【正文】 tist will give us a lecture next week? 那個(gè)科學(xué)家下個(gè)星期給我們作報(bào)告是真的嗎？賓語(yǔ)從句的謂語(yǔ)動(dòng)詞時(shí)態(tài)受主句謂語(yǔ)動(dòng)詞的影響，如果主句的謂語(yǔ)動(dòng)詞是一般現(xiàn)在時(shí)，從句中的謂語(yǔ)動(dòng)詞可以用各種時(shí)態(tài)；如果主句中的謂語(yǔ)動(dòng)詞用了一般過(guò)去時(shí)，則從句中的謂語(yǔ)動(dòng)只能用過(guò)去時(shí)的某種形式，但如果從句表達(dá)的是客觀真理或客觀存在則不受此影響。但是，如果suggest作“表明、暗示”講，insist作“堅(jiān)持說(shuō)、堅(jiān)持認(rèn)為”講，則其后的賓語(yǔ)從句中應(yīng)該用陳述語(yǔ)氣。whether和if均可引導(dǎo)動(dòng)詞后的賓語(yǔ)從句，常可互換。介詞后的賓語(yǔ)從句一般不用which和if引導(dǎo)，要用whether和what。例 He said (that) the text was very difficult and that we had to work hard at ，我們必須努力學(xué)習(xí)。例 He has made it clear that he will not give in. 他清楚地表明他不會(huì)屈服。1連接代詞whoever，whatever，whichever可引導(dǎo)名詞性從句，相當(dāng)于anyone who, anything that等。 what。 that。 who B. what。 what B. that。 who you think C. When。難點(diǎn)3: who/whoever/whom/whomever的辨析。 that B. It。此時(shí)，that不能省略。I39。I take it for granted that he39。t like it when you look at me like that! 我不喜歡那樣看我。(1)那首新歌很快就流行起來(lái)。如：celebrate one’s birthday慶祝某人的生日。(1)你的單車(chē)與我的差不多。make a purchase 買(mǎi)件東西 on special purchase 特價(jià)出售purchasing power 購(gòu)買(mǎi)能力 purchasing price 購(gòu)買(mǎi)價(jià)■運(yùn)用：用purchase翻譯下列句子。(1)他用贊許的眼光看了看兒子。注意:此短語(yǔ)不能用于被動(dòng)語(yǔ)態(tài)。(1)對(duì)于我來(lái)說(shuō)，學(xué)習(xí)的樂(lè)趣在于過(guò)程而不是結(jié)果。(1)不管花費(fèi)多少，我都打算買(mǎi)下那本書(shū) I39。They went out in spite of the rain．盡管下著雨，他們還是出去了。■翻譯：用不同方法翻譯下列句子。She told him the secret on purpose. (2)你故意打破了那個(gè)花瓶。John has been aware of having done something wrong. (3)我意識(shí)到我有多么粗魯了。(1) The shirt differs from that one. The shirt is different from that one. (2) His views differ from those of his parents.His views are different from those of his parents.10. focus on 集中于All eyes were focused on 。 Focus your attention on your work. (3)這些字看不清楚。慣壞了孩子都怪這位當(dāng)醫(yī)生的父親。 provided that, if, apart from, in order to, since, although, because of, etc.)3. To plete the missing words in the song4. To understand situations some in some dialogues5. to practice using language to show sympathy6. to practice using ellipsis in speaking7. to talk about imagined experiences of studying in the UK Period 1 Finish the first two objectives: to practice writing a formal letter and using linking words for conditionTeaching procedure and purpose Procedures Teacher’ activitiesStudents’ activitiespurposeBefore writing Step1. Ask the Ss to do Ss read the Ads and tell what information they can get.Getting ready to write a formal letter.Step2. Ask the Ss to choose sentences from a formal letter in Ex4 on P61Do the Ex and then write the formal letter in their note books then check it together. Make the Ss know the differences between the formal letter and the informal letter. Step3. Ask the Ss to do Ex 2 and 3 in pairs. Read the letter and then find the informal sentences in it and replace them with the formal ones below. Ss practice rewriting a letter from informal to a formal in order to make sense of writing a formal letter.Step4. Make a summary of the letter. Ss make notes of the questions in the letter. In order to give a reply to the letter by themselves.While writing Step5. Ask the Ss to write the reply to the letter.While writing they can refer to the writing help on P97 Layout and style.Practice writing a formal letter. After writing Step 6 Ask the Ss to share their letters in class. Ss read the classmates letters one by one by volunteers. Learn the advantages from others.Step7. Ask the Ss to check their own letters. Check in groups of four about the style of the expressions and other mistakes.Make the Ss know what to check after writing. Homework Ask the Ss to rewrite their own letters Rewrite their letters and try to do Ex 4 on P13To sum up what they learned and to learn. Period 2Procedures Teacher’ activitiesStudents’ activitiesPurposeReview Step1. Ask a student in each group to show his \her letter in class.Ss listen carefully and tell what points they can hear are better. Learning from each other is a good way to study English.Step2. Ask the Ss to do Ex1. on page 60.Do the Ex and then check the answer together. Make sure that the Ss can all understand the meaning of each sentence. Step3. Ask the Ss to do Ex 2 on page 60Read the passage and fill in the blanks with the linking phrasesSs practice using linking words in a passage logically. Step4. Make a summary of the linking words Ss make a list of the linking words and remember the meaning of them. In order to use them properly and correctly.Listening A song Step5. Ask the Ss to listen to the song a。 whether。結(jié)構(gòu)分析:該句that consists of gestures facial expressions and body movements是定語(yǔ)從句，It is …that greatly add to … 是強(qiáng)調(diào)句型。(1)我把鏡頭對(duì)準(zhǔn)了嘉賓們?！骔e differ from them on the 。We should be aware of the importance of environmental protection.(1)我當(dāng)時(shí)意識(shí)到我錯(cuò)了。(1)Despite eating lots of food, he is still feeling hungry.(2)In spite of / Regardless of so much food he has eaten, he is still feeling hungry.(3)Though/Although he has eaten lots of food, he is still feeling hungry.7. on purpose 故意地(intentionally) ★聯(lián)想: by accident反義]偶然地■運(yùn)用：翻譯下列句子。(2)though, although(盡管)等是表示讓步的連詞。We will go on regardless of past failures (3)走自己的路，讓別人去說(shuō)吧。The medical team consists of 5doctors and 10 nurses.(3)中山由19個(gè)鎮(zhèn)組成?；衔锸怯稍亟M成的。 She wanted to win her father’s approval. (3)他用微笑表示贊成。You must purchase your tickets 21days in advance. (2) 我打算在鄉(xiāng)間買(mǎi)一所房子。 You resembled your mother very closely.3. purchase vt.amp。Your parents congratulate you on your exam results.(2)大家都在祝賀劉翔贏得了賽跑。I caught on to what he meant. (3)我終于明白他們?cè)诟墒裁戳薎 finally caught on to what they were doing.StepⅤ. Homework Remember the words we learned today .Unit19 Lesson3 Body Language教案Teaching Aims: ⑴ to learn mon sense of body language.⑵ to learn to analyze the structure of the passage and accumulate some new words.⑶ to learn some useful words and expressionsTeaching important and main points:⑴ to develop the students’ reading ability⑵ to use the words and expressionsTeaching aids: CAITeaching procedures:StepⅠ. Warming up Look at a picture of a girl with a smiling face then ask the