年高中英语同步教案modulebodylanguageandno

Module3Bodylanguageandnon-verbalcommunication教案外研版必修四PeriodOneIntroductionTeachingAims1.Masternewphrases&usefulexpressions&howtodescribebodylanguagesorgesturesinEnglish.2.MakesureStsimpleEnglishtodiscussthegesturesorphysicalcontactsandexpresswhattheymean.TeachingImportantPoints1.Masterwordsesandusefulexpressionsdescribingbodylanguagesandnon-verbalcommunication.2.ImpreSs’listeningandspeakingabilitybytalking,discussing,makingupandactingoutdialogues.TeachingDifficultPoints1.Howtoencstudentstotakeanactivepartinthespeakingandlisteningactivities.2.Howtoimprovethestudents’speakingandlisteningability.TeachingMethods1.Individuk,pairworkorgroupworktomakeeverystudentparticipateinclass.2.ListeninmatchingactivitytohelptheSshaveagoodunderstandingofthelisteningmaterial.TeachingAidsMultimediaandablackboard.TeachingProceduresStep1Lead-in(Theteacheradinthetopicbydiscussingsomepicturesofphysicalcontacts.)T:Gooing,class!lastmodulewehavelearnedsomethingabouttrafficjamathomeandabroad.Todaywearegoingtolearnsomethingaboutcommunicationwithoutwordsbutbodylanguage.T:Heseveralpicturesconcerningphysicalcontactandbodylanguageorgestures.Youmaybefamiliarwithsomeofthem.DoyouknowhowtoexpresstheminEnglish?Nowdiscusstheminpairsorgroups.Inafewminutes,I’llasksomestudentstotalkaboutthem.(Afewminuteslater,theteachersaysthefollowing.)T:AreyourWhocangiveusatalkaboutthefirstpicture?Anyvolunteer?S1:Letmehtry.Ithinktheoldmanisthegrandfather,andtheboyishisgrandson.Thegrandsoniscrying,sotheoldmanispattingtheheadofthelittleboyinthefirstpicture.S2:Picturowsusawomanclappingwithabigsmileonherface.S3:Wecouldatamanisdraggingawomanviolentlyinthefourthpicture.Maybethewomanhasdonesomethingwrongwhichmakesthemanangry.S4:Letmetry.Thereisawomanwhoisholdingherbabyinherarmsveryhappilyinthefifthpicture.T:OK.WellSomuchforthispart.Let’sgotothenextpart.Step2MatchtheverbsintheboxwiththepicturesT:Justhavediscussedsomepicturesconcerningphysicalcontactandlearnedsomewordsandexpressions.NowopenyourbooksandturntoPage21.Readthesefourwordsafterme.(Theteacherthewords,followedbytheSsandmakesuretheirthemeaningofeveryword.)T:point.hichpicturearepeoplepointing?Ss:Picturea.T:RighInwhichpicturearepeopleshakingtheirhands?Ss:Pictured.T:Goodjob..Couldyouseeinwhichpicturepeoplearesmiling?Ss:Picturecandb.T:GoodCaninkoutmoreEnglishnamesconcerningallkindsofbodymovementsorgestures?Step3ListenandmatchthesituationswiththepicturesT:Inthispaaregoingtohearapieceoflisteningmaterial.Thefirsttimeyouneedtojustlistenandtrytogetthemainidea.Listentoitagainandgetthedetails.Meanwhile,matchthesituationswiththepictureabove.Ready?Step4SayWhatYouDoWhenYou...Step5ReadandanswerthequestionsT:Inlastactiomestudentsperformedalotofsituations.Differentstudentshavedifferentopinions.ChooseananswerforExercise1andgivereasonsforyourchoice.S1:Ichoosamagirlwithaninwardcharacter,soIdon’tcommunicatewithothersmuch.EvenifIhavetodothis,Iusuallyusewordsinsteadofbodylanguages.T:Goodidea.Whohasadifferentopinion?S2:Dismy.AsfarasIamconcerned,I’dliketocommunicatewithothersverymuch,andIreallylovesharingwhatIloveaswellaswhatIhate.Duringthecommunicatingcourse,Iusuallymakefulluseofmybody,becauseonlyinthiswaycouldIexpressmyselfcompletely.Step6SummaryandhomeworkT:Inthiscl’vemainlylearnedsomethingaboutbodylanguagesbyspeakingandlistening,sowe’vegotmoreinformationaboutbodylanguages.Atthesametime,wehavelearntsomewords,suchaspoint,shake,smileandsomesituationsinwhichyouusebodylanguage.Rememberandlearntousethem.Afterclass,trytocollectmoreinformationaboutbodylanguageandpreparefornextpart—Readingandvocabulary.That’sallfor,everyone!1、shake：n.,摇撼,(使)颤抖,握手。shakehandswithsb.和某人握手。Let’sshakeonit.为此握手。shake,tremble,quake：这些动词意味着显示出不由自主的振动。shake：是最普通的。floorshookwhenshewalkedacrosstheroom.当她穿过房间时地板晃动。tremble：意指迅速、相当轻微的运动,由于激动、虚弱或生气引起。Icouldfeeltheyoungster’shandtrembleinmine.我能感到那个年轻人的手在我的手中颤抖。quake：指更强烈的运动,如由于冲击或巨变引起发抖。Iwassoterrifiedthatmylegsbegantoquake.我被吓坏了,连腿都开始发抖。2、introduce：vt.介绍,引见/推荐；引进,采用。1)介绍：将(某人)名字介绍给他人以便相互熟悉。introducesb.2)使熟悉,带领:提供某人对某事物的初步认识或经历。Introducedmetoweightlifting.联带领我认识举重。3)引进,传入:引入并在新地方或新环境得到承认。Exoticplantsthathadbeenintroducedfromthejungle.从丛林中引进的异国植物。4)推行,提倡:引入到流通、使用或运行中;引起。Introducedthproductinseveraltestmarkets;introducedthetangointotheircircleoffriends.在试卖会中提倡新产品;在他们的朋友圈中推行探戈。3、sayyes/no/hello/goodbye/thanks/sorry...：对…说是、否、向某人问好、道别、表达谢意或歉意。PeriodTwoReadingandVocabularyTeachingAims1.Trains’readingabilityandlearnsomeusefulwordsandexpressions.2.Learnsomefactsaboutbodylanguage.TeachingImportantPoints1.Helpstounderstandthepassagebetterandlearnandmastersomeimportantwordsandphrases.2.Howtolettunderstandthebodylanguageindifferentcountriesandusethemcorrectly.TeachingDifficultPoints1.Howtohelptdentsimprovetheirreadingabilityandunderstandthepassagebetter.2.HowtomastertheimportantLanguagePointsinthispassage.TeachingMethodsDiscussiontoleadinthereadingclass.Fastreadingtogetthemainideaofthetext.Intensivereadingtounderstandthepassagebetter.ExplanationtohelpthestudentsmastersomeLanguagePoints.TeachingAidsAtaperecorder,AmultimediaTeachingProceduresStep1DiscussionandleadinT:Inthelastwehaveknownsomethingaboutbodylanguagethroughlisteningandspeakingactivity.Wehaveknownthatwecouldcommunicatenotjustbywordsbutalsobyourexpressionsandbodylanguagesormovements,sometimeswemayevencommunicatebetterandmoreclearlyusingbodylanguagethanwords.Forexample,noddingtheheadmeansagreementinourcountry,whileinsomeAsiancountriesitmeansdisagreement.Ifyouwanttolearnmoreaboutbodylanguage,pleasereadthepassageonP22carefully.Beforereading,we’lllearnthenewwordsandphrasesinthisperiod.(Showthefollowingwordsandphrasesonthescreen.)communicpositionunconsciousaggressivegestureinvolvebowslapspreadbendhugstareformalinformalcommunicatewithmakeadealmindreaderholdupvaryfrom...to...bebusywithgiveawayonguardT:NowlookatthethreequestionsontheBbanddiscussthem.1.Canyouwhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage?2.Dopeoplefrferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?3.Howdoyoucommunicatethefollowingwithbodylanguage?Thankyou!No.Yes.Idon’tknow.Comehere.S1:Icanguatsomeoneisthinkingorfeelingbylookingattheirbodylanguage.Forexample,whensomeoneraisinghishand,Icanseehehasquestionstoaskorneedtoaskforhelp.S2:IthinlefromdifferentpartsoftheworldaswellasChinausedifferentbodylanguage.Takegreetingpeopleforexample.PeopleinRussia,FranceandArabcountrieskisseachotherwhentheymeet,however,peopleinChinaorAustraliashakehandsinsteadofkissing.S3:Idoinkso.FromwhereIstand,peoplefromdifferentpartsoftheworldandfromdifferentpartsofChinausethesamebodylanguage.HereIgiveasimpleexample:peopleinChinawavetheirhandstosaygoodbyetootherpeopletheyknow,sodopeopleinforeigncountries.(Asforthelestion,theteachercanrequiretheSstoactthemoutbeforethewholeclass.)Step2FastreadingT:OK!Youownsomethingaboutbodylanguage.Nowwearegoingtoreadapassage,fromwhichwewilllearnmoreaboutbodylanguage.OpenyourbooksandturntoP22.Readthepassagequicklyandsummarizethemainideaofeachparagraph.(Afterafewes,theteacherchecksthemainideastheysummarize.)T:Who’dliketotellthemainideaof?Anyvolunteer?:Thisraphmainlytellsusthatwecommunicatewithpeoplenotonlybyspokenorwrittenwordsbyalsobybodylanguage.:“learned”bodylanguagevariesfromculturetoculture.samebodypartshaveshowsdifferentbodylanguagesinsomedifferentcountries.:Peopleusetheirhandsasagestureoftrust.:Weshouldlearnbodylanguageandbeamindreader.Step3IntensivereadingT:Quitetehaveknownthemainideaofeachparagraph.Nowreadthepassageagainandunderlinetheusefulwords,phrasesandexpressionsaswellassayifthesestatementsareTorFintheActivity2.Thistimeyoushouldreadslowlyandcarefully.Suggestedanswers:Step4LanguagestudyT:Yofamiliarwiththepassagenow.Butyoushouldalsopayenoughattentiontosomeusefulwordsandexpressions.Let’scheckwhetherwehavemasteredthesewordsandexpressionsthroughthefollowingexercise.Activity3ExTranslatethefollowingsentencesintoChinese.weathervariesfromplacetoplace.wereinvolvedinthematter.childrenstaredatthecolouredballons.madeadealandagreedtohelphimout.girlsarebusygreetingtheforeignersoverthere.(Writeson:varyfrom...to...;beinvolvedin;stareat;makeadeal;bebusydoingsth.)Step5ListeningandconsolidationT:Fromtt,weknowpeoplecanusebodylanguagetocommunicate,butsomebodylanguageisdifferentindifferentcountriesorareas,thatis,whenwantingtoexpressthesamemeaning,peopleindifferentcountriesusedifferentbodylanguage.LookatthechartontheBb.Firsthaveadiscussion,andthencompletethetheend,I’llchecktheanswers.CountriesorareasThewayofgreetingThepartsofbodyinvolvedEuropeandAmericaShakehandsTherighthandChinaPuttherighthandontheleftandbowslightlyBothhandsMuslimsGivea“salaam”Heart,mouthandforeheadHindusJointheirhandsandbowtheirheadsHandsandheadsAmericanyouthsGivemefiveHandsStep6SummaryandhomeworkT:Inthisdwehavelearnedsomevocabularyandpleasetrytokeeptheminmindafterclass.Througheadingofthetextweknowsomethingaboutbodylanguageandnon-verbalcommunication.Wehavelearnedthatdifferentpeoplehavedifferentwaysofmakingcommunicationthroughbodylanguage.Afterclass,pleasereadthispassageagainandagaintillyoucanreciteitorretellitinyourownwords;meanwhile,tryyourbesttomastertheusefulexpressionsinthisperiod.What’smore,remembertopreviewGrammar1;Listeningandvocabulary.Thoughwearemakingmuchprogress,wehavealongwaytogo.Soitisourtasktostudyhardandmakegreateffortstospreadourculture.Somuchfor,everyone!Step7LanguagePoints1、yet/already：adv.还，尚，仍然，已经。相同点:都用来谈作或事件。都表示”到现在或另外某个时间为止”,常和完成时连用。都可以和进行时，be动词的一般现在时，表示心事状态的情感动词(know,feel,understand等)的过去时连用。不同点:1)already一般用于肯定句，在if引导的条件状语从句中可以是否定句。yet多用于否定句和疑问句中。2)already用于助动词后，行为动词前，在句末时，表较强语气。yet一般在句末,也可与not连用于句中。Ifyouhaven’tsefilmalready,youmaygotothecinemathisevening.Haveyoufinishedyourhomeworkyet?Theshowhasalreadystarted.Theshowhasn’tstartedyet.2、relax：vt.&vi.(使事物)松弛；缓和下来，变得轻松；放宽。relaxion：n.放松；松弛。relaxed：adj.不烦恼的；不焦急的；轻松的。relaxing：adj.(指气候)使人无精打采的；使人懒洋洋的。Herelaxedhisgriponmywrist.他把紧握住我的手腕的手放松下来。Pleasesitdownandrelax.坐下来休息一下。Thegovernmentrelaxedimportregulationsgreatly.放宽进口条例。常用句型:WheninRome,doastheRomansdo.入乡随俗。PeriodThreeGrammar1;ListeningandVocabularyTeachingAims1.Makethetsmasterthegrammaticalitemsandlearntosumupgrammaticalrulesthemselves.2.Trastudents’listeningabilityandimprovetheirlisteningskill.TeachingImportantPoints1.EnctheSstosumupgrammaticalrules.2.FurtherimprovetheSs’listeningskill.TeachingDifficultPointsTomakethemletoanalyzethesentencestructureofadverbialclauseofconditionandusewhattheylearninGrammar1tomakeupsuchkindofsentences.TeachingMethIndividualworkandpairworktomakeeverystudentworkinclass.TeachingAidsmultimedia,tape-recorder&ablackboardTeachingProceduresStep1Revisionandlead-inTheteachercheckthestudents’homeworkofyesterday.Step2Grammar1T:Youmusthentmuchtimepreparingitandgavegoodperformancesjustnow.Duringyourpreparationcourse,youmaytakenoticeofmanysentenceswhicharelinkedbyconjunctionswhenandif,right?Doyouknowthestructuresofthesesentences?Nowfollowmetolearnthemthisclass.InthisperiodwearegoingtodealwithGrammar1andListeningandvocabularypart.FirstpleaseopenyourbooksandturntoPage23.Lookatthefollowingsentencesfromthepassage.Readthemandpayattentiontotheconjunctionswhenandif.Theyareusedtoconnectsentencesorpartsofsentences.Thenfinishtheexercisebelow.(Theteachergivesthestudentstwoormoreminutestoprepare.)T:Haveyounishedit?Nowlet’scheckthemandseeifyourchoicesarecorrect.Suggestedanswers:Thefollowingstatementsaretrue:1,3,4and5T:Welldone!Feabovetwosentencesandexercisewecangetsomeinformationaboutadverbialclauseofcondition.Itdescribescommonsituationswhichwereintroducedbywhenandif.Meanwhile,itusuallyexplainstheresultofthesituationintheotherpartofthesentenceandusesthepresenttenseinbothparts.Ifthemainclauseislocatedatthebeginningofthewholesentence,adverbialclausejustfollowsit.However,iftheresultliesattheendofthewholesentence,theadverbialclausemustbeputatthebeginningandfollowedbyacomma.Nowlet’sdomoreexercises.LookatActivity2.Readthroughthepassageinthereadingpartoncemoreandtrytofindmoresentenceswithwhenorif.(Afewminuteslater.)T:Areydy?Nowlet’scheckthemanysentencesofthiskindhaveyoufoundyet?1.Ifourrandisbusygreetingsomeone,itcannotbeholdingaweapon.2.Ifyoushakehandswithsomeone,youshowyoutrustthem.3.Weshakehandswhenwemakeadeal.4.Whenetsomeone,weputtherighthandovertheleftandbowslightly.T:Justnowweoundanotherfourexampleswithconjunctionswhenandif.Youmayhaveabetterunderstandingofthissentencestructure.Nowlet’sdoanotherexercisetoconsolidatewhatwelearned.MatchthetwopartsofthesesentencesaboutbodylanguageinEuropeorAmerica.Firstyoudoitbyyourself,thencheckitwithyourpartner.(Afterseveralminutes.)Suggestedanswers:T:Nowdoyoutandthisgrammarbetter?Couldyouusewhenandiftomakesuchsentencesbyyourselves?HerearefiveChinesesentences.PleasetranslatethemintoEnglish.1.如果你上师道歉是很重要的。Ifyouarrivelaalesson/arelateforschool,it’sveryimportanttoapologizetotheteacher.2.如果你被邀请到某人家里吃饭,最好带上礼物。Ifyou’reedtosomeone’shomeforameal,it’sagoodideatotakeagift.Youmightaswelapresentifyoureceiveaninvitationtoameal.3.你来中国用筷子。IfyouaretovisitChina,youshouldlearntousechopsticks.You’dbettermakeuseofchopsticksifyoupayavisittoChina.4.要是学外语,你要很努力。WhenyoustudyEnglish,youshouldworkhard.YouhavetostudyhardwhenyouwanttolearnEnglish.5.如果和日本人打招呼,你要稍微鞠躬。WhenyougreetsomeonefromJapan,youshouldbowslightly.Step3ListeningandvocabularyT:Justnowvelearnedsomethingaboutadverbialclauseofcondition.Followmetodosomelistening.InActivity1,youneedtomatchthepartsofthebodywiththewordsinthebox.Lookatyourbooksandfollowmetoreadthesewords,meanwhile,trytocatchtheirmeanings.T:Nowworkisandmatchthesewordswithpartsofyourbodybyactingthemoutasfollows.Onechoosesanywordofthemandsaysitquickly,meanwhile,theotherneedstopointattheexactbodypartexactlyassoonaspossible.Taketurnstodothis.Seeifyoucanperformthemcorrectly.Themorequicklyandcorrectlyyouperform,the?Step4SummaryandhomeworkT:Todaywlearnedadverbialclauseofconditionandtwoconjunctionswhenandclass,pleasedoexercise1andexercise2onourmuchfor,everyone!ReferenceforTeaching:Grammar条件状语从句的引导词:状语从句由从属连词：iunless(除非),as/solongas(只要),onconditionthat(如果),provided(that)(只有...才/如果)，suppose/supposing(假设),incase(以防),once(一旦...就)等领导。如:Youcanarnalanguagewellunlessyouworkhard.除非你努力学习,否则学不好语言。ImaynotoseeyourecentlyunlessIcancompletetheprojectaheadoftime.除非我能提前完成那项目，否则最近不会来看你了。(只有我提前完成了那项目，最近才会来看你)IwillcomeonconditionthatMaryisinvitedtoo.如果也邀请玛丽,我就会来。Theypromiseetushaveameetingintheirofficeoncondition(that)wecouldkeepitclean.如果我们能保持清洁，他们答应让我们在他们的办公室开会。Ifyouwakeupbeforeme,givemeacall.如果你醒的比我早,请叫我一声。Whatshallwfwecannotgetthenecessarydata?如果弄不到必要的数据，我们怎么办？Iwillgivehemoneyaslongasyougowithyourelderbother.只要你同你哥一块去,我就给你钱。Wecansurelinourgoalaslongasweareunitedasone.只要我们拧成一股绳，肯定能实现目标。Takesomemoneyincaseyoumayneedit.带点钱万一你需要。Onceyougitohim,youwillnevergetitback.一旦他把东西得到手,你就再也要不回来了。提示：1．在表条件，既可用直接陈述语气作真实条件句，也可用虚拟语气作非真实条件句。至于把句子当成哪一种条件句，要依照有关语法规则和表达意思的需要而定。(1)表示与的假设时，条件状语从句中的谓语动词用过去式(be的过去式用were)，而主句的谓语动词用“would/should/could/might＋动词原形。”IfIwereyou,Ishouldstayhome.我要是你，就呆在家里。Ifhehadtime,hewouldattendthemeeting.如果他有空，就会参加会议。(2)表示与过去事时，条件状语从句中的谓语动词用“had＋过去分词”，而主句的谓语动词用“would/should/could/might＋havedone。”如：Ifyouhadmyadvice,youwouldn'thavefailedintheexamination.你如果听从我的建议，就不会考试不及格了。Ifyouhadwhard,youwouldhavecompletedyourworkaheadoftime.你如果努力工作的话，就会提前完成任务了。(3)表示与将来事实，条件状语从句中的谓语动词用过去式(be的过去式用were)，而主句的谓语动词用“wereto/should/would＋动词原形。”Ifyoucametomorrow,wewouldhavethemeeting.如果你明天来，我们会在开会。Ifitweretotomorrow,themeetingwouldbeputoff.如果明天下雨的话，会议就会被推迟。(4)当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，动词形式要据它所表的时间来调整。Ifyouhadgoneshopping,youwouldbeverytired.你要是去买东西的话，就会很累。注意：如果省略掉if，则从句用倒装形式，助动词提前。WereIinschoolagain,Iwouldworkharder.要是我能再次上学的话，我会更加努力地学习。Hadyoubeeearlier,youwouldhaveseenhim.你要是再早点到这儿，就能看到他了。Shouldtherebeameetingtomorrow,Iwouldcome.要是明天开会的话，我就来。2．用unl件状语从句时，要注意连词本身在意义上的否定unless＝if...not...。因此，在逻辑上要注意英文句子的用法和中文句子的译法。特别是当主句是否定句时，逻辑上的意思就成了“否定之否定而表示肯定”的情况。IwillnotgoirpartyunlessIaminvited.=IwillnotgototheirpartyifIamnotinvited.假如他们不邀请我，我就不会参加他们的聚会。Hewillfinishtheworkintimeunlesssomethingunexpectedhappens.=Hewilltheworkintimeifsomethingunexpecteddoesnothappen.假如没有什么意外的事情发生，他将会按时完成他的工作的。PeriodFourFunction;Grammar2;Pronunciation;SpeakingTeachingAims1.LearntferencesofanAmericanaccentandaBritishaccentclearly.2.Totraintheirlisteningandspeakingskills.TeachiortantPointsTomotivatethestudentstoworktogether.TeachingultPointsHelpSsmasterthedifferencesbetweenanAEaccentandaBEaccent.TeachingsListeninganddiscussion.Pairworkaswellasgroupwork.TeachingAidsablackboard,ataperecorderandamultimediaTeachingProceduresStep1Revisionandlead-inT:Goodmoclass!Inlastperiodwehavelearnedadverbialclauseofconditionandtwosubordinateconjunctionswhenandif.Inaddition,wedidsomelisteningpracticeandimprovedourlisteningskill.Meanwhile,welearnedsomepiecesofadvice,right?(ShowthefollowingontheBb.)·Youshouldshakehandswhenyoumeetnewpeople.·Youshouldbringsomeflowersorabottleofwine.·Youshouldopengiftsimmediately.·Youshouldn’tusefamilynames.·Youshouldn’tarrivetoolate.·Youshouldn’ttalkaboutpoliticsorreligion.·Youmustn’tleaveassoonasyoufinishthemeal.·Youmustthankyourhostforawonderfulevening.·Youmustn’tarriveearly.Step2FunctionT:Nowlooktthesesentencesagainandunderlinethemodalverbs.Thendiscusswithyourpartnerstoseeinwhichsituationpeopleusethemtogiveadvice.Accordingtoyourdiscussion,completethefollowingsentences.(Showthefollowingonthescreen.)usethemodalverb__________togiveadvice.usethemodalverb__________togivestrongadvice.__________meansIt’sagoodideato...__________meansIt’sveryimportantto...T:Througvity1,we’vegotsomethingabouttwomodalverbsusedtogiveadvice.Inthefollowingactivity,youcanknowmoreabouthowtousethemtogivearefivesentencesaboutcustomsandcompletethemwithshould,mustandtheirnegativeformsbyguess.Doyouk?Franceyou__________shakehandseverytimeyousayhelloandgoodbye.Thailand________touchsomeoneonthehead,evenbyaccident.Spainyou__________waituntil10pmbeforeyouhavedinner.Japanyou__________giveapen-knifeasapresent.Russiayou__________makeatoasteverytimeyoutakeasipfromyouglass.Step3Grammar2T:Inperiodwehavelearnedsomethingaboutadverbialclauseofconditionandtwosubordinateconjunctionswhenandif.Aswehaveknown,bothofthemintroducesituationswhoseresultsareexplainedintheotherpartofthesentence.Inaddition,itusuallyusesthepresentsimpletense.ThefollowingGrammar2partwillleadyoutofurthermoreinformationaboutadverbialclauseofcondition.Herearethreesentenceswithadverbialclauseofcondition.Readthemthroughandanswerthequestionsbelow.(ShowthefollowingsentencesandquestionsontheBb.)a)Ifyoumeetsomeoneyouusuallyshakehisorherhand.b)WhatshouldIdoifI’minvitedtodinner?c)Unlessyou’reunluckyyou’llsoonthinkofsomething.sentencereferstoanormaleverydaysituation?sentencereferstoapossibilityinthefuture?wordinthethirdsentencemeansif...not?Step4PronunciationT:Youallgiderfulperformancesinthelaststeps.Inthefollowingsectionwewillpracticeourpronunciation.Hereisashortpassageaboutgivingadvicewhichcomesfromthelisteningactivity.Youmaybefamiliarwithreaditthrough,meanwhilepaymuchattentiontoyourintonationandpronunciation,OK?(Showthefollowingdialogueonthescreen.)Whenyou’reiomeone’shome,it’sagoodideatobringagiftforyoudoesn’thavetobesomethingexpensive,perhapssomeflowersorabottleofwine.Ifyouhaveameal,don’tstarteatingbeforeeveryoneelseisserved.Andwhateveryoudo,don’tleaveimmediatelyafterthemealisfinished.T:StophowlistentoaspeakerwithanAmericanaccentandcomparehispronunciationwithyourown.(Theteacherplaysthetape.)T:Nowntoaspeakerwithanotheraccent,thatis,aBritishaccent.ListenmorecarefullyandpayattentiontothedifferencesexistingbetweentheAmericanandBritishaccents.(Oncemoretheteacherplaysthetapethrough.)T:Workinanddiscussthedifferencesinbothaccentsyouhaveheard.T:(Ashortwhilelater.)Whowantstoshowyouropinion?S1:/t/inAmericanEnglishsoundsmorelike/d/.S2:Ithinkthat/δ/inAmericanEnglishsoundslike/Λ/.S3:Innion,when/r/ispronouncedinanAmericanaccent,thestressisusuallyputinthefrontofthetongue.S4:Iheardthat/ɑ:/ismorelike/æ/.T:NowyoupereadingthisshortpassageagainwithanAmericanaccent.T:(Alittlewater.)YoumayhavelearnedhowtopronounceawordinanAmericanaccent.Nextlet’shaveanotherkindofpracticetoseeifyoureallymasterit.Lookatthefollowingthreeshortpassagesandlistentothetapeaswellasfollowthereading.Thencheckwhatkindofaccenttheyarereadwith.(Theteachershowsthepassagesonthescreen.)It’sboidanyheavy-goingconversationtopics.Soavoidpoliticsorreligioncompletely.Ifyourmindgoesblank,trynottopanic.Andit’susualfpletoopengiftswhentheyreceivethem,sodon’tbesurprised.That’sthewaywedothings...Butwhenyouleave,besuretothankyourhostforawonderfulevening.Oh,andonelastthingtoremember:Haveagreattime!(Theteacherplaysthetapeafterthestudents.)T:Areyouclearwhataccentthespeakersusetoreadthemwith?Ss:Notdefinitelyyet.T:etohearagain.(Theteacherplaysthetapeagain.)T:Areyoofyouranswersnow?Ifnot,haveashortdiscussionwithyourpartner.Suggestedanswers:UKUKUSStep5SpeakingT:Soorthis.Nowlet’scometothenextpart:Speaking.Inthispartwewillperformarole-playgame.Firstpleaselookattheinstructionsandensurethatyouknowwhattodo.Haveyoupreparedwellyet?Ss:Yes.T:Sinceyomadeafullpreparation,pairstudentsofdifferentgroups,comeon!Giveaperformancebeforethevolunteerpair?Step6SummaryandhomeworkT:Todatwefurtherpracticedhowtogiveadvicebysummarizingsomemodalverbsweusuallyusetoexpressouropinion.ThroughthestudyofthissectionyourspokenEnglishsurelyhasbeenimproved.Thenwefurtherstudyandconsolidateadverbialclauseofconditionbyfillingintheblanksexercise.Inaddition,welistenedtoshortpassagesaboutgivingadviceandknewsomethingaboutthedifferencesexistinginpronunciationbetweenanAmericanaccentandaBritishaccent.Thispracticeimprovesyouraccuracyofwehavealsoactedoutarole-playtopracticeourspeakingability.YourhomeworktodayistopracticetheAmericanaccentafterclass.That’sallfortoday.Youaredismissed!Grammar:条件句可分为真实条件句和非真实条件句假设的情况有可能发生的条件句叫使用陈述语气;如果主句是将来时,从句就用一般现在时。假设的情况完全是一种假设或发生的可能性不大的条件句叫非真实条件句;在非真实条件句中,用虚拟语气。Iwillgooutwithyouifitisfinetomorrow.明天天气好的话,我就和你一块去。Ifitwerainingnow,Iwouldnotbestayingathome.如果现在不下雨的话,我就不会待在家里了。Hewillnotleaveunlessitisfinetomorrow.除非明天天气好,否则他不会走的。Ifitshointomorrow,wewouldstayathomewithhim.如果明天下雨的话,我们就跟他待在家里。Ifyouhadswithus,youwouldhaveseenhim.如果那时你跟我们在一块的话,你就会见到他了。引导条件状从句的连词有once/unless/as(so)longas/onconditionthat如果/providedthat假若/incase/onlyif

/ifonly等。如果主句是将来式，条件状语从句一般用现在时态来表示。1.if/unless:后者在意义上相当于ifnot

，而且语气比较强，一般也不用于虚拟语气，例如：IwillbuyacoifIamabletosaveupenoughmoney.如能存下足够钱，就去买一台电脑。Unlesstherwasbad,myfatheralwaysusedtotakeawalkintheevening.除非天气不好，我的父亲晚上总是去散步。2.suppose/supposingthat,provided/providedthat假如，如果。Supposeyou

millionpoundshowwouldyouspendit?假如你有一百万英镑，你会怎么花呢？longas/onconditionthat/incase

Aslongasitdoesnotrain,wecanplay.只要不下雨，我们就能玩。You'dbettertakeanumbrellaincaseitrains.你最好带着雨伞，以防万一下起雨来，

if

只要/只有/;if

only

要是该多好啊

onlyif引导真实条件句，放在句首，主句主谓倒装；ifonly

引导虚拟条件句或者是感叹句。Iwaknlyifthealarmclockrings.只有闹钟响了，我才会醒。

Ifonlythealarmclockhadrung.当时闹钟响了，就好了。

Ifonlyhecomesearly.但愿他早点回来。if引导的条件状语从句有时可表示