高中英語-Book 4 Module 3 Writing教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

BodyLanguageandNon-verbalCommunicationWritingofBook4Module3TeachingandlearningdesignTeachinggoals:1.Languageknowledgegoals:Tolearnusefullanguageusedinaninvitationcards/letters,suchasRequeststhepleasureof，companyat,blacktieetc.Toknowthedifferencesbetweenformalandinformalexpressions.2.Languageskillgoals:Toread,writeandreplytoaninvitationcard.Toknowaninvitationletter.3.Emotionalattitudegoals:Cultivatethestudents’socialacceptability.Guidethestudentstolearnhowtocooperatewithothers.Helpthestudentsfurtherenhancetheabilityofself-study.4.LearningStrategygoals:Trainstudents’cognitionstrategy,regulationstrategy,communicationstrategy,resourcestrategy,self-learningstrategy,andcooperativelearningstrategiesthroughcooperativediscussions,games,contests,andotherformsofactivities.Teachingimportantpoints:a.keysentencepatterns:Requeststhepleasureof，companyat,blacktieetc.b.keytopics:Howtoread,writeandreplytoaninvitation.Teachingdifficultpoints:a.Improvethestudents’writingability,simultaneouslytrainthestudentstousethekeyinformationfromtheinvitationcards.b.Getstudentstotalkabout“WhatIhavelearntfromthispassage”and“Howcanwewriteandreplytoandecentinvitation”.Teachingmethods:Task-basedteachingmethods,reading,pairorgroupwork,discussion.Teachingaids:Amulti-mediacomputer&ablackboardTeachingprocedures:BeforeclassOpentheshowflat.Toplaythemusic.Drawabigtreeandtwobasketsunderitonblackboard.Step1.Leadingin:(PPT:Page1topic)Pressdownthe“start”button,andthengototheplatform.WhenIstandproperly,Ispeak.T:BoysandGirls,isthismusicbeautiful?S:Yes.T:OK,nicetoseeyou.S:Nicetoseeyou.T:Thankyou.I’mveryhappytobeheretoenjoythislessonwithyou.Areyouhappytoo?S:Yes.(PPT:Page2introduce)T:FirstI’dliketointroducemyself.MyfirstnameisWang,soyoucancallmeMsWang.Ok?S:Ok.T:Iknowallofyouareexcellent.StillIwonderhowhardboysworkcomparedwithgirls.Hereisanappletree.Therearemanyapplesonit.Eachappleisaquestion.Ifyoucanansweroneofmyquestionscorrectly,you’llgetanapple.Sothemorequestionsyouanswer,youwillgetmoreapples,areyouready?S:Yes.T:OK.Classbegin!Goodmorning,boysandgirls.S:Goodmorning,Ms.Wang!T:Thankyou.Sitdown,please.Ihaveaquestionnow,whowouldliketoanswerme?(Thereisn’tanybody?)ok,you,please.Canyoutelluswhichmonthwereyouborn?S:August...T:Well,Augustisabeautifulmonth.Iwonderwillyouholdapartyforyourbirthdaythen?S:Yes.T:Thankyou.Willyouinviteyourfriendstoyourparty?S:Yes.(PPT:Page3brainstorming)T:Inwhatwaywillyouinviteyourfriends?S:Bywritingane-mail...T:Good.Ifyouwritethemanemail,you’dbetterknowwhatisaninvitation,howtowriteandhowtoreply.Ok,thislessonwe’lllearnhowtoread,writeandreplytoaninvitation.We’llknowwhatisaninvitationletterandthedifferencesbetweenformalandinformalexpressions.Gotthat?S:Yes.(PPT:Page4aims)(PPT:Page5pre-writingtask1reading)T:Openyourbooks,let’s-read-these-two-invitation-cards-on-28-and-do-activity-1.Youhave5minutes.Gotthat?S:Yes.（SsreadandteachermakeaninspectiontourtofindwhatquestionstheSswillmeetwith.）T:Haveyoufinishedyourtask,class?S:Yes.T:OK.Let’sseewhoisthefirstinvitationfrom?S:Blacktie./Harryblunkett.T:Oh,blacktie.Blacktieisn’taperson’sname,butit’sarequest.Thatistosay,ifyouattendaformalparty,ladiesmustweareveningdressesandgentlemenmustdressasuitwithblackties.Gotthat?S:Yes.(PPT:Page6blacktie)T:So…whoisthefirstinvitationfrom?S:ItisfromHarryBlunkett.T:OK.Readafterme,HarryBlunkett...(PPT:Page7question1)T:Good.Whataboutthenextone?You,please.S:Sylvia.T:OK.Readafterme,Sylvia...Itisagirl.(PPT:Page8question2)T:OK.Comparethesetwoinvitationcards,andfindwhichisformalandwhichisinformalinvitation?S:Thefirstone.(PPT:Page9question3)T:OK.Howdoyouknow?S:Bythelanguageused.T:Andwecanalsoknowfromblacktie.Doyouthinkso?S:Yes.(PPT:Page10,11,12While-writingFindthestyleoftheformalcard.)T:Class.Besidesexpressions.Anformalinvitationhasafixedstyle.Let’sseewhatitis.Whenwewriteaninvitation,firstwhowriteit.Who?S:Mr.andMrs.Harryblunkett.T:GOOD.ItfollowedbyRequeststhepleasureof,itmeans“恭請(qǐng)”.Andthenitis“theguest’sname”or“your”,thenis“companyorpresence”.What’sthemeaningofcompanyorpresencehere?S:光臨T:Companymeans“陪伴”andpresencemeans“出席”.Andthenisthe“situation”or“occasion”.Thesituationmaybeawedding,abirthdaypartyorjustadinner.Gotthat?S:…T:Dates,theo’clock,andplaces.Thelastisrelyplease.S:…T:OK.Wehavegotthestylenow.Let’ssayittogether.(PPT:Page13,14pre-writingtask2)(SsandTeacherreadthestyletogether.)T:Let’stakeapractice.(PPT:Page15while-writing)(SspreparetheirwritingandTeachergoesaroundtohelp.)Toasktwostudentstoshowtheirworksandappraisethem.

(PPT:Page16)Ssreadthesampleinvitationcardtogether.(PPT:Page17task3)T:Towriteareplytoaninvitation,let’sseemoreexpressionswhichareused.Lookatactivity2,herearefourexpressions.Discussandfindoutwhichareformalandwhicharenot.Youhave2minutes.(SsdiscussandTeachermakeaninspectiontourtofindwhatquestionstheSswillmeetwith.)2minuteslaterT:Haveyoufinished,boysandgirls?S1:Thefirsttwoareformalandthenexttwoareinformal.S2:Thefirstandthethirdareformal.Thesecondandthefourthareinformal.S3:Thefirstandthelastareformal.Thesecondandthefourthareinformal.T:Ok.Ithinktheformallanguagemustbestrictandpolite.Theinformallanguageisfreeandpolite.Doyouthinkso?S:Yes.T:OK.Ithinkpleasedtoaccept,unabletoacceptareveryformal.Justnow,thetwoboysactedlikethis:I’dliketo.SoIfyouareclosefriends,you’dbetterseeyes,I’dliketo,Ok,ofcourse,seeyouandsoon.Whilewhenyouanswerinaformalway,you’dbettersay,yes,Iaccept.Thethirdone,thanksalotisafreeexpressionwhilethankyouverymuchisverysincere.Soitisinformal.ButI’mverysorrycanshowthespeakerissincere,soitisinformal.Gotit?S:Yes.(PPT:Page18)Tochecktheanswers.(PPT:Page19While-writingtask4)Discuss:Besidestheseusefulexpressions,whatinformationwillbeneededwhenwereplytoaninvitation?(Ssdiscussbythemselves,whileTeachergoaroundandfindifSshaveanyquestions.)AstudentshowhisanswersandTeacherwritethemontheblackboard.Mr.&Mrs.×××,yourfeelingwhenyoureceivedtheinvitation,willyouacceptit?Theending.(PPT:Page20While-writing)ToshowthestudentsTeacher’sinformationabouttoreplytoaninvitation.T:Boysandgirls,writethereplynow.youhave5-7minutes.(PPT:Page21While-writing)Writeashortreplytooneoftheinvitations.Useoneoftheexpressionsfromactivity2.(Sswritebythemselves,whileTeachergoaroundandfindifSshaveanyquestions.)5-7minuteslater.T:OK.Let’sshareyourworks.TeachercorrecttheS’sworksontheshowflattomakesurethestandardwhilestudentslearn.(PPT:Page22Amodelreply)Studentsreadthemodelreplytogether.TeacherlettheSsexchangetheirworkstoeachother.Studentsreportwhataretheirdesk-matesworks.T:Boysandgirls.Wehaveknownhowtoread,writeandreplytoaninvitationcard.Butdoyouknowhowtowriteaninvitationletter?S:Sorry.Wedon’tknow.T:Ok.Let’sseethescreen.(PPT:Page23InvitationLetters)T:Thisisaninvitationletter.Itincludesmuchinformationwehavelearnedjustnow.Inthefuture,youwillpracticemoreletterslikethistofaceallkindsofexaminationsandyourreallife.Butyoucanrefertotheseexpressions.(PPT:Page24UsefulSentencePatternsinInvitationLetterWriting)T:Let’senjoysomeCollegeentranceexaminationquestions.(PPT:Page25,26,27,28,29)T:Therearemanymorethiskindofquestionsinotherprovincialpapers,doyouknow?S:Yes.T:OK.You’dbetterlookthemupinthefuture,willyou?S:Yes.T:OK.Thislesson,wehavelearnedhowtoread,writeandreplytoaninvitationcard.Toknowwhatisaninvitationletter.Andtoknowthedifferencesbetweenformalandinformalexpressions.Aboutyou,Ithinkboysdidagoodjob.Thisisyourhomework.(PPT:Page31,32)T:Boysandgirls.Thankyouforyourcooperation.Thankyouverymuch.(PPT:Page33Thankyou!)課時(shí)作業(yè)設(shè)計(jì)1.Rewriteyourreplytoaninvitationonyourexercisebooks.2.Prepareyourculturalcorneronpage29.學(xué)習(xí)評(píng)價(jià)：1.自我評(píng)價(jià)：說說學(xué)習(xí)過程中自己特別感興趣并有幫助的三項(xiàng)活動(dòng)，說出這些活動(dòng)在哪些方面有幫助1.自我評(píng)價(jià)：ActivityWhatkindofhelpWritetheinvitationImprovespeakingandwritingabilityandhaveagoodconsolidationDiscussionforinformationImprovecooperativeabilityandconfidenceWritethereplyImproveSslanguageorganizingability2.小組互評(píng)：姓名發(fā)言的次數(shù)（多于平均3，一般2，少于平均1）和同學(xué)的合作意愿（好3，一般2，不太愿意1）對(duì)同伴的啟發(fā)和幫助（較大3，一般2，幾乎沒有1）為小組活動(dòng)準(zhǔn)備的資料（較多3，一般2，很少1）總分S123128S2322310S3233311S413329教學(xué)設(shè)計(jì)說明本課時(shí)是學(xué)生學(xué)習(xí)英式邀請(qǐng)卡的寫法和回復(fù)。由于和漢語邀請(qǐng)卡的寫法有較大的區(qū)別，所以，如何讀懂邀請(qǐng)卡是學(xué)生學(xué)習(xí)過程中的第一個(gè)重難點(diǎn)，會(huì)讀了之后，如何寫出正確得體的正式邀請(qǐng)卡是第二個(gè)重難點(diǎn)，寫完自己的邀請(qǐng)卡后，如何答復(fù)別人的邀請(qǐng)卡是第三個(gè)重難點(diǎn)。針對(duì)這三個(gè)重難點(diǎn)，我分別設(shè)計(jì)了三個(gè)支架任務(wù)。第一個(gè)是利用課本上的Activity1，通過回答問題的方式，引導(dǎo)學(xué)生把握邀請(qǐng)卡的要素；第二點(diǎn)，通過幫助學(xué)生分析第一個(gè)正式的邀請(qǐng)卡的各要素，把握寫邀請(qǐng)卡的格式；第三，組織寫前討論，學(xué)生在交換想法的過程中，拉出寫回復(fù)的要點(diǎn)，形成說的語篇和寫的語篇。一個(gè)不能回避的話題是高考，2010年的全國卷Ⅰ和2012年的全國卷Ⅱ都出現(xiàn)了要求學(xué)生寫邀請(qǐng)信的作文，其他省市的高考題也有出現(xiàn)。帶領(lǐng)學(xué)生見識(shí)高考題，并鼓勵(lì)學(xué)生試寫高考作文。本課時(shí)在教學(xué)過程中運(yùn)用了自主學(xué)習(xí)和小組合作等策略。本設(shè)計(jì)的不足是教師的語言組織略顯零碎。學(xué)情分析本次上課的班級(jí)，學(xué)生為高一年級(jí)小縣城中學(xué)的學(xué)生。經(jīng)過三年初中和高中半年的學(xué)習(xí)，學(xué)生具備了基本的聽說讀寫技能，也養(yǎng)成了一定的學(xué)習(xí)習(xí)慣。對(duì)于老師當(dāng)堂布置的任務(wù)，有完成的意愿。但是，表現(xiàn)在測(cè)試成績(jī)上，班級(jí)整體優(yōu)秀率和及格率都不完美，方方面面的學(xué)習(xí)過程有待完善提升。通過分析、觀察和調(diào)查發(fā)現(xiàn)，主要表現(xiàn)在以下幾個(gè)方面：1.學(xué)生對(duì)于英語文化掌握有欠缺，如回答第一個(gè)問題：Whoisthefirstinvitationfrom?有的學(xué)生竟然回答：Blacktie。通過圖片展示奧巴馬夫婦參加一個(gè)正式的聚會(huì)的衣著，給學(xué)生講明白blacktie的意思。即使給學(xué)生用ppt的方式展示了正式邀請(qǐng)函的格式，學(xué)生在口頭輸出的時(shí)候，還是有一定的困難。2.課前預(yù)習(xí)不到位，有效的預(yù)習(xí)效果不好。對(duì)于學(xué)習(xí)過程中有效信息的積累還存在很多的誤區(qū)。本課時(shí)有不好讀的人名，還有地名。Mr.&Mrs.HarryBlunkett，ElizabethAnnBlunkett,Mr.Humphries,Sylvia等。學(xué)生讀不準(zhǔn)，跟讀后效果有所提升。LandrindodWells也不知道是地點(diǎn)。反應(yīng)出來的學(xué)習(xí)習(xí)慣養(yǎng)成不足。對(duì)于學(xué)習(xí)鞏固的過程淡化，反思糾錯(cuò)能力不強(qiáng)。3.對(duì)于所學(xué)課文中的重要信息不會(huì)提煉和掌握，對(duì)于一篇課文，既不能全文背誦，也不知道里面的重點(diǎn)信息和句型如果落實(shí)應(yīng)用。輸入和輸出脫節(jié)，學(xué)和用是兩條線。針對(duì)以上問題，本人擬設(shè)定本節(jié)課的主要任務(wù)是這樣幾個(gè)。1.布置有效的課前預(yù)習(xí)任務(wù)并及時(shí)督查，在下節(jié)課上課前對(duì)于學(xué)生的預(yù)習(xí)任務(wù)進(jìn)行抽查，以確保學(xué)生預(yù)習(xí)。2.鼓勵(lì)學(xué)生使用詞典，對(duì)于不會(huì)讀的單詞要求會(huì)讀，對(duì)于陌生的人名地名弄清楚。3.加大課外閱讀量，提升文化見聞和意識(shí)，增強(qiáng)閱讀能力。效果分析本節(jié)課開頭展示目標(biāo)，過程依據(jù)設(shè)計(jì)好的流程，在基于學(xué)情把握的情況下，任務(wù)進(jìn)展流暢，輸出水到渠成。課堂測(cè)評(píng)用了詞匯檢測(cè)和閱讀理解兩個(gè)題，重點(diǎn)鞏固新詞匯和話題信息，完成情況較好。具體來說，各項(xiàng)任務(wù)的完成都是基于“先學(xué)后教”，先展示任務(wù)，再學(xué)習(xí)，先預(yù)習(xí)再講授的原則，體現(xiàn)學(xué)生自主學(xué)習(xí)的主體地位，體現(xiàn)教師點(diǎn)撥指導(dǎo)的引領(lǐng)功能。首先目標(biāo)設(shè)定具體，要求學(xué)生掌握的內(nèi)容和程度清楚有效，可行性強(qiáng)。導(dǎo)入部分，利用學(xué)生自己的生日邀請(qǐng)對(duì)話導(dǎo)入，激起學(xué)生的情感共鳴和應(yīng)用愿望，通過拋出Doyouknowhowtoread,writeandreplytoaninvitation?Doyouknowwhatisanivitationletter?和Doyouknowthedifferencesbetweenformalandinformallanguage.等幾個(gè)問題，順理成章過度到課堂學(xué)習(xí)。寫前有四個(gè)步驟。第一個(gè)是完成課本activity1通過兩個(gè)邀請(qǐng)卡的閱讀對(duì)照，學(xué)生對(duì)于本節(jié)課要用到的詞匯和格式有了較為明確、靈活的積累；第二通過老師設(shè)計(jì)的說的任務(wù)，對(duì)于邀請(qǐng)卡的形式進(jìn)行口頭練習(xí)；第三，學(xué)生做activity2，把握thedifferencesbetweenformalandinformallanguage，第四是學(xué)生討論，對(duì)于寫回信要用到的一些基本信息做一些探討，并記下要點(diǎn)信息。通過以上四個(gè)步驟的鋪墊和積累，學(xué)生寫的過程較為流暢。寫后老師先找兩份學(xué)生作品集中展示批改，達(dá)成接近統(tǒng)一的標(biāo)準(zhǔn)，然后一齊讀范文，學(xué)生互批，交流展示。然后寫到自己的規(guī)范練習(xí)本上。學(xué)生課堂測(cè)評(píng)達(dá)標(biāo)率為88%，略好于平時(shí)。教材分析一、分析學(xué)段對(duì)應(yīng)課標(biāo)要求。六級(jí)課標(biāo)要求對(duì)應(yīng)高二第5學(xué)段，課標(biāo)的要求是：進(jìn)一步增強(qiáng)英語學(xué)習(xí)動(dòng)機(jī)，有較強(qiáng)的自主學(xué)習(xí)意識(shí)。能理解口頭或書面材料中表達(dá)的觀點(diǎn)，并簡(jiǎn)單發(fā)表自己的見解。能有效地使用口頭或書面語言描述個(gè)人經(jīng)歷。能在教師的幫助下策劃、組織和實(shí)施英語學(xué)習(xí)活動(dòng)。能主動(dòng)利用多種教育資源進(jìn)行學(xué)習(xí)。能初步對(duì)學(xué)習(xí)過程和結(jié)果進(jìn)行自我評(píng)價(jià)，調(diào)整學(xué)習(xí)目標(biāo)和策略。能體會(huì)交際中所使用語言的文化內(nèi)涵和背景。二、全冊(cè)教材總體要求及基本內(nèi)容。根據(jù)這個(gè)要求，外研版必修5對(duì)于全冊(cè)的內(nèi)容安排突出“人文”的主題。繼第一冊(cè)“學(xué)生眼中的高中”的學(xué)習(xí)，第二冊(cè)“個(gè)人健康發(fā)展和藝術(shù)熏陶”，第三冊(cè)“自然對(duì)于人的影響”，第四冊(cè)“人類發(fā)展與自然之謎”到第5冊(cè)的“人對(duì)于自然的影響”?！癝avingtheAntelopes”的教材內(nèi)容是關(guān)于“保護(hù)瀕危的藏羚羊”。三、分析單課教材的具體目標(biāo)，內(nèi)容結(jié)構(gòu)及重難點(diǎn)。話題是藏羚羊，語法為“復(fù)習(xí)定語從句”。本課時(shí)的語言學(xué)習(xí)目標(biāo)對(duì)應(yīng)五維目標(biāo)：一是重要的語言技能，通過聽說讀寫技能訓(xùn)練，運(yùn)用本課時(shí)所學(xué)，完成所有書面練習(xí)，根據(jù)所給的主句寫出形式和意義都正確的定語從句，將表格提供的關(guān)鍵信息撰寫成意義連貫的小短文；二是重要的語言知識(shí)，單詞：endanger,antelope,poacher,illegal,confiscate,ideal;短語：giveone’slifeto,onthespot,comeintofashion,raidon,gettoughwithsb.句子：Althoughsurprised,thepoachershadanadvantage—thereweremoreofthem.Oftenworkingatnight,thepoachersshootwholeherdsofantelopesatatime,leavingonlythebabies,whosewoolisnotworthsomuch.Thesmallgroupofofficialswhoworkinthereservearehelpedbyvolunteerswhocomefromalloverthecountry,andwhoarereadyforthedifficultconditionsoflifeat5,000metres.三是學(xué)習(xí)策略，總結(jié)歸納與動(dòng)物或植物有關(guān)的詞匯，聯(lián)想記憶，學(xué)習(xí)以“拯救野生動(dòng)物”、“保護(hù)環(huán)境”等話題的口頭交流。四是文化意識(shí)，正確了解自然與人的關(guān)系，增強(qiáng)保護(hù)生態(tài)環(huán)境的意識(shí)并從身邊的小事做起。五是情感態(tài)度，愛護(hù)自然，保護(hù)自然。四、分析對(duì)單課教材的處理及教學(xué)設(shè)想。本課時(shí)的教材結(jié)構(gòu)清晰，主題明確。根據(jù)語篇內(nèi)容總體可以分為四大部分。分別是Part1Jiesang’sstory，Part2Reasonsforthedropinantelopepopulation，Part3Measurestakentoprotectantelopes，Part4Resultsoftheprotection。輸入部分體現(xiàn)層次設(shè)計(jì)。Pre-reading部分，學(xué)生熟悉單詞，初步獲取語篇框架；While-reading階段分兩節(jié)，fast-reading環(huán)節(jié)，主要是把握故事情節(jié)框架；通過carefulreading，在四塊主要內(nèi)容分析上，獲取細(xì)節(jié)信息，把握語言應(yīng)用。Post-reading部分，總結(jié)強(qiáng)化語言點(diǎn)學(xué)習(xí)。輸出部分模擬情境，歸納應(yīng)用本課所學(xué)。學(xué)生通過本課的學(xué)習(xí)，達(dá)到學(xué)習(xí)語言，應(yīng)用語言的目的，同時(shí)培養(yǎng)學(xué)生愛護(hù)動(dòng)物，保護(hù)動(dòng)物的意識(shí)，并記住一句話：沒有買賣，就沒有殺戮。課堂測(cè)評(píng)Ⅰ.完成句子1.ElizaacceptedCharles'________________(邀請(qǐng))toahouseparty.2.Ifyouwantpeopletoreplytoaninvitation,put(_________)(盡快回復(fù))atthebottom.3.I'vecometoaskyouto__________________(幫我一個(gè)忙).4.Ienjoy_______________________(和他在一起).5．Shestayedathometo_____________________(陪伴)heryoungersister.6．__________________________________________________(恭候光臨).Ⅱ.閱讀理解Themeaningofsilencevariesamongculturalgroups.Silencesmaybethoughtful,ortheymaybeemptywhenapersonhasnothingtosay.Asilenceinaconversationmayalsoshowstubbornness,orworry.Silencemaybeviewedbysomeculturalgroupsasextremelyuncomfortable;thereforeattemptsmaybemadetofilleverygap(間隙)withconversation.Personsinotherculturalgroupsvaluesilenceandviewitasnecessaryforunderstandingaperson'sneeds.ManyNativeAmericansvaluesilenceandfeelitisabasicpartofcommunicatingamongpeople,justassometraditionalChineseandThaipersonsdo.Therefore,whenapersonfromoneoftheseculturesisspeakingandsuddenlystops,whatmaybeimplied(暗示)isthatthepersonwantsthelistenertoconsiderwhathasbeensaidbeforecontinuing.Inthesecultures,silenceisacallforreflection.Otherculturesmayusesilenceinotherways,particularlywhendealingwithconflictsamongpeopleorinrelationshipsofpeoplewithdifferentamountsofpower.Forexample,Russian,French,andSpanishpersonsmayusesilencetoshowagreementbetweenpartiesaboutthetopicudnerdiscussion.However,Mexicansmayusesilencewheninstructionsaregivenbyapersoninauthorityratherthanberudetothatpersonbyarguingwithhimorher.Instillanotheruse,personsinAsianculturesmayviewsilenceasasignofrespect,particularlytoanelderorapersoninauthority.Nursesandothercare-giversneedtobeawareofthepossiblemeaningsofsilencewhentheycomeacrossthepersonalanxietytheirpatientsmaybeexperiencing.Nursesshouldrecognizetheirownpersonalandculturalconstructionofsilencesothatapatient’ssilenceisnotinterruptedtooearlyorallowedtogoonunnecessarily.Anursewhounderstandsthehealing(治愈)valueofsilencecanusethisunderstandingtoassistinthecareofpatientsfromtheirownandfromothercultures.7.Whatdoestheauthorsayaboutsilenceinconversations?A.Itimpliesanger.B.Itpromotesfriendship.C.Itisculture-specific.D.Itiscontent-based.8.Whichofthefollowingpeoplemightregardsilenceasacallforcarefulthought?A.TheChinese.B.TheFrench.C.TheMexicans.D.TheRussians.9.Whatdoestheauthoradvisenursestodoaboutsilence?A.Letitcontinueasthepatientpleases.B.Breakitwhiletreatingpatients.C.Evaluateitsharmtopatients.D.Makeuseofitsheal