Unit 4 Body language教案

Unit 4 Body language Ｉ．单元教学目标II．目标语言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。

1.1 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。

1.3 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。

1.4 COMPREHENDING 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。

1.5 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。

1.6 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”（Listen to them）、“观其行”（Watch them）。

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。

1.7 SUMMING 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。

1.8 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 expressions 4, “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Comprehending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 expressions, Discovering useful structures; Workbook中的Using Words and Expressions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1st period Speaking2nd period Reading (I)3rd period Reading（II）4th period Language Study5th period Listening6th period WritingⅣ．分课时教案The First Period SpeakingTeaching goals 教学目标1. Target Language目标语言a. 重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goals能力目标a. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goals 学能目标a. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important points教学重点a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult points 教学难点a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methods教学方法a. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aids教具准备A computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we canuse body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other.Bend / cry / shout / scream / smile / laugh ...T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. T he game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.3 or 5 minutes for the game.T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:A handshake You are welcome.A clap of hand Come on; be cheerful.A V-shape of the fore-finger and middle finger May you succeed!Or congratulations on your success!A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.A wrinkling of the browin thought or displeasureor a scowlShe is worried.Tears coming out of hiseyes.He is very sad.All smiles on her face She is very happy.Waving their hands They are waving goodbyeto people around.A hand stretched outforward with strengthHe is stopping a tank.People jump with their both hands stretched open in the air. They are cheering for the victory.T: What are the actions of the above gestures? What do they mean?S4: The first gesture is a handshake, which means “You’re welcome”.S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea o r simply refuses the request.S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.S10: The seventh is a smiling face. It is easy to see that she is very happy.S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.Step Ⅲ PracticeT: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.Demonstration:The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.Step Ⅳ Time for FunT: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?Ss: Yes. That’s funny!T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.Ss: All right.S1: What are you likely to do if it rains?(Actions) S2: reads a book;S3: puts on a raincoat;S4: cleans the house.S1: Ok. I think S3 seems the most likely, so it is his turn.S3: What are you likely to do if the river floods?(Actions) S1: runs away as fast as he can;S2: helps the younger or elder to escape as soon as possible;S4: climbs on to a tree.S3: Ok. I think S2 seems the most likely, so it is her turn.S2: What are you likely to do if the house catches fire?(Actions) S1: fetches some water;S3: tries to put it out with blooms;S4: runs away as quickly as he can.S2: Ok. I think S4 seems the most likely, so it is his turn.S4: What are you likely to do if you meet with a fierce dog?(Actions) S1: remains where he is and bends down, looking at the dog;S3: tries to scare it away with small stones;S4: runs away as quickly as possible.S2: Ok. I think S1 seems the most likely, so we all have done a good job.T: Yes. I couldn’t agree w ith you. Now, one more group.Step V TalkingGet the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves. T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.T: All right, who’d like to describe or act out Lin Pei’s behavior?S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)S4: I couldn’t agree with you more! This morning, when I went close to her, trying to s tart a conversation between us, she crossed her arms in front of her and didn’t look atme. And then she turned away immediately. (Miming the action)T: Good job. Now class, let’s try to think of a way to help her out, OK?Ss: Yes, Sir.Step ⅥRole Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.Work in pairs1. You fall and hurt your foot while you are hiking on alonely path. You need help, and see someone in the distance.S1-You, S2-Passer-byS1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)S2: What do you want? I can’t hear you! (hand behind your ear)S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)S2: Why? I can’t understand you. (with a forefinger on the right side of the head)S1: I hurt my foot when I fell. (pointing to your injured foot)S2: All right. I am coming! (running)Work in group of three2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.S1-You, S2-Passer-by, S3-ShopkeeperS1: Can you help me please? I need some tea and some oranges. (smiling and leaningforward)S2: Pardon? What do you need?S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)S2: Oh, this is tea. And some oranges, right?S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)S2: (Showing the way) This way, please.S1: Thanks. (acting out the Chinese way to show thanks)S2: Here you are.(They are entering the grocery store.)S3: Can I help you?S2: He wants to buy some tea and oranges.S3: No problem. (To S1) How much tea do you need? And how many oranges?S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)S3: Here you are.S1: How much are they? ( drawing the sign of the US dollar-$)S3: (Working on the calculator) $9 in all including taxes.S1: Here is ten dollars. (handing the ten-dollar note)S3: Here is the change.S1: Thanks. (nodding your thanks) Bye!Step ⅦHomework1. Team work: Discuss the importance of body language.2. Go over the Reading:1) Communication: No Problem?2) Showing our feeling.T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do youremember the name of this program?The Second Period Reading (I)Teaching goals 教学目标1. Target language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, comedyb. 重点句子1. They will be meeting at a major hotel with local business people and people who represent the Chinese government.2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain.3. You think that there may have been a mistake.4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture.6. People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when theyare introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式StepⅠRevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step ⅡPre-readingT: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?Ss: Yes, sir/madam.After a few minutes.T: Now who’d like to answer the first question? V olunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?S2: Even if they don’t speak, I can tell if they are sad bylooking at their facial expressions. I’m a good mind-reader. (Smiling)S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.T: Very good. We have got two “mind readers”in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.T: You are smart! Now who’d like to do the last one. It is more challenging, right?S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When Iwas on the way toLos Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again. T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.Step ⅢWhile-reading1. ScanningGet the students to comprehend the passage quickly and accurately, meanwhile help the students to form a good habit of reading.A couple of minutes should be given to the students to scan the whole passage. The teacher is to assign them some tasks: 1. Look through the passage as fast as possible.2. Try to find the answer to the questions given in the Comprehending.After the students finish the scanning of the text, it is time to take up the Comprehending questions:Q1. Why are the people visiting China?S1: Because they are interested in the development of business in China.Q2. What parts of the world are not represented by the visitors?S2: (Probably will make a mistake first by giving the answer about what parts of the world are represented by the visitors; when realizing his / her mistake, gives the correct answer.) Oceania, Africa and Central America are not represented.Q3. Why is Julia Smith surprised?S3: She did not expect that Mr. Garcia would approach her so close and touch her shoulder and kiss her on the cheek.Q4. Why do you move back from Ahmed Aziz?S4: Because he moves too close to me as I introduce myself to him. (As a Chinese, I am not accustomed to standing too close to strangers.)Q5. What do French people often do when they meet people they know?S5: They shake hands and kiss each other twice on each cheek.Q6. Can we expect people everywhere to act the same? Why?S6: No. Because people from different cultures or countries act quite differently sometimes.Q7. Why do you think we need to study body language?S7: It is quite necessary for us to study body language if we don’t want to cause any misunderstanding in communication.Q8. Is the main character male or female? How do you know?S8: Male. From the sentence “But Ahmed Aziz simply nods at the two women” we know that there are two women around: Ms Smith and Madame Coulon. And also, according to the sentence “Men from the Middle East or some Muslim countries often stand quite close to other men to talk.” We know that the main character is a male. The teacher can tell the students that the word “Madame”is usually used before the name of a French woman, while in English culture, people often use “Madam”, instead. You may not tell them about it if they don’t ask you the question, so it is optional.2. SkimmingFirst, get the students to read the text again or play the tape for them to follow, and then work together with their partners so as to grasp the general idea of the text.T: What do you expect to know at the sight of the title“Commun ication: No Problem?”? Now please skim the passage to get a general understanding of the whole passage. While reading, please try to divide the wholepassage into several parts and find out the main idea of each part (helping the students to fulfill the task if necessary).Part 1 (Para.1): You are sent to Pudong Airport to meet business people.Part 2 (Paras.2 - 3): Examples of learned or cultural “body language”.Part 3 (Paras.4 - 5): Different peoples have different body language.Part 4 (Para.6): Summary of body language.T: Now class, what does the text mainly tell us about?S1: It tells us the importance of “body language”.S2: It tells us the necessity of getting to know “body language”.S3: It tells us the differences of “body language” between diff erent cultures.S4: It shows us some concrete cases in which “body language” is used....T: Very good. Now let’s get down to the detailed parts of the text. Look at the following chart. Try to fill in the missing parts according to the text.Step ⅣPost-reading1. Read the passage again and then do Ex.2 on Page 27, asking the students to discuss it in pairs first and then check some pairs orally.2. Explanation of the Text.T: We’ve got the main ideas and most of the information of the text. Now let’s deal with some of the language points. Turn to Page 26. Let’s go over the text and try to get a better understanding of the following sentences:1) They will be meeting at a major hotel with local business people and people whorepresent the Chinese government.This sentence means that they will meet, for sure, at a grand hotel with businessmen from in or around Shanghai as well as people sent here by the Chinese government. The future continuous tense used in this sentence is called by some grammarians “the pur e future tense”, which suggests that the action will take place for certain.2) The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain.Mr. Garcia who comes from Columbia is the first one to arrive and Julia Smith, a lady from Britain, follows him closely into the hotel.3) You think that there may have been a mistake.In your opinion, a mistake may have arisen, or they are very likely to have made a mistake. Here in the sentence “may have done” is a deduction of an action in the past.4) Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.Some cultures greet one another in different ways. People do not feel comfortable if they touch strangers or if they are too close to or too far away from them.5) In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture.Just as they communicate by means of spoken language, they also express their feelings with unspoken “language” by keeping distance from others, or through actions or posture.6) People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them.Spaniards, Italians and South Americans come close to others, and most probably, they will touch others as well.Step ⅤHomework1. Get ready to retell the text in your own words.2. Go over “Learning about Language” 1, 2, and 3 on P27 ~ P28.3. Do Exx.1 and 2 of “Using Words and Expressions”.4. Recite the key sentences above in the text.Passage Analyzing 篇章分析Ⅰ. Text Chart 课文图解Body Language in CommunicationⅡ. Text retelling课文复述The following is a possible version, which can be used as a material for both retelling and dictation:My boss has sent me to Pudong Airport to meet some business people from many parts of the world, who are interested in the development of the economy in China.The first one to arrive is Mr. Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduce them to each other and I’m surprised to see Mr. Garcia come up to Ms Smith, touch her shoulder and kiss her on the cheek while Ms Smith steps back appearing surprised. Just then, in comes a visitor from Japan, smiling at the time when the Canadian, George Cook reaches out his hand to him. It。