高一英语必修四教案

高一英语必修四教案

【篇一：高一英语必修四教案】

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t:allright,nowletsdothemalittlebitdifficultletsplaya

gametogether,thosewhofailtofollowtheruleofthegame

willbedroppedout.thegameis:"simonsays”,forexample,if

,,

isay“simonsays,touchyourheadJthenyoutouchyourhead,

ifnot,youshouldn'ttouchyourheadbutremainstill,clear?

ready?nowlefsstart.

3or5minutesforthegame.

t:ok.ifstimetotakeupthelesson,pleaselookatthescreen,

let'stakealookatthefollowinggestures:

gestureactionmeaning

ahandshakeyouarewelcome.

aclapofhandcomeon;becheerful.

av-shapeofthefore-fingerandmiddlefingermayyousucceed!

orcongratulationsonyoursuccess!

ahalf-closedhandwiththumbdowniamnotinfavorofyour

ideaori'llhavetorefuseyou.

awrinklingofthebrowinthoughtordispleasureorascowlshe

isworried.

tearscomingoutofhiseyes.heisverysad.

allsmilesonherfacesheisveryhappy.

wavingtheirhandstheyarewavinggoodbyetopeoplearound.

peoplejumpwiththeirbothhandsstretchedopeninthe

air.theyarecheeringforthevictory.

t:whataretheactionsoftheabovegestures?whatdothey

mean?

s4:thefirstgestureisahandshake,whichmeans"you're

welcome”.

s5:thesecondisahandclap,whichmeans“comeon”or>“be

cheerful“orsomethinglikethat.

s6:thethirdoneisav-shapedpostureofthefirstfingerand

themiddlefinger,whichsuggestsawishfortheotheror

otherstosucceed.

s7:thefourthisahalf-closedhandwiththethumbdown,it

meanstheonewhogivesthisgestureisagainsttheother's

ideaorsimplyrefusestherequest.

s8:thefifthisaworriedlookofawoman,shewrinklesher

browsorfrowns,italsoseemsthatshescowls,itshowsthat

sheisworriedorsad.inotherwords,sheisunhappy.

s9:thesixthisamansheddingtears,tearswererunningdown

hischeeks,heisverysadforlosinghisrelativesorsadforhis

failure.

s10:theseventhisasmilingface,itiseasytoseethatsheis

veryhappy.

s11:theeighthisagestureofwavinghands,theyarewaving

goodbyetopeoplewhoarearoundtoseethemoff.

s12:theninthisahandstretchedoutforwardwithgreat

strength,theboyistryingtostopatankfromenteringintohis

homeland.

s13:thetenthishandsstretchedoutupward,theyareallvery

cheerful,theyarewildwithjoy;maybetheyhavejustwona

game,sowecanseethattheyarecheeringfortheirvictory.

t:youhavealldoneagoodjob.soyouseethattherearemany

casesorsituationsinwhichbodylanguagecanconvey

meaningsaswellasspokenorwrittenlanguages,ifyouwant

toknowmoreaboutit,let'scometounit4bodylanguage.

stepmpractice

t:lookatpage25.

whatarethesepeoplecommunicating?

stepIVtimeforfun

t:nowlefsplayagameingroupsoffour,onethinksofa

situationandaskstheotherstoshowsomeactionsusing

bodylanguage,whentheonechoosestheactionthatismost

likely,itishisorherturntothinkofsomeothersituationfor

theotherstoshowtheactionssothatthegamemaygoonfor

afewrounds,clear?

ss:yes.thafsfunny!

t:trytomakethesituationsasinterestingandenjoyableas

youcan.andshowthesituationaslivelyaspossible,besides,

makesurethateveryonehasaturn.

ss:allright.

s1:whatareyoulikelytodoifitrains?

(actions)s2:readsabook;

s3:putsonaraincoat;

s4:cleansthehouse.

s1:ok.ithinks3seemsthemostlikely,soitishisturn.

s3:whatareyoulikelytodoiftheriverfloods?

(actions)s1:runsawayasfastashecan;

s2:helpstheyoungeroreldertoescapeassoonaspossible;

s4:climbsontoatree.

s3:ok.ithinks2seemsthemostlikely,soitisherturn.

s2:whatareyoulikelytodoifthehousecatchesfire?

(actions)s1:fetchessomewater;

s3:triestoputitoutwithblooms;

s4:runsawayasquicklyashecan.

s2:ok.ithinks4seemsthemostlikely,soitishisturn.

s4:whatareyoulikelytodoifyoumeetwithafiercedog?

(actions)s1:remainswhereheisandbendsdown,lookingat

thedog;

s3:triestoscareitawaywithsmallstones;

s4:runsawayasquicklyaspossible.

s2:ok.ithinks1seemsthemostlikely,soweallhavedonea

goodjob.

t:yes.icouldn'tagreewithyou.now,onemoregroup.

stepvroleplay(speakingtaskonp67)

t:now,there'sstillalittletimeleft,lefscometospeakingtask

onpage67.

homework

1.teamwork:discusstheimportanceofbodylanguage.

2.gooverthereading:

1)communication:noproblem?

2)showingourfeeling.

t:ithinkyoumusthaveknownsomethingaboutthesepictures,

yes,theyarefromaprogramofcctv,theeveningparty

celebratingthespringfestivalof2005,thecominglunarnew

yearoftherooster,ithinkthatwasthebestprogram,doyou

rememberthenameofthisprogram?

thesecondperiodreading

thesecondperiodreading(i)

teachinggoals教学目标

1.targetlanguage目标语言

a.词汇和短语

major,local,represent,curious,Columbia,introduce,approach,

touch,cheek,stranger,spoken,express,action,jordan,nod,

general,avoid,comedy

b.重点句子

yesterday,anotherstudentandi,representingouruniversity's

studentassociation,wenttothecapitalinternationalairportto

meetthisyear9internationalstudents.

...isawseveralyoungpeopleenterthewaitingarealooking

aroundcuriously.

shesteppedbackappearingsurprisedandputupherhands,

asifindefence.

2.abilitygoals能力目标

a.enablethestudentstorealizetheimportanceofbody

language.

whatisthepurposeoflanguage?

whatisthepurposeofbodylanguage?

howcanyoutellifsomeoneissadeveniftheydonotspeak?

howcanyoucommunicateafeelingtosomeonewhodoesnot

speakyourlanguage?

b.enablethestudentstounderstandthetext.

wherearethevisitorsfrom?

howdomr.garciafromColumbiaandjuliasmithfrombritain

responsewhentheyareintroducedtoeachother?

whatdomr.cookandtheJapanesevisitordoastheyare

introduced?

howcanpeopleexpressthemselvesbesidestheirspoken

language?

doallculturesgreeteachotherthesameway?

doenglishpeopleandothereuropeansactthesamewhen

theyfirstmeet?

isahandshakeverycommoninjapan?

isakissoftenusedintrancewhenpeoplemeet?

whyaretheredifferentkindsofbodylanguage?

c.enablethestudentstoretellthetextintheirownwords.

3.learningabilitygoals学能目标

helpthestudentslearnhowtoexplainthecommonidea一

“differentcultures,differentbodylanguages,,withthetarget

languageinthisunit.

teachingimportantpoints教学重点

howdoesbodylanguagedifferamongpeoplefromdifferent

cultures?

teachingdifficultpoints教学难点

theunderstandingofthepoorly-writtenreadingtext,especially

therelationshipawkwardlybuiltupbetween“you”andthe

otherpeopleinthetext,whoaremetbytheawkward

arrangementofthecompilersofthetextbook.

teachingmethods教学方法

skimmingmethod,task-basedmethod,role-playmethod.

teachingaids教具准备

arecorder,aprojectorandacomputer.

teachingproceduresways教学过程与方式

stepIrevision

freetalkaboutthetopic:theimportanceofbodylanguage.

whilethestudentondutygivesthepresentation,theteacher

cansimultaneouslyapprovehisorherperformancebyusing

thebodylanguagelearnedorfamiliartothestudentssuchas

noddingthehead,stretchingoutthehandwiththumbup,

shruggingtheshoulders,etc.

stepIIpre-reading

t:ourtextisaboutaspecialmeansofcommunication-body

language,nowpleaselookatthescreen,anddiscussthese

questionswithyourpartnerfirst,andthensomeofyouwillbe

askedtoreportyourwork,areyouclear?

ss:yes,sir/madam.

1.whatisthepurposeoflanguage?

2.howcanyoutellifsomeoneissadeveniftheydonotspeak?

3.whatwouldyoudoifyouneedtheother'shelpurgently

whileyoutwospeakdifferentlanguages?

4.giveanexampleofhowyoucancommunicateafeelingto

someonewhodoesnotspeakyourlanguage.

afterafewminutes.

t:nowwho'dliketoanswerthefirstquestion?volunteer!s1:

letmetry.thepurposeoflanguage,ofcourse,istobeusedas

atoolofcommunication,thatis,toexchangewithothersideas,

feelings,information,andsoon.

t:perfect!bodylanguageisusedanytimeandanywhereto

conveypeople'sideas,feelings,information,andsoonandso

forth,nextquestion?

s2:eveniftheydon'tspeak,icantelliftheyaresadby

lookingattheirfacialexpressions,i'magoodmind-reader.

(smiling)

s3:yes,thatisquiteeasy,justbywatchingtheirfrowned

brows,theirlongfaces,weknowthattheyareunhappy.

t:verygood,wehavegottwo“mindreaders55inourclass;i'm

suretherearemorethantwo!nowwho'dliketogivethe

answertothethirdquestion?

s4:letmetry,sir/madam.iUltrytousebodylanguagetotell

theotherwhatineedurgently,i'lldoitbymiming,byany

properposture,orgestures,evenbydrawingpictures.

t:youaresmart!nowwho'dliketodothelastone.itismore

challenging,right?

s5:i'dliketohaveatry,sir.lastsummeriwentonastudytour

inthestates,wheniwasonthewayto

losangelesontheflightoftheunitedairlines,westoppedat

tokyo/naritaairportinjapanfor3hours,soiwentintothe

shopattheairport,foriwantedtobuyadigitalcamera,of

courseiknewnoJapanese,soispoketoherinChinesefirst

andtheninenglish.itseemedthatshewasatalosswheni

spoketoher.thenidecidedtotryitinbodylanguage,ijust

pointedtothecamerathatilikemost-sonycyber-shotdsc-

p100.thesalesgirlspoketomeinJapanesethistimebuti

couldn'tunderstandawordofit.soishookmyheadandkept

pointingatthecamera,finallyireachedherunderstandingand

shetookoutthecameraiwantedtobuy.iexamineditfora

littlewhileandaskedherthepriceofitbydrawingabig"？”in

theairwithmyforefinger,shetookouthercalculatorandput

intheprice,thepricewasreasonableandidecidedtotakeit.i

paidforitandthesalesgirlbowedtomeagainandagain.

t:wonderful!thankyoufortellingussointerestingatruestory

andgivingussogoodanexampleofbodylanguage.

stepmwhile-reading

1.scanning

whilereading,pleasetrytop>part1para1

youaresenttocapitalinternationalairporttomeetthisyear's

internationalstudents.

part2(para.2and3)

examplesoflearnedorcultural<cbodylanguage”.

part3.(para.4)

differentpeopleshavedifferentbodylanguages.

part4.(para.5)

summaryofbodylanguage.

readthetextcarefully,thendecideifthefollowingstatements

aretrue(t)orfalse(f).

englishmenoftenstandclosetoothersortouchstrangersas

soonastheymeet.

mostpeoplearoundtheworldnowgreeteachotherby

kissing.

Japanesewillbowtoothersasgreeting.

peoplefromjordanwillmoveveryclosetoyouasyou

introduceyourselftothem.

somebodylanguagesinsomecountriesaregoodwhilesome

countries,bodylanguagearebad.

stepivpostreading

1.istheauthorofthispassagemaleorfemale?howdoyou

know?

theauthorismale,ahmedazizwillnotshakehandswith

women,butheshakeshandswiththeauthor.

2.whatwerethetwomistakesthattheauthornoticed?

henoticedthattheColombianmankissedthebritishwoman,

butinherculture,akissfromastrangerisnotacceptable,he

alsonoticedthattheJapanesemanbowedjustastheCanadian

manstartedtoshakehands,sooneman'snosetouchedthe

otherman'shand.

3.whoseemedtoprefertokeepmorephysicaldistancefrom

others?whoseemedtoprefercloserphysicaldistance?

thebritishwoman,julia,andprobablytheCanadianman,

george,seemedtoprefertokeepmorephysicaldistancefrom

others,theColombianman,tony,andtheJordanianman,

ahmed,seemedtoprefercloserphysicaldistance.

4.didanystudentshavesimilargreetingcustoms?ifso,which

ones?

yes.tonyfromColombiaanddarlenefromtrancehadasimilar

greetingcustom-akiss,georgefromCanadaandahmedfrom

jordanalsohadasimilargreetingcustom-ahandshake,but

ahmedshakeshandsonlywithmen.

5.“wheninrome,doastheromansdo."whatdoyouthink

thisfamoussayingmeans?

thissayingmeansthatwhenweareinacertainplace,we

shouldfollowthecustomsofthepeoplewholiveinthatplace,

notourowncustoms.

6.doyouagreewiththeauthor'sstatementthatbodylanguage

isnotgoodorbad?whyorwhynot?

studentswillgivetheirownanswers.

stepVhomework

1.getreadytoretellthetextinyourownwords.

thethirdperiodreading(ii)

teachinggoals教学目标

1.targetlanguage目标语言

a.词汇和短语

unspoken,facial,function,atease,loseface,turnone'sback

to,fist,subjective

b.重点句子

bodylanguageisoneofthemostpowerfulmeansof

communication,oftenevenmorepowerfulthanspoken

language.

2.abilitygoals能力目标

a.enablethestudentstoknowmoreaboutbodylanguage.

whatisthefunctionofbodylanguage?

whatisthesimilarityofbodylanguage?

howcanyouunderstandtheuniversalfacialexpression

t^smile^^?does"asmile“alwaysmeanthesamething?

whatisthedifferenceofbodylanguagebetweenvarious

cultures?

b.enablethestudentstounderstandbetterbodylanguage.

whatistheproperattitudetowardsbodylanguage?

whatwouldhappenifweknewnothingaboutbodylanguage?

3.learningabilitygoals学能目标

howwecan“showourfeelings“withthebodylanguage

learnedinthisunitorgainedinoursociallife.

teachingimportantpoints教学重点

howbodylanguageshowsthesameordifferentfeelings

amongpeoplefromdifferentcultures.

teachingdifficultpoints教学难点

howtotellthatthesamebodylanguageshowsdifferent

feelingsindifferentcultures.

teachingmethods教学方法

fastreading:dealingwiththe“true”or“false“questions.

discussion:theimportanceofbodylanguage.

teachingaids教具准备

arecorder,aprojectorandacomputer.

teachingproceduresways教学过程与方式

1pre-reading

1.whatisthefunctionofbodylanguage?

2.howdoyoufindbodylanguageinourdailylife?

3.howcanthesamebodylanguageexpressdifferentfeelings

orideasindifferentcultures?

4.howcandifferentbodylanguageexpressthesamefeeling

orideaindifferentcultures?

2fastreading

tureoffalse

1.bodylanguageisneveraspowerfulasspokenlanguage.

2.ifyouareangryataperson,youmightturnyourbacktohim

orher.

3.youcanthreatenapersonbyrefusingtospeak.

4.youshouldnotgreetyournewbossbygivingherorhima

hug.

5.bodylanguageisthesameallovertheworld.

6.mostpeoplecanunderstandeachotheriftheytry.

thenaskthestudentstodoitonebyoneandaskthemto

explainwhysomeofthestatementsarewrong.

3furtherreading

t:wehavejustreadapassageentitled“showingourfeelings99,

whichtellsusmoreaboutbodylanguage,nowlet'sread

anotherpassageintheworkbookonp66.thetitleofthe

readingtextis:theopenhand-auniversalsign,youwillbe

given3minutestoreadthroughthetextasquicklyasyoucan,

tryingtogetasmuchinformationfromthetextaspossible.

ss:yes,sir.

t:whatinformationhaveyougot?

s1:moreaboutbodylanguage,sir.wehavelearnedhow

peoplearecommunicatingorgettingalongwitheachother

besidesusingspokenlanguage,wearealsoaskedtothink

aboutsomenewsituationsinwhichwewillcommunicatein

bodylanguage.

s2:andwehavetothinkaboutthefollowingquestions:itis

knownthatasmileisasignthatpeoplefeelfriendlyandhappy,

butwehavetoconsider:1.whatifwedon'tknowwhothenew

personis?2.whatifwearenotintroducedbyafriend?3.what

ifwearemeetingastrangerinanunfamiliarplace?

s3:andthemostimportantofallisthatwehavetomake

surewhetherwecantrustpeoplewedonotknow,andwe

havetoshowthatwearenotdangerous.

s4:quitetrue,wehavedifferentwaystoshowourhands-our

openhands,whichmeansthatwearenotarmedandweare

friendly.

s5:inmanyculturestoday,thewesterncustomofthe

handshakeisused,besidesthis,traditionally,Chinesegreet

othersbycoveringthelefthandwiththerighthandand

bowing;theJapanesecoveronhandwiththeotherandbow

slightlyorquitelow,dependingonwhomtheygreeted;hindu

peoplejointheirhandsinfrontoftheirfacesandbowtheir

heads;muslimswilltouchtheirheart,mouthandforeheadto

showrespect.

s6:nowyoungpeopleinthewestgiveeachotherthe“high

five“whentheyclapeachother'shandsintheair.

s7:youhavetakenthewordsoutofmymouth,andibelieve

thatinalmostallcultures,tosmileandshowanopenright

handisthemostcommonwaytoshowthegoodwillgreeting.

t:iammorethanhappytohearyoucangetsomuch

informationfromthepassagewhenyoudothereading!now

lefsactoutsomeofthegesturesinthereadingmaterial,ok?

somestudentsareaskedtoactoutthebodylanguagewhich

appearsinthereadingtextis:theopenhand-auniversalsign,

suchasahandshake,thetraditionalgreetingsinchina,the

Japanesewaytogreetpeople,thewayshindupeopleand

muslimsusetogreetpeople,andthewayyoungpeopleinthe

westusenow.

severalminuteslater.

t:beforewecometotheendofthisperiod,lefstakeupthe

lastitem,doingthearrangementoftheinformationunderthe

passageonpage67.

s8:itcanbedangeroustomeetpeopleyoudonotknow.

s9:manyasianpeopledonotusuallyphysicallytouch

strangers.

s10:ifweshowanopenhand,itmeansthatwearenotholding

anythingdangerous.

s11:therighthandisusuallyusedbecauseitisalmostthe

stronger.

s12:peopleshaketheirhandswhenmeetingtoshowthatthey

canbetrusted.

s13:toshowrespect,peoplewilltouchtheirheartandmouth

whengreetingsomeone.

homework

1.readaloudallthereadingtextsinthisunit.

2.getreadytoretellthetworeadingpassageslearntinthis

period.

thefourthperiodgrammar

structurestudy

一：v-ing形式由“do+ing”构成,其否定形式是“notdoing”,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。

1.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。

aswimmingpool

=apoolforswimming

2)-ing形式表示“……的”意思,过去叫现在分词

asleepingchild

workingpeople

therisingsun

-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：

theyarevisitorscomingfromseveralcountries.

theboystandingthereisaclassmateofmine.

2.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。

attentionplease

-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。

timepermitting,iwillpayavisittothewholecity.

（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。）

homework

do“usingstructures55onpage64.

文化背景知识

1.somemoreinformationaboutbodylanguage:

tonodconsent点头表示同意，

tonodone、farewell点头表示告别，

tonodasasignofagreementorasafamiliargreeting点头表示

赞同或打招呼，

toholdone、headhigh昂首挺胸（表示趾高气扬），

toshakeone5sfist挥动拳头（表示威胁），

toshakeone、head摇头（表示不知道），toshowavsign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。

towinkataperson向某人眨眼睛，

tomakeaface面部露出厌恶的表情，

toshrugone、shoulders耸耸肩膀（表示冷淡或怀疑），

tokeep（orhave）one、fingerscrossed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。

tocrookafinger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。

tothumbone、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“tocockasnookatsomebody”.

totwiddleone、thumbs无聊地绕动着两个大拇指，表示无所事事,

懒散。

thumbsdown大拇指朝下，表示反对或拒绝。

thumbsup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“tothumbalift”。

2.introductionofabookaboutbodylanguageofhorses:

horsescommunicatewithremarkableaccuracyinalanguage

ofposture,gestureandsound,theyexpresstheirneeds,

wishesandemotionstoeachotherandtotherarehuman

beingwhounderstandsthem,afterreadingthisunprecedented

（空前的），excitingandup-liftingbook,youwillunderstandthe

equine（horse's）language,youthereforewillknowhowto

recognize:

ahappyhorse,afrightenedhorse,anangryhorse,abored

horse,agrieving（令人忧伤的）horse.afrustrated（受挫折的）

horse,ahorseinpain,aplayfulhorse,aproudhorse,an

eagerlycompetitivehorse,andmanyhorsesmore!

moreover,youwillknowhowtoreassurethefrightened,calm

theangry,comfortthegrieving,p>youevenwillknowhowto

buyahorse.

butbestofall,youwillfinallyunderstandwhatthesegrand

animalsareallabout,andyouwillknowbetterthanever

beforehowthey(andwe)fitintonature'sscheme(plan)of

things.

3.anextrareadingpassageaboutbodylanguage:

whenwecommunicatewithotherpeopleitisnotonlyour

wordsthatcontainthemeaning,animportantpartofthat

meaningcomesfromwhatiscalled“non-verbal(非言辞的)

communication”,bythiswemeanfacialexpression;gestures

withhands,arms,legs;thewaywesitorstand;thewaywe

touchotherpeople;thedistancewekeepbetweenourselves

andthepeoplewearetalkingto;ourdressandour

appearance,allthesesaysomethingtootherpeople.

facialexpressionsandgesturesareusedbyeveryoneoften

spontaneously(自发地)，evenunconsciously,smiling,for

example,isfoundinmostculturesasasignofhappinessor

pleasure,gesturessuchaspointing,waving,shakingor

noddingtheheadarealsowidelyused,althoughthegestures

themselvesdonotalwaysmeanthesameineveryculture,i

onceaskedaPortuguesestudentwhybankofficialsinlisbon

seemedsodour(gloomy)-sorrylisbonbankclerks,butifs

true-andhetoldmethatiftheysmiledtoomuchtheywould

notseemseriousabouttheirwork.

becausemanynon-verbalmessagesare“culturespecific

(special,distinctive,orunique),\theycancausealotof

misunderstandingbetweenpeoplefromdifferentbackgrounds,

northerneuropeansandamericans,forexample,liketokeepa

certain“personalspace55betweenthemselvesandothersand

feeluncomfortableifpeoplecometooclosetothem,inthese

sameculturesitisconsideredimpolitetostare,butgreeks,it

issaid,feelignoredifpeopledonotstareattheminpublic,

europeansusuallychangetheirfacialexpressiontoshow

happiness,anger,boredom,andsadness.

4.someinformationaboutthecountriesmaybelessknownto

studentsinthetext:

①Columbia:

Colombiaislocatedinthenorthwestpartofsouthamerica,and

istheonlycountryonsouthamericawithcoastsonboththe

Caribbeanseaandthepacificocean,themostdistinguishing

feature(显著的特点)ofthecountryistheandesmountains

chain,whichisinthecentralwesternpartofthecountryand

extendsalmostitsentirelength,northandsouth.

incontrasttosnow-cappedmountainsaretherainforests,

locatedinthetorrid(热带的)lowlandsofColombia,wherethe

animallifeandvegetationmakeitauniqueplaceintheworld,

thecountryisrichinmineralsandnaturalresources,and

althoughknownforitssplendidcoffee,itisalsoamajor

sourceoftheworld'semeralds(绿宝石)andflowers,mahogany

(桃花心木),oak,walnut,andpinetreesarealsoplentiful,asare

plantssuchasrubber,vanilla(香草)，andginger,agricultureis

animportantpartoftheColombianeconomy.

Colombiahasap>oneoftheworld'smostnotedauthors,

literaturenobelprizewinner,gabrielgarciamarquez,isa

nativeofColombia.

thelargestcitiesinColombiaaresantafedebogota(thecapital

city),cali,medellin,andbarranquilla.

②jordan:

jordan,officiallyhashemite(哈桑王族)kingdomofjordan,with

anareaof37,737sqms(97,740sqkms)andapopulationof

4,101,000(estimatedin1995),islocatedinthesouthwestasia,

borderedbyIsrael(w),syria(n),iraq(ne),andsaudiarabia(e,

s).ammanisthecapitalandlargestcity.

before1967jordanfellintothreemaingeographicalregions:

eastjordan,whichincludesabout92%ofthecountry'sland

area,theJordanianhighlands（highestpoint,5,755ft/1,754m）,

andwestjordan（thewestbank,partofhistoricPalestine,in

thearab-israeliwarof1967,Israelcapturedandoccupiedthe

westbank,andjordanhassincegivenupitsclaimtothearea）.

jordan'seconomyhastraditionallybeenbasedonagriculture,

althoughlessthan5%ofthelandisarable（适于耕种的）.the

principalcropsarevegetables,wheat,andcitrus（柑橘类）fruits;

olivesaregrownforoil.manufacturesarelimitedtosuchitems

asfoodstuffs,clothing,andcement,andthereissomeoil

refining,phosphate（磷酸盐）rockandpotash