Module3-PeriodⅡ.ppt

●教学目标 1．熟记学案中所列出的单词和短语。 2．通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。 3．通过对这些词汇的理解能够更深层次地理解课文，并通 过课文加深对这些词汇的理解，更加熟练地运用这些词汇。 ●教学地位 该部分课文简介了不同文化中身势语的运用情况。围绕着课文，编者设计了三个与课文内容和词汇有关的练习。通过这些练习，学生可以熟悉课文内容并且学会使用与课文内容有关的词汇。 ●新课导入建议 教师提问下列问题： 1) How many ways do we have to communicate with each other? 2) What is the body language? 3) Why does the writer say people give away much more by their gestures than by their words? Now lets read the text and find out the answer. 然后导入新课。 1．communicate vi.(用语言、信号等)传达信息；交流 How much do you communicate with your body？(教材P21) 你能用多少身势语进行交流？ Parents and children should communicate to increase understanding each other. 家长和孩子应该交流以增加相互间的理解． communicate with sb.和某人进行交流 communicate sth.to sb.把……传递给某人 communication n．通信；交流 We learn a language in order to communicate with each other.我们学习语言是为了彼此沟通。 Our monitor communicated his idea to us clearly. 我们的班长清楚地向我们表述了他的观点。 Students who are going to study abroad need to learn cross-cultural communication skills. 打算出国学习的学生需要学习跨文化交流技巧． 2．Although these are very important，we communicate with more than just spoken and written words.(教材P22)尽管这些很重要，但我们并不仅仅靠口语和书面语交流。 句中的more than表示“不仅仅”，其后常接名词。 He is more than a writer；he is also a painter. 他不仅仅是个作家，还是个画家。 I believe what he told me.我相信他对我说的话。 Who can tell what the world will be like in the future? 谁能说得清未来的世界是什么样子？ What you need is a good meal.你需要的是一顿美餐。 This is what they have done.这就是他们所做的。 【提示】　what和that都可引导名词性从句，what在从句中作主语或者定语，而that在从句中不作成分，只起连接作用。 【对接高考】 (2013·新课标全国卷Ⅰ)Police have found appears to be the lost ancient statue. A．which　　 B．where C．how D．what 【解析】　本题考查名词性从句的引导词。句意：警察找到了可能是丢失的古代雕像的物品。A项which“哪一个”；B项where“哪儿”；C项how“怎样”；D项what“什么”。结合题干，空格前面是动词，表明这里可能是一个宾语从句，同时后面的句子缺主语，因此断定选what(＝the thing that/all that)，这个词不但引导宾语从句，而且还在从句中充当主语。 【答案】　D 4．vary vi.变化vt.改变 ...yet there is also“learned”body language，which varies from culture to culture.(教材P22) ……但也有“习得的”身势语，习得的身势语在不同的文化中各不相同。 The quality of our products never varies；its always excellent.