language? Talk about cultural d intercultural communicaWhat do Bldo wangers? What do Fldo wlw?

Why should we be careful about our own body

language?

Want to waas well as l? 词

汇1． 四会词汇

Rassociation, canteen, dlight, curious, approach, maunderstand, dash, adulad 2． 认读词汇 udan 3． 词组

be likelgeneral, not all, turn one’s back to, lose face

语法4． 重点词汇duce, approach, touch, exd, avoid, misunderstand, punish, general, curious, similar, exaggesture, aThe -ing form as the attribute adverbial

Finding ouading texwarticiple(s) used as the attribute or adverbialThe -ing form as the attribute They are vgveraluHu’s moving handThis is an exciting exu2. The -ing form as the adverbialu stand watching and listening.

Four peopllooking around in a curious wauback appearing surprised, and take a few steps awaGarcia.

The vapaling at the saas Georganada. Ⅲ． 教材分析和教材重组 1． 教材分析

本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。 1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语

言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。PREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通

过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（L）、“观其行”（Wa）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。UMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。 2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的

任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and ex“Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。 2.3 精读：把Pre-reading，Reading和ding三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and exDiscovering useful structures; Workbook中的Using Words and Ex和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading

and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。 3． 课型设计与课时分配d Speaking

2nd period Reading (I)d period Reading（II）d Language Studd Listeningd Writing Ⅳ． 分课时教案 The First Period Speaking

Teaching goals 教学目标Target Language目标语言

a. 重点词汇和短语understand, similar, facial, exagawgesture, adult, pub. 重点句型或交际用语 Act oullowing meanings, pleaPlease guess what I mean.

Please show the ausing body language. Nowur tuw the action / gestuPlease uwords or body language to exur ideas.

Please use bwords and body language to exur ideas. 2. Ability goals能力目标

a. Enabludunderstand what a certain gestubody language means in a given situab. Enabludact

ouanings, reququuations givarget

languagabludxpress warget languaganings given in body languagLearning ability goals 学能目标 a. Heludents learn how to exlves in body language when needed.

b. Heludents understandwhen body language is being used.

Teaching importa教学重点

a. Teaudents how to understand body language used in duultures as well as in dab. Teaudents how to use body languagappropriate occaTeaching difficul教学难点

a. Enabludalance of body languagunicaat littlunderstanding may occur.

b. Ludw thabve body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group wb. Acting out by imitawith gestures and body movTeaching aids教具准备

A computer, aanduTeaching procedures ways教学过程与方式

Step I Lead-in

The teawuTures avening Party Celebratingg Lunar New YeaR2005.

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know w?was the leading dagram. Her name is Tai Lihua（邰丽华）alled a Fairy of Peach blossom(桃花仙子) by people. You knowa deaf girl, bua wise, diligent, charming and energetic girludied very hard and got two degbachelors in univwas famous as an awonderfuladeaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should leaBesidard working, body language plays a vant palife. We are all heallwe can use body language to express ourselves. So we should pay more alearning body languagII IntroduT: Now let’s do some TPR (Total Physical Response) activgether, Iu willand have fun as well.

Touch your head / face / eyes / nose / mouth / ears // forehead / shoulders / stomach / legs / feet /ake your head / arm / handWave your arm / handur eyes / arms /moulose your eyes / mouTwist your wrist / waur

arms / fingNod your head. Bow your headake a face to eaBend / cry / shout / scream / smile / laugT: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rulgame will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”u touch your head. Iu shouldn’t touch your head but remain still. Clear? Ready? Now let’s staugaT: Ok. It’ake up the lesson. Please look aLet’s take a look allowing gestures: GestureActionMeaning

A handshake You are welA clap of handCome on; bul. A V-sha-finger and middle fingerMay you succeed!gratulaur success!

A half-closed hand with thumb downI aavur idea or I’ll havuse you.

A wrinklingbrow in thought or displeasure or a scowlShe is worried. Teag ouHe is very sad.

All smilavery haWavingandsThey are waving goodble around.

A handd out forward wgthHg a taPeople jump wboth

handdair.They agvT: What are the aabove gestures? What dan?

S4: Tgesture is a handshake, which means “You’re welcome”: Td is a handclap, which means “Come on” or “Bul”g like tha: The thirda V-shaped postuger and the middle finger, which suggests a wucceed: The fourth is a half-closed hand wumb down. It meawho givgesture is aga’s idealy refuqu: Ta worried look of a woman. She wrinkles her browwns. It alawls. It shows thaworried or sad. Iwordunha: The sixth is a man shedding tears. Tears were running dowHe is very sad for losing his relatives or sadailu0: The seva smiling face. It is eaavery ha: The eighth is a gesture of waving hands. They are waving goodble who are around2: Ta handd out forward with great strength. The bga tagland: Tandd out upward. They are all vul. They are wild with joy; maybave just won a game. So we caat they agvT: You have all done a good job. So you see thaare many cauawhich body language can convey meanings as well awritten languages. If you waw more about it, let’Unit 4 Body LanguagⅢ PraT: Look at Page 25.

What ale communicating? Step Ⅳ TFun

T: Now let’s play a game in grouua situation and aw some actions using body language. Waalikeluuaw the aat the game may ga few rounds. Clear?: Yes. That’s funny!

T: Try to mauations ag and enjoyable as you can. And showuation as lively as possible. Besides, make sure that evas a tu: All rig: What are you likely to dains?

(Actions) S2: reads a book;: puts on a raincoat;: cleau: Ok. Ilikelu: What are you likely to dver floods?

(Actions) S1: runs away as fast as he can; S2: helunger or eldape as soon as possible;: climba: Ok. I2likelu2: What are you likely to duse ca?

(Actions) S1:water;:ut it out with blooms;: runs away as quickly as he ca2: Ok. Ilikelu: What are you likely to do if you meet with adog?

(Actions) S1: remains wand bends down, looking at the dog;:are it away with small stones;: runs away

as quickly as possibl2: Ok. Ilikely, so we all have done a good job.

T: Yes. I couldn’t agree with you. NowgrouV Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’aking Task on Page 67.

HomewTeam work: Discuance of body language. 2. Go over the Reading: 1) Communication: No Problem? 2) Showing our feeling.

T: Iu must have knowg abouuaa program of CCTV, the Evening Party Celebratingg Festival of 200g Lunar New YeaRIat was the best program. Do you remembagram? Td period Reading

Td Period Reading (I)

Teaching goals 教学目标Target language目标语言

a. 词汇和短语

major, localurious, Columbia, introduce, approach, touangxpress, adan, nod, general, avoid, comedy

b. 重点句子day, audent and Ig our university’s student association, wapital International Aar’ international stud…I saw several young peoplwaiting area looking around curiousld back appearing surprised and put up her hands, ad2. Ability goals能力目标

a. Enabludalance of body language. Whaulanguage? Whaubody language? How can you tellad evdak?

How can you communicate a feelingwho dak your language?

b. Enabludunderstand the text. Where are the v?

How do Mr. Garcialumbia and JuliaBritawaduced to ea?

What dand the Japanese visitor do as they aduced? How can people exlves besidlanguage? Do all cultures greet eaame way? Do Englle anduropeans aame w? Is a handshake vapan? Is aused in France wle meet?

Why adds of body language?abludll the texwn wordLearning ability goals 学能目标

Heludents learn how to expladea—“dultures, dbody languages” warget languaguTeaching importa教学重点

How does body language differ among people from dultures?

Teaching difficul教学难点

The understandingly-wading texalllaawkwardly built up between “you” andlxt, who are met by the awkward arranglxtbTeaching methods 教学方法g method, task-based method, role-play method. Teaching aids 教具准备

A recorder, aand a compuTeaching procedures ways教学过程与方式Ⅰ RevFree talk abou: the Importance of Body Language. Whiludent on duty givaacher can simultaneously approvance by using the body language learned or familiaudents such as nodding the headg out the hand with thumb up, shrugginguldⅡ Pre-reading T: Our text is about a special

meaunication—Body Language. Now please look aAnd

discuquwith your paAndu will be askedur work. Are you clear?

Ss:/madaWhaulanguage?

2. How can you tellad evdak?What would you do if you need’s help urgently while you two speak dlanguages?Give an example of how you can communicate a feelingwho dak your language. After a few minuT: Now who’d like to answquestion? Volunteer! S1: LThe pulanguagube used as a

toolunication. Thaxchange wdeas, feelingation, andT: Perfect! Body language is used anytime and anywvey people’s ideas, feelingation, and so on andNext question?

S2: Evdon’t speak, I can tellare sad by looking aacial exI’m a good mind-reader. (Smiling)

S3:at is quite easy. Just by watchingwned browlong faces, we know that they are unhaT: Very good. We have got two “mind readers” in our class; I’m suaan two! Now who’d like to give the answd question?

S4: L/ Madam. I’lluse body language to tellwhat

I need urgently. I’ll do it by miming, by aure, or gestures, even by drawing pictuT: You are smart! Now who’d like to do the laIallenging, right? S5: I’d lave aLast summer I went on a study touates. When I wawaLos AngelligUnited Airlines, wd at Tokyo / Narita Aapaurs. So I wat the aI wanted to buy a digital camera. Of course I knew no

JapaIandglish. It seemed that she was at a loss when IThen I decidedbody language. I judamera that I l-Sony Cyber-shot DSC-P100. The salesgirlapabut I couldn’t understand a wordIad andg at the camera. Finally I reached her understanding andut the camera I wanted to buy. I examineda little while and askedby drawing a big “?”air wgut her calculator and puTwas reasonable and I decided to take it. I paidand the salesgirl bowed to me again and agaT: Wonderful! Thank you for telling ug a truand giving us so good an example of body languagⅢ While-readinganning While reading, pleadivide the whole passagveral parts and find out the main idea. Part 1 Parau aapital International Aar’ational studPart 2 (para. 2 and 3 )

Examples of learned or cultural “body language”.

Part 3. (para. 4 )

Dles have dbody languagPart 4. (para. 5) Summary of body language.

Read the text carefulldecidllowing staare true (T) or false (F).

England cluch strangers as soon ale around the world now greet eabg .

Japanese will bowas greeting.

Peopldan will move very clu as you introduce yoursel Some body languaguntries are good whiluntries’ body language are bad.

Step IV Post readingIs the auassage malale? How do you know ?

The auale. Ahmed Aziz will not shake hands with women, but he shakes hands wau2.What wwo mistakes that the aud?

Hd thalombian man kissed the British woman, buulture, aa strangacceptable. He ald that the Japanese man bowed just as the Canadian man started to shake handan’uchedan’s handWdal dista? Wdlal

distance ?

The British woman, Julia, and probably the Canadian man, Georgdal distaThe Colombian man, Tony, anddanian man, Ahmed, seemedlal distaDid any students have similar greeting customs? If so, w?Tlombia and DarlFrance had a similar greeting custom-a kiss. Georganada and Ahmeddan also had a similar greeting custom-a handshake, but Ahmed shakes hands only w“ When in Rome, do as the Romans do.” What do youamous saying means?

This saying means that when we are in a certain place, we should follow the cule who live in that plaur own cuDo you agree wauthor’s staat body languaggood or bad? Why or why not?udents will givwn answⅤ HomewGet readll the text in your own wordThe Third Period Reading (II)

Teaching goals 教学目标Target language目标语言

a. 词汇和短语

uacial, fuat ease, lose face, turn one’s baubjective b. 重点句子

Body languagwerful meaunicavwerful thalanguage. 2. Ability goals能力目标

a. Enabludw more about body language. Whaubody language? Whalabody language?

How can you understand the universal facial ex“smile”? Does “a smile” always mean the same thing?

Whadbody language between various cultures? b. Enabludunderstand better body language. Whaattitude towards body language? What would hawe knew nothing about body language?Learning ability goals 学能目标

How we can “show our feelings” wbody language learnedunit or gained in our social lTeaching importa教学重点

How body language shows the same or dlings among people from dultuTeaching difficul教学难点 How to tell that the same body language shows dlings in dultuTeaching methods 教学方法 Fast reading: dealing w“true” or “false” quDiscussion:ance of body language.

Teaching aids 教具准备

A recorder, aand a compuTeaching procedures ways教学过程与方式

1 Pre-readingWhaubody language?

2. How do you find body language in our daily life?How can the same body language express dlings or ideas in dultures?How can dbody language exame feeling or idea in dultures? 2 Fast reading

TURE OF FALBody language is never as powerful alanguag2. If you are angry at au might turn your bau can threaten aby refusing to speau should not greet your new boss by givinga hugBody languagame all over the worldle can understand eaThen auddby one and axplain waare wrong. 3 Fuading

T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read aassagWorkbook on P66. The titlading text is: THand - A Universal Sign. You will be givuad througxt as quickly as you cag to get as muaxt as possibl:T: Whaation have you got?

S1: More about body languagWe have learned how people are communicating or getting along with eabesides usinglanguage. We are also askedabouw situawhich we will communicate in body languag2: And we havaboullowing questions: Iwn that a smile is a sign that people feel friendly and happy. But we havder: 1. What if we don’t know ww? 2. What if we aduced by a friend? 3. What if we ag a stranger in an unfamiliar place?

S3: Andant of all is that we have to maure whether we can trust people we dw, and we havw that we are not dangerou: Quite true. We have dwaw our hands —ouands, which means that we are not armed and we adl: In many cultures today, the Wuandshake is used. Besidaditionallgby covering the left hand wght hand and bowing; the Japanese cover on hand wand bow slightly or quite low, depending on wgreeted; Hindu peoplandaces and bowads; Muslims will touart, mouth and forehead to show: Now young peoplWest give ea“high five” wlap ea’s handa: You have tawords ouuth. And I believe that in almost all cultule and show aght handwaw the goodwill greeting.

T: I aan haar you can get so muaassage when you dading! Now let’s act ougestuading material, OK?udents are asked to act out the body language which appeaading text is: THand - A Universal Sign, such as a handshaaditional greetinga, the Japanese way to gle, the ways Hindu people and Muslims use to gle, and the way young peoplWest use nowveral minutes laT: Before wdd, let’s take up the ladoing the arrangation undassage on Pag: It can be dangeroule you dw: Many Asian people do not usuallally touch strang0: If we show aand, it means that we alding anything dangerou: The right hand is usually used becaualg2: People shaands wg to show thaan be trusted: To showle will touart and mouth when

greetingHomewRead aloud all the reading texu2. Get readll the two reading passages lead. The Fourth Period Grammaucture Study 一: V-ing 形式由 “do＋ing” 构成, 其否定形式是 “not doing”, V-ing 可以带宾语或状语构成 V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。 V-ing 形式在句中作定语和状语是本单元的学习重点。作定语

V-ing 形式可以单独充当名词的前置修饰语, 这时有两种情况。

1)-ing形式表示 “供作......之用”的意思, 这类作定语的-ing形式过去叫动名词。 A swimming poola pool for swimming

2) -ing形式表示 “......的” 意思, 过去叫现在分词

A sleeping child working peoplg sun

-ing形式短语作定语时一般放在它所修饰的名词之后, 相当于一个定语从句。如:

They are vgveral couThe boy standinga classma2. 作状语

可以表示时间, 原因, 结果,条件, 行为方式或伴随动作等。

APlea-ing形式作状语时, 它的逻辑主语必须与主句的主语是一致的。

Tg, I will pay a vwhol (分词的逻辑主语是time , 而句子的主语是I , 两者不构成主谓关系, 所以只能用独立主格结构, 也就是给现在分词补充一个主语。) HomewDo “Using Structures” on Pag化背景知识ation about Body Language:d点头表示同意，d one’s

farewell 点头表示告别，d as a sign of agas a familiar greeting 点头表示赞同或打招呼，ld one’s head high 昂首挺胸(表示趾高气扬)，ake one’s fist 挥动拳头(表示威胁)，ake one’s head 摇头(表示不知道)，to show a V sign 由食指和中指构成字母“V”，而“V”是victory的第一个字母。因此，这一手势是祝愿胜利或庆祝胜利之意。wink at a向某人眨眼睛，ake a face 面部露出厌恶的表情，ug one’s shoulders 耸耸肩膀 (表示冷淡或怀疑)，(or have) one’s fingd 把中指叠在食指上交叉着，作十字状。这是暗中希望上帝保佑自己正在做的事成功。a finger 朝某人弯曲食指。是招人过来的意思。

更有趣的是英美人用大拇指 (thumb) 做出许多不同的表示。umb one’s nose 以大拇指按鼻，其余四指张开，表示轻视。在英美等国家，你会看到这种手势经常用在调皮的孩子们中间。他们用大拇指点着自己的鼻子，而其他四指张开不停地摇动，表示轻蔑或嘲弄。也可以说“a snook at somebody”widdle one’s thumbs 无聊地绕动着两个大拇指，表示无所事事，懒散。 thumbs down 大拇指朝下，表示反对或拒绝。 thumbs up 翘起大拇指，表示赞成或夸奖。 但值得一提的是在英美等西方国家，有时会看到有

人站在马路边，朝驶过来的车辆伸出一只翘起大拇指的拳头。这是请求搭便车的意思。所以搭车也可以说“to thumb a lift”。

2. Introdua book about body languag: Hunicate with remarkable accuracy in a languagure, gesture and sound. They exds, wishes andaandare human being who understandAfter reading this unprecedented (空前的), exciting and up-lifting book, you will understand the equine (horse’s) language. Youwill know howgnize: A haA frightenedAn angA boredA grieving (令人忧伤的)A frustrated (受挫折的)Aain. A playfulA proudAn eagerlvAnd ma!ver, you will know how to reassughtened, calm the anggrieving, divert (使解闷)the bored-and deal wuman-equine difficulu will know how to educate a foal (驹) or rehabilitate (挽救) a rogue (无赖). You will know how to look at rawaarting gate and tell the likely wlu even will know how to buy aBut best of all, you will finally understand whagrand animals are all about, and you will know ban ever bw they (and we)ature’(plan)of thingAn extra reading passage about Body language:

When we communicate wlly our words that contaaning. Aant paat meaningwhat is called “non-verbal (非言辞的) communication”. By this we mean facial ex; gestures with hands, arms, legs; the way wand; the way we toule; the distance we keep between ourselves andle we are talking to; our dress and our appearance. Allagle.

Facial exand gestures are used by evaneously (自发地), even uusly. Smiling, for examplundultures as a sign of haleasure. Gestures such ag, waving, shaking or nodding the head are also widely used, although the gestulves do not always mean the same in every culture. I once asked a Portuguese student why baals in Lisbd so dour (gloomy)-sorry Lisbon bank clerks, but it’s true-and he told me thaled too muwouldus abouwBecause many non-verbal messages are “cultu(special, dve, or unique)”an cause a lunderstanding betwle from dbackgrounds. Nuropeans and Americaxample, la certain “personal space” betwlves andand feel uablllIame cultudered impolare, but Gaid, feel ignoredle dare aublic. Europeans usually changacial exw haanger, boredom, and

sadation abouuaybe less known to studText: ① Columbia:lombia is locatedwest pauth America, andly couuth America with coasts on baribbean Sea and the Paan. Tdistinguishing feature (显著的特点)uAndes Mountains chain, wal wauntry and extends allengand souIn contraw-capped mountains aalocatedd (热带的) lowlands of Colombia, wanimal life and vegetation make it a unique plaworld. The couals and natural resources, and although knowlendidalso a major souworld’s emeralds (绿宝石) and flowers. Mahogany (桃花心木), oak, walnut, andare also plentiful, as are plants such as rubber, vanilla (香草), and ginger. Agriculture is aant palombialombia has a divulation, although over half aanish descent (血统). Taganish colonial period is still very well preserved in many areas, where family life and dll hold to traditionalHowever, cultures vary

greatlggion, each addinguntry’s vaworld’d authors, Literature Nobel Prize winner, Gabriel Garcia Marquez, is a native of Colombia.

The larglombia are Santafe de Bogota (the capital city), Cali, Medellin, and Barranquilla.

② Jordan:daally Ha(哈桑王族) Kingddan, with an areaq ms (97,740 sq kms) and a popula01,000 (estimated), is locateduthwest Asia, bordered by Israel (W), Syria (N), Iraq (NE), and Saudi Arabia (E, S). Ammaapital and largBdan fellain geographical regions: East Jordan, wludes about 92%untry’s land areadanian Highlands (hig/1,754 m), and West Jordan (the West Bank, paPalIn the Arab-Israeli WaIsrael captured and occupied the West Bank, and Jordan hagiven up its claarea)dan’as traditionally been based on agriculture, although less than 5%land is arable (适于耕种的). Tal crops are vegetables, wheat, and citrus (柑橘类) fruits; olives are growl. Manufactures are limited to suas foodstuffs, clothing, andandlg. Phosphate (磷酸盐) rock and potash (碳酸钾) aly minerals produced in quaThe annualdan’ar exceeds its earningxports. Aqaba (亚喀巴)Gulf of Aqabaly seaport. The inhabitadan are mostly of Arab descent (over half are of Palestinian descent), and Arabal language, although English is alamong the hig-groups. About 95%le are Sunni (逊尼派) MuslUnd2ution (宪法)gwerful figuuntry; he aa

cabinet (headed by a). The bicameral (两院制的) parliament has been convened and dissolved bg several;lw22 years. Political parties were agad to field candida③ Muslim countries:lWusllem couwle believe in Islam, a(一神论的) religion

characterized by the acceptadubGod and Mohammed (穆罕默德) aand la(先知)of God, as a Middle Ealigion. Nevertheless, Islam is clearly a South Asian, South East Asiaal Asian, African, and Middle Ealigion, with a growingurope and North America. There are about 40 Muslim couworld, such as Afghanistan, Pakistan, Turkey, Kuwait, Egypt, Iran, Iraq, Indonesia, Libya, MalaysiaNigeria, Somaliaand so on andPeopluly believe in Islam.

The naligion of Islam, as its publicity (宣传) guan just a name, because it exa dual meaning as well as an overall outlook on life andwThe word “Islam” is an Arabic word which means “complete

submission(服从)will of Almighty God”ligions are named aunders, such aanity and Buddhism; after a tribgroup, such as Judaism (犹太教); or after ageographical region, such as Hinduism (印度教).

Islam, however, is unique becauautlook on life and refluniversal nature. Besidame “Islam” waught up bllowers or applied ble, aase waligions, but was revealed (显示) by Almighty God. This name expressed nothing new, because subwill of God, i.e. “Islam”, has always bue religion of God. Duact, andachings of Islam are straightforward, profound and logical, Isla“Natural Religion” of all human beings. The naligion carries any significant messagvuutlook on life, as dame “Islam”