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2019-2020年高中英语Module3BodyLanguageandNon-verbalmunication教案外研版必修4Thisperiodwillfirstdealwithsomevocabulary.Thenthepassagewillunfoldaseriesofbodylanguagesofdifferentculturesbeforeus.Throughthesebodylanguageswewillknowsomethingaboutcustomsindifferentcountriesandareasofthewholeworldaswellaspeoplelivingthere.What’smorethroughthepassagewemayhaveabetterunderstandingofcultureofthewholeworldwelivein.Meanwhilewecanlearnsomereadingstrategiessuchasskimmingandscanning.Afterthatwewillhaveadiscussionaboutbodylanguageandmunicationskillswe’velearnedwhichisagoodchanceforthestudentstotraintheirspeaking.TeachingImportantPointsHelpthestudentstounderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod.Howtoletthestudentsunderstandthebodylanguageindifferentcountriesandusethemcorrectly.TeachingDifficultPointsHowtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.HowtomastertheimportantLanguagePointsinthispassage.TeachingMethodsDiscussiontoleadinthereadingclass.Fastreadingtogetthemainideaofthetext.Intensivereadingtounderstandthepassagebetter.ExplanationtohelpthestudentsmastersomeLanguagePoints.TeachingAidsAtaperecorderAmultimediaThreeDimensionalTeachingAimsKnowledgeandSkillsTrainthestudents’readingability.Learnsomeusefulwordsandexpressions.Learnsomefactsaboutbodylanguage.ProcessandStrategiesMakethestudentsknowmoreaboutbodylanguageandmunicationcustomsaswellasculturesindifferentcountriesandareas.FeelingsandValueMakethestudentshaveabetterunderstandingofbodylanguageandnon-verbalmunication.Inspiretheirinterestindifferentcustomsandculturesofdifferentcountriesandareas.Encouragethestudentstolearnandusesuchbodylanguagetomunicatewitheachotherthroughtheiraction.TeachingProceduresStep1GreetingsandrevisionT:Greetthewholeclassasusual.Askthestudentstoacttheirdialogueout.Step2DiscussionandleadinT:Inthelastclasswehaveknownsomethingaboutbodylanguagethroughlisteningandspeakingactivity.Wehaveknownthatwecouldmunicatenotjustbywordsbutalsobyourexpressionsandbodylanguagesormovementssometimeswemayevenmunicatebetterandmoreclearlyusingbodylanguagethanwords.ForexamplenoddingtheheadmeansagreementinourcountrywhileinsomeAsiancountriesitmeansdisagreement.IfyouwanttolearnmoreaboutbodylanguagepleasereadthepassageonP22carefully.Beforereadingwe’lllearnthenewwordsandphrasesinthisperiod.Showthefollowingwordsandphrasesonthescreen.munication position unconscious aggressive gesture involve bow slapspread bend hug stare formal informal municatewith makeadeal mindreader holdup varyfrom...to... bebusywith giveaway onguardLetthestudentsreadthewordsandphrasesaftertheteacher.Theteachercangiveabriefintroductiontothestudentsifnecessaryortheymaydiscusswiththeirpartners.T:Nowlookatthethreequestionsonthescreenanddiscussthemingroupsoffour.Theteachershowsthequestionsonthescreen.
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage
2.DopeoplefromdifferentpartsoftheworldusedifferentbodylanguageWhataboutpeoplewholiveindifferentpartsofChina
3.HowdoyoumunicatethefollowingwithbodylanguageThankyou!No.Yes.Idon’tknow.ehere.Theteachergivesthestudentsthreeminutestodiscussandthenaskssomestudentstoanswerthem.T:Threeminuteslater.HaveyoufinishedyourdiscussionSs:Yes.T:OK!Who’dliketoanswerthefirstquestionS:Letmetry.Icanguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage.ForexamplewhenIseesomeoneraisinghishandIcanseetheyarehavingquestionstoaskorneedtoaskforhelp.T:Verygood.Let’sgoon.Question2anyvolunteerS:It’smyturn.IthinkpeoplefromdifferentpartsoftheworldaswellasChinausedifferentbodylanguage.Takegreetingpeopleforexample.PeopleinRussiaFranceandArabcountrieskisseachotherwhentheymeethoweverpeopleinChinaorAustraliashakehandsinsteadofkissing.S:Idonotthinkso.FromwhereIstandpeoplefromdifferentpartsoftheworldandfromdifferentpartsofChinausethesamebodylanguage.HereIgiveasimpleexample:peopleinChinawavetheirhandstosaygoodbyetootherpeopletheyknowsodopeopleinforeigncountries.Asforthelastquestiontheteachercanrequirethestudentstoactthemoutbeforethewholeclass.Step3FastreadingT:OK!You’veknownsomethingaboutbodylanguage.Nowwearegoingtoreadapassagefromwhichwewilllearnmoreaboutbodylanguage.OpenyourbooksandturntoP
22.Readthepassagequicklyandsummarizethemainideaofeachparagraph.Afterafewminutestheteacherchecksthemainideastheysummarize.T:Who’dliketotellthemainideaofPara.1AnyvolunteerS:Ithinkthatthisparagraphmainlytellsusthatwemunicatewithpeoplenotonlybyspokenorwrittenwordsbyalsobybodylanguage.T:TrueorfalseSs:True.T:Youareright.Para.2ThistimewhowantstotakethischanceS:Inthisparagraphwelearnedthat“learned”bodylanguagevariesfromculturetoculture.T:Youdidagoodjob.WhataboutPara.3S:Inmyopinionthemainideaofthisparagraphmaybethatthesamebodypartshaveshowsdifferentbodylanguagesinsomedifferentcountries.T:Rightyouunderstandit.Paragraph4anyoneS:Iguessthatpeopleusetheirhandsasagestureoftrust.T:Goodanswer.Sitdownplease.Thelastparagraphwho’dliketohaveatryS:Maybeweshouldlearnbodylanguageandbeamindreader.Step4IntensivereadingT:Quitetrue.Wehaveknownthemainideaofeachparagraph.NowreadthepassageagainandunderlinetheusefulwordsphrasesandexpressionsaswellassayifthesestatementsareTorFonthescreen.Thistimeyoushouldreadslowlyandcarefully.Showthefollowingquestionsonthescreen.
1.Notallbodylanguageisconscious.
2.Europeansshakehandswiththeirlefthand.
3.InAsiapeopletouchstrangerswhentheymeet.
4.IntheUSa“highfive”isawayofsayinghello.
5.A“highfive”isaformalgesture.
6.Bodylanguageislessmunicativethanspokenorwrittenlanguage.TheteachergivesthestudentsanotherfourminutestoreadthepassageandthenaskssomestudentstojudgewhetherthesestatementsTorFanddothisexercisetogether.T:HaveyoufinishedyourreadingSs:Yeah.T:Good.Nowlet’schecktheanswertogether.ThefirstoneTorFSs:T.T:Excellent.WhataboutNo.2Ss:F.T:Whydoyouthinkit’sFWhocangivemeareasonS:InParagraph2wecouldeasilyseethatEuropeansandAmericansshakehandswiththerighthand—thestrongesthandformostpeople.T:Youareabsolutelyright.No.3TorFSs:F.T:Good.WhyisitwrongS:Wecouldfindsuchdetailatthebeginningofparagraph3:GreetingsinAsiancountriesdonotinvolvetouchingtheotherperson.T:Welldone.Statement4TorFSs:T.T:Excellent!HowaboutthefifthoneSs:F.T:AnybodycanexplainthereasonS:ThefirstsentenceofParagraph4tellsuswhy.Ifwereallyunderstandthisparagraphwecouldeasilyknowthisstatementiswrong.T:GoodreasonhaThelastoneSs:T.Suggestedanswers:
1.T
2.F
3.F
4.T
5.F
6.FStep5LanguagestudyT:Youarefamiliarwiththepassagenow.Butyoushouldalsopayenoughattentiontosomeusefulwordsandexpressions.Let’scheckwhetherwehavemasteredthesewordsandexpressionsthroughthefollowingtwoexercises.Ex.1pletethesentenceswiththewordsgiven.Theteachershowsthewordsandexerciseonthescreen.aggressivedealgesturegreetformalinformalpositiontrustunconsciousWeapon
1.Gunsandknivesaretwodifferenttypesof__________.
2.Someonewhohasan__________attitudemaybeviolent.
3.Youcan__________someonebysaying“Hello”.
4.Your__________isthewayyouaresittingorstanding.
5.Ifyouare__________ofsomethingyoudonotknowitishappening.
6.An__________isabusinessagreement.
7.An__________isamovementofthebodytomunicatesomething.
8.Ifyou__________someoneyoubelievethemandrelyonthem.
9.”Givemefive!”isan__________greeting.
10.Peopleareusuallymore__________withpeopletheydon’tknow.T:Readthesewordsonebyonetogetherandpayattentiontothewordswherethestressdoesn’tfallonthefirstsyllable:aggressivepositionunconscious.T:pletethisexerciseindividuallyandthencheckthemwithapartner.Theteachergivesthestudentstwoorthreeminutestofinishthisexerciseandthencangoaroundtheclasstohelpthosehavingdifficultyindealingwithit.Twoorthreeminuteslatertheteachercheckstheanswers.T:HaveyoufinisheditSs:Yeah.T:Nowlet’schecktheanswerstogetheronebyone.Suggestedanswers:
1.weapons
2.aggressive
3.greet
4.position
5.unconscious
6.deal
7.gesture
8.trust
9.informal
10.formalT:Justnowyoualldidwell.NowyouaregoingtodoEx.
2.Theteachershowsthefollowingsentencesonthescreenandasksstudentstotranslatethemonebyone.Atthesametimetheteacherexplainstheunderlinedphrases.Ex.2TranslatethefollowingsentencesintoChinese.
1.Theweathervariesfromplacetoplace.
2.Theywereinvolvedinthematter.
3.Thechildrenstaredatthecolouredballons.
4.Wemadeadealandagreedtohelphimout.
5.Thegirlsarebusygreetingtheforeignersoverthere.Theteacherwritesthephrasesontheblackboard:varyfrom...to...;beinvolvedin;stareat;makeadeal;bebusydoingsth.Step6ListeningandconsolidationT:Nowlookatyourbooks.I’llplaythetape.Listencarefully.Youcanfollowitinalowvoice.Payattentiontothepronunciationandintonation.AfterfinishingtheplayingofthetapeT:Fromthetextweknowpeoplecanusebodylanguagetomunicatebutsomebodylanguageisdifferentindifferentcountriesorareasthatiswhenwantingtoexpressthesamemeaningpeopleindifferentcountriesusedifferentbodylanguage.Lookatthechartonthescreen.Workinpairsoringroups.Firsthaveadiscussionandthenpletethechart.IntheendI’llchecktheanswers.CountriesorareasThewayofgreetingThepartsofbodyinvolvedThemeaningofthegreetingAfewminuteslatertheteachercheckstheanswersbyshowingthemonthescreenandhavingthestudentscheckthembythemselves.Suggestedanswers:CountriesorareasThewayofgreetingThepartsofbodyinvolvedEuropeandAmericaShakehandsTherighthandChinaPuttherighthandontheleftandbowslightlyBothhandsMuslimsGivea“salaam”HeartmouthandforeheadHindusJointheirhandsandbowtheirheadsHandsandheadsAmericanyouthsGivemefiveHandsStep7SummaryandhomeworkT:Inthisperiodwehavelearnedsomevocabularyandpleasetrytokeeptheminmindafterclass.Throughthereadingofthetextweknowsomethingaboutbodylanguageandnon-verbalmunication.Wehavelearnedthatdifferentpeoplehavedifferentwaysofmakingmunicationthroughbodylanguage.Afterclasspleasereadthispassageagainandagaintillyoucanreciteitorretellitinyourownwords;meanwhiletryyourbesttomastertheusefulexpressionsinthisperiod.What’smoreremembertopreviewGrammar1;Listeningandvocabulary.Thoughwearemakingmuchprogresswehavealongwaytogo.Soitisourtasktostudyhardandmakegreateffortstospreadourculture.Somuchfortoday.Good-byeeveryone!TheDesignoftheWritingontheBlackboardModule3 BodyLanguageandNon-verbalmunicationThesecondperiodstareatmakeadealbeinvolvedinvaryfrom...to...bebusydoingsth. CulturalCorner备课人:代小丽TheGeneralIdeaofThisPeriodFromtheculturalcornerweknowthereasonforandtheoriginofclappingaswellassocialoccasionsindifferentcountrieswherepeopleclap.What’smoreitisusefulforstudentsandpeoplewhowanttomunicatewithpeoplefromothercountriesorareas.ThetaskofthismoduleistopreparesomesocialadviceforvisitorstoChina.Throughmodulefilethestudentsmayreviseandcheckwhattheyhavelearnedinthismodule.TeachingImportantPointsMakethestudentsunderstandclappingdeeply.TeachingDifficultPointsHowtogivesocialadviceforvisitorstoChina.TeachingMethodsSkimmingandexplanationTeachingAidsMultimediaablackboardatape-recorder.ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords.Broadentheireyeswithapassageaboutclapping.InstructthestudentstolearntogiveadviceforvisitorstoChina.ProcessandStrategiesEncouragethestudentstoconsolidatewhattheyhavelearnedoften.FeelingsandValueThroughtheculturalcornerthestudentsmayknowtheimportanceofunderstandingthedifferencesincustomsaswellascultureofdifferentcountriesandareas.TeachingProceduresStep1RevisionGreetthestudentsasusual.
1.Checkuptheirhomeworkexercises.
2.Askafewstudentstoactouttheirowndialogue.Step2CulturalcornerT:Inthismodulewemainlylearnedbodylanguageandgivingadvice.Ihaveaquestionforyou:Doyouknowoftheword“clap”Ss:Maybealittle.T:Nowreadthroughthispassagequicklytomakesenseoftheword“clap”.Meanwhileanswerthefollowingquestions:Showthefollowingtwoquestionsonthescreen.WhydopeopleclapWhendopeopleclapinChinaWhataboutinothercountriesMinuteslater.T:AnyvolunteerSs:Letmetry.Fromthepassagewecanconcludethatifwelikesomethingverymuchwecanclap.T:You’vegotit.Peopleexposetheiremotionoflikesbyclapping.Thesecondquestionisanopentopicsodifferentpeoplehavedifferentideas.Who’dliketoshareyouropinionSs:...Askthestudentstoanswerthetwoquestionsindividually.Suggestedanswers:
1.Toshowthattheylikesomething.
2.Open.Step3TaskT:Wonderfulperformancesallofyou.BylearningCulturalCornerpartwehavegotmoreinformationaboutbodylanguage.IntheListeningFunctionandSpeakingpartswelearnedhowtogiveandaskforadvice.ThetaskofthismoduleistopreparesomesocialadviceforvisitorstoChina.Firstworkingroupsoffourandmakealistofsocialsituationsyouthinkimportanttowriteabout.Themorethebetter.Ss:Thestudentsarebusydiscussingandthinkabouttherelativetopics.T:Theteachergoesaroundtheclasstoprovidehelpifnecessary.Afewminuteslater.Everygroupsendsarepresentativetowritealltopicsyouthinkout.Ss:Representativeswritewhattheythinkoutontheblackboard.T:Let’sseewhichgroupthinksoutthemost.Ss:Group1orothers.T:Congratulations!Eachgroupchoosestwoofthetopicsandwritesashortparagraphoneithertopicbeginningwithifyouorwhenyouandusingshouldn’tandmustn’t.Ss:...T:HaveyoufinishedyourwritingSs:Yeah.T:Well.Workingroupsagainandpareyouradvicewitheachother.Thiscanbeleftashomeworkorresearchwork.Chooseafewgoodonestoputuponthewall.Step4ModulefileThispartcanbeusedforthestudentstochecktheirunderstandingofthismodulebythemselvesortheteachermayrevisewhatwehavetaughtandlearntwiththehelpofthisfile.Step5ConsolidationT:Inthismodulewehavelearnedsomenewwordsandusefulexpressions.What’smorewehavelearnedsomesubordinateconjunctionssuchasifwhenhowever...Nowlet’sdosomeexercisestocheckupourknowledge.Showthefollowingonthescreen.
1.Ifyouwanttogetalongwellwiththemyouneedto__________withthem.
2.Theyfoundhimlying__________onthefloor.
3.Itisaverydangerous__________dog.
4.Anyinvestment__________anelementofrisk.
5.Thepresidentispayingan__________visitinthiscitybecausehewantstomeethisoldfriends.
6.Mary__________themapoutonthefloor.
7.Itisimpoliteto__________otherswithoutanyreason.
8.Thelawstatesthateveryonehastherighttopractiseown__________.
9.Letmeproposea__________toourteacher’shealth.
10.Officeworkersfled__________asthefirebrokeout.
11.Her__________wassogreatthatshewaspraisedbytheleaders.
12.Epidemicfluishighly__________.
13.Hehadbeenatalentedmusicianinhis__________.
14.Ihavealreadygotan__________totheparty.
15.He__________hishandsonacleantowel.Suggestedanswers:
1.municate交流
2.unconscious失去知觉的
3.aggressive攻击性的
4.involves包括
5.informal非正式的
6.spread张开
7.stareat盯着看
8.religion宗教
9.toast祝酒
10.inpanic恐慌
11.performance表演
12.infectious传染的
13.youth年轻
14.invitation邀请
15.wiped擦Step6SummaryandHomeworkT:Inthisperiodwehavelearnedsomethingaboutclapping.AndthenwelearnedtowritesomeadviceforvisitorstoChina.Allofyoudidverygoodjobs.Yourhomeworktodayistowriteadviceonothertopicsthatyouthinkout.Meanwhiletrytoremembertheusefulwordsandexpressionaswellasputthemintopracticeandmakegooduseofthemfreely.Thisistheendofthismodule.Classisover.Module3BodyLanguageandNon-verbalmunication Grammar1-3主备课人李华斌TeachingAimsMakethestudentslearntosumupgrammaticalrulesthemselves.Makesurethestudentsmasterthegrammaticalitems.TeachingImportantPointsEncouragethestudentstosumupgrammaticalrules.TeachingDifficultPointsTomakethembeabletoanalyzethesentencestructureofadverbialclauseofconditionandadverbialclauseofconsessionandusewhattheylearninGrammar1-3tomakeupsuchkindofsentences.TeachingMethodsIndividualworkandpairworktomakeeverystudentworkinclass.TeachingProceduresStep1Revisionandlead-inGreetthestudentsasusual.Theteachercheckthestudents’homeworkofyesterday—recitingorretellingthereadingpassage.Theteacherasksafewstudentstodothis.Step2AdverbialClauseofCondition条件状语从句条件状语从句由从属连词if如果unless除非supposing(如果假如)provided(假如除非以……为条件)as/solongas只要onconditionthat(在……条件下如果)incase(万一)once(一旦)butfor(若非要不是)等引导
1.if引导条件状语从句最常用的连词是if由if引导的条件状语从句表示在某种条件下某事很可能发生即真实条件状语从句Ifyoufailintheexamyouwilllethimdown.如果你考试不及格你会让他失望的Ifyouaskhimhewillhelpyou.如果你请他帮忙他会帮你的另外,if从句还表示不可实现的条件或根本不可能存在的条件也就是一种虚拟的条件或假设即虚拟条件状语从句从句多用一般过去时或过去完成时IfIwereyouIwouldinvitehimtotheparty.如果我是你我会邀请他参加聚会IwouldhavearrivedmuchearlierifIhadnotbeencaughtinthetraffic.如果没有堵车我会到的早一点儿
2.unlessconj.除非若不除非在……的时候Youwillfailtoarrivethereintimeunlessyoustartearlier.如果你不早点动身你就不能及时赶到那儿Youcannotlearnalanguagewellunlessyouworkhard.除非你努力学习否则学不好语言Unlessitrainsthegamewillbeplayed.除非下雨比赛将照常进行
3.onconditionthat...在……条件下如果onconditionthat...引导的条件从句是主句事件发生的前提条件或唯一条件Icantellyouthetruthonconditionthatyoupromisetokeepasecret.我可以告诉你真相条件是你答应保守秘密Youcangoswimmingonconditionthatyoudon’tgotoofarfromtheriverbank.你只有在不远离河岸的条件下才可以下水游泳
4.supposingconj.如果假如supposing引导的条件从句表示一种假设条件Supposingitrainsshallwecontinuethesportsmeeting倘若下雨我们的运动会还要继续举行吗Supposingsomethingshouldgowrongwhatwouldyoudothen假如出了什么问题你准备怎么对付
5.providedconj.假如除非以……为条件providedthat+从句表示一种假设条件Hewillsignthecontractprovidedweoffermorefavorableterms.如果我们提出更优惠的条件他就会在合同上签字Hewon’tbeagainstusinthemeetingprovidedthatweaskforhisadviceinadvance.如果我们提前征求一下他的意见他就不会在会上反对我们另外还有incaseas/solongas等Incaseitrainsdonotexpectme.如若下雨就不要等我了AslongasyoupromisetoeI’llwaitforyouuntilyoue.只要你答应我就等你来从上述例句可以看出ifunlessonconditionthatsupposingprovided等词引导的条件状语从句主从句条件关系分明结构清晰在条件状语从句中用一般现在时代替一般将来时一般过去时代替过去将来时但有些句子虽没有含条件关系的连词却也隐含着条件关系这些句子常用一些词如butforwithout等引出一个介词结构来表示条件条件常常是虚拟的或与事实相反的假设Butfortherainweshouldhaveapleasantjourney.要不是下雨我们的旅行肯定会很愉快Butforyourhelpweshouldnothavefinishedintime.要不是你帮忙我们肯定不能及时完成任务Step3ExercisesI.pletethesentenceswiththecorrectformoftheverbsinbrackets.
1. Ifyou____acakeyourhost______verypleased.takebe
2. Unlesstheweather____betterI_______athome.getstay
3. He_______homeearlyifhe__________well.gonotfeel
4. What____I__ifthey____aboutpoliticsdotalk
5. Ifyou_____yourhandthetaxi_________.raisestop
6.I__________anythingunlesshe____me.notsayaskII.Choosethebestanswers.
1.—AreyouthinkingaboutgoingtoNewYorkfortheholiday—No.ButifI________thetimeIwoulddefinitelygo.A.have B.had C.havehad D.wouldhave
2.Ifyou_______thisexperimentyouwillunderstandthetheorybetter.A.willbedoing B.havedone C.willhavedone D.woulddo
3.Thevolleyballmatchwillbeputoffifit________.A.willrain B.rains C.rained D.israining
4.—ShallBrowneandplayputergames—No________hehasfinishedhishomework.A.when B.if C.unless D.onceStep4让步状语从句的引导词:
1.thoughalthough表示“虽然纵然”之意在一般情况下可以互换使用在口语中though较常使用although比though正式二者都可与yetstill或nevertheless连用但不能与but连用Though/Althoughhewaswornoutstillhekeptonworking.虽然他已经精疲力竭但仍然继续工作Though/Althoughheisveryoldyetheisquitestrong.他虽然年纪大了身体还很健壮注意:although引导的让步状语从句位于主句之前的情况较多though引导的让步状语从句可位于主句之前或主句之后Shepassedtheexaminationthoughshehadnotstudiedveryhard.她虽然不用功学习考试却及格了
2.asthough表示“虽然……但是”“纵使……”之意as引导的让步状语从句必须以部分倒装的形式出现被倒装的部分可以是表语、状语或动词原形though间或也用于这样的结构中但although不可以这样用ObjectasyoumayI’llgo.=Though/AlthoughyoumayobjectI’llgo.纵使你反对我也要去Hardas/thoughheworkshemakeslittleprogress.=Thoughheworkshardhemakeslittleprogress.尽管他学习很努力但几乎没取得什么进步Childas/thoughhewasheknewwhatwastherightthingtodo.=Thoughhewasachildheknewwhatwastherightthingtodo.虽然他是一个孩子但他知道该做什么Childas/thoughhewasheknewwhatwastherightthingtodo.=Thoughhewasachildheknewwhatwastherightthingtodo.虽然他是一个孩子但他知道该做什么Fastasyoureadyoucan’tfinishthebooksosoon.纵然你读得快你也不能这么快读完这本书
3.evenifeventhough表示“即使……”“纵使……”之意这两个复合连词的意思基本相同它们常可互换使用但意义有细微差别evenif引导的让步从句含有强烈的假定性而eventhough引导让步状语从句时是以从句内容为先决条件的也就是说说话人肯定了从句的事实We’llmakeatripevenif/thoughtheweatherisbad.即使天气不好我们也要作一次旅行Evenifheispoorsheloveshim.=Hemaybepooryetsheloveshim.即使他很穷但她还是爱他
4.whether...or...表示“不论是否……”“不管是……还是……”之意由这一个复合连词引导的让步状语从句旨在说明正反两个方面的可能性都不会影响主句的意向或结果You’llhavetoattendtheceremonywhetheryou’refreeorbusy.不管你忙不忙都要参加这个典礼Whetheryoubelieveitornotit’strue.无论你是否相信这都是真的
5.“nomatter+疑问词”或“疑问词-ever”的含义为“……都……;不管…都……”它们引导的让步状语从句可以互换Nomatterwhathappenedhewouldnotmind.=Whateverhappenedhewouldnotmind.无论发生了什么他都不会介意的Nomatterwhoyouareyoumustkeepthelaw.=Whoeveryouareyoumustkeepthelaw.不管你是谁你都要遵纪守法但“nomatter+疑问词”结构只能引导让步状语从句而“疑问词-ever”还可以引导名词性从句Whatever=NomatterwhatyousayIwon’tbelieveyou.Whatever引导让步状语从句无论你说什么我都不会相信你I’lleatwhatever≠nomatterwhatyougiveme.whatever引导宾语从句你给我吃什么我就吃什么Whoevereswillbewele.Whoever引导主语从句不管谁来都受到欢迎此外有时while也可以引导让步状语从句但一般要位于句首WhileIlikethecolourIdon’tliketheshape.我虽然喜欢那颜色但不喜欢那形状Step5Exercisespletethesentenceswithwhoeverwhereverwheneverorhowever.
1. _________IfeellonelyIthinkaboutyou.
2.________heisheisveryrudetome.
3._________IgoIalwaysmeetinterestingpeople.
4. Youcaninvite_______youliketotheparty.
5.________lateyouarriveI’lleandmeet.
6.Ifeelshy________shesayshellotome.
7. Ihearthatsong_________Iswitchontheradio.
8.________muchIstudyIfindtheseexercisesdifficult.Step6Homework
1.Remembertherulesinthelesson.
2.Finishtheexercisesintheworkbook.Step6TheDesignoftheWritingontheBlackboardModule3 BodyLanguageandNon-verbalmunicationThethirdperiodGrammarAdverbialClauseofCondition条件状语从句if如果unless除非supposing(如果假如)provided(假如除非以……为条件)as/solongas只要onconditionthat(在……条件下如果)incase(万一)once(一旦)butfor(若非要不是)等引导AdverbialClauseofConcession让步状语从句thoughalthoughasevenifeventhoughwhether...or...“nomatter+疑问词”或“疑问词-ever”,while。