Unit1Alandofdiversity教案新部編本

精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan教師學(xué)科教課設(shè)計(jì)[20–20學(xué)年度第__學(xué)期]任教課科：_____________任教年級(jí)：_____________任教老師：_____________市實(shí)驗(yàn)學(xué)校育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanUnit1AlandofdiversityⅠ.單元教課目的技術(shù)目標(biāo)SkillGoalsTalkabouttheUSATalkabout(going)placesLearnthewordsabouttheUSALearnhowtoaskquestionsandmakecommentsLearntheusageoftheNounClausesWriteanintroductiontoplacesStudythecultureandpeopleoftheUSAⅡ.目口號(hào)言Talkabout(going)placesWherehaveyouvisitedrecently?Whendidpeoplefirstlivethere?Whatistheclimatelike?功Whyisitsowarm/cold/dry/wetthere?能What’sthepopulationof...?句Howmanynationalitieslivethere?式Whatdidyouthinkaboutthepeople?Whatisthemostimportantfestivalthere?Howdotheycelebrateit?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely/beautiful,wonderful!You’reexciting/wonderful.Good/Creative/Fantastic/Superjob!1．四會(huì)詞匯StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageItalyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephew育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan詞poleapplicantcustomssocialistoccurcattleindicateluggage匯shavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreformgraspthankfulinsert2．認(rèn)讀詞匯illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3．詞組Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor結(jié)LearntousetheNounClauses構(gòu)1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P2重2.OfthefirstSpanishtogoto...,themajoritywere...P2點(diǎn)3.Thatiswhy...P2句4.Somediedorreturnedhome,but...P2子5.AlthoughChineseimmigrants...,itwasthebuildingof...P2Itisbelievedthatbeforelong...P3Builtin1873...wasinventedby...P8It’sa...thattakesin...P8Hewasnoticedby...andtofind...P51Hespokepubliclyabout...,usinghisfametohelp...P51.教材解析和教材重組教材解析本單元以“地域文化”為主題,旨在經(jīng)過(guò)單元教課，使學(xué)生認(rèn)識(shí)相關(guān)美國(guó)地理方面的知識(shí)；學(xué)習(xí)加利福尼亞州的簡(jiǎn)介，使學(xué)生對(duì)美國(guó)的文明史略見(jiàn)一斑；經(jīng)過(guò)閱讀名人傳記，研究美國(guó)的民族文化，使學(xué)生對(duì)美國(guó)有全方向的認(rèn)識(shí)，掌握相關(guān)美國(guó)的歷史、地理、文化、民族等方面的詞匯；學(xué)會(huì)運(yùn)用名詞性從句等語(yǔ)法知識(shí)，育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan并經(jīng)過(guò)相關(guān)練習(xí)，提升學(xué)生的語(yǔ)言運(yùn)用能力；經(jīng)過(guò)閱讀一篇圖文并茂的美國(guó)游記，學(xué)會(huì)書(shū)寫(xiě)電子郵件或明信片，介紹某一名勝古跡和人文景觀；經(jīng)過(guò)學(xué)習(xí)、研究我國(guó)少量民族地域的多種文化，以及撰寫(xiě)我國(guó)某一城市、省份或地域的簡(jiǎn)介，加深對(duì)祖國(guó)地域文化的認(rèn)識(shí)，提升寫(xiě)作能力。本單元旨在經(jīng)過(guò)對(duì)世界各地的名勝古跡、風(fēng)土人情的研究與學(xué)習(xí)，豐富學(xué)生的世界地域文化知識(shí)，開(kāi)擴(kuò)視線，培育他們熱愛(ài)祖國(guó)、熱愛(ài)大自然、保護(hù)名勝古跡、造福人類的高尚情操。1.1WarmingUp要修業(yè)生查閱美國(guó)地圖，議論相關(guān)美國(guó)地理方面的知識(shí)，為下一步的學(xué)習(xí)做好熱身準(zhǔn)備。1.2Pre-reading要修業(yè)生議論相關(guān)加利福尼亞州的幾張圖片，認(rèn)識(shí)當(dāng)?shù)仫L(fēng)土人情、民俗文化。1.3Reading主要介紹了加利福尼亞州人口及民族、種族組成、交融、變遷的歷史。經(jīng)過(guò)學(xué)習(xí)，使學(xué)生認(rèn)識(shí)加州不單是美國(guó)人口最多的州，同時(shí)也是民族、種族最多、文化最為多元的州。1.4Comprehending要修業(yè)生在理解課文的基礎(chǔ)上，寫(xiě)出發(fā)生在加州的重要?dú)v史事件，并解析議論新世紀(jì)加州為何會(huì)成為多種文化交錯(cuò)的共同體的原由。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures兩部分組成。并設(shè)計(jì)了詞性變換、用課文中所學(xué)習(xí)的重點(diǎn)詞匯填空、補(bǔ)全對(duì)話等練習(xí)。1.6UsingLanguage由Readingandwriting,Listeningandspeaking組成，經(jīng)過(guò)對(duì)學(xué)生聽(tīng)聞讀寫(xiě)綜合能力培育，要修業(yè)生在認(rèn)識(shí)相關(guān)知識(shí)的基礎(chǔ)上，閱讀并改寫(xiě)部分游記；想象自己在某地度假，給朋友發(fā)一封電子郵件或寄一張賀卡介紹該地域的相關(guān)狀況。1.7SUMMINGUP要修業(yè)生總結(jié)本單元所學(xué)的詞匯、結(jié)構(gòu)、話題等知識(shí)和內(nèi)容。1.8LEARNINGTIP從對(duì)話時(shí)應(yīng)該注意的問(wèn)題這一角度，對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。2．教材重組2.1WarmingUp,Pre-reading,Reading和Comprehending四部分，都是關(guān)于美國(guó)加利福尼亞州簡(jiǎn)介的內(nèi)容，整合為一節(jié)精讀課。2.2Reading課文中的重點(diǎn)詞匯和短語(yǔ)及長(zhǎng)難句解析的學(xué)習(xí)，是一節(jié)語(yǔ)言點(diǎn)學(xué)習(xí)育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan課。2.3LearningaboutLanguage中的Discoveringusefulwordsandexpressions的學(xué)習(xí)。2.4LearningaboutLanguage中的Discoveringusefulstructures，是相關(guān)名詞性從句的用法的講解與練習(xí)，是一節(jié)語(yǔ)法課。2.5UsingLanguage中的Readingandwriting,Listeningandspeaking，都是與假日旅游相關(guān)的知識(shí)，整合為一節(jié)綜合課（I）。2.6單獨(dú)做一個(gè)Writing課時(shí)，介紹怎樣描述一個(gè)地方。（二）課型設(shè)計(jì)與課時(shí)分配1stPeriodReading2ndPeriodLanguagepoints3rdPeriodLanguagestudy4thPeriodGrammar5thPeriodUsingLanguage6thPeriodWritingⅣ.分課時(shí)教課設(shè)計(jì)TheFirstPeriodReadingTeachinggoals教課目的1.Abilitygoals能力目標(biāo)EnablethestudentstotalkaboutthehistoryofCalifornia.2.Learningabilitygoals學(xué)能目標(biāo)EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教課重點(diǎn)EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教課難點(diǎn)EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教課方法Skimming,scanninganddiscussion.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanTeachingaids教具準(zhǔn)備Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教課過(guò)程與方式StepⅠLead-inIntroducesomeknowledgeaboutAmericanflag,TheWhiteHouse,TheStatueofLibertytostudents.StepⅡWarmingupAskthestudentstoturntopage1andlookatthemapoftheUSAandtalkaboutitingroupsof4.Thenwriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,riversandbigcities.Atlast,checktheanswerswiththewholeclass.OceansCountriesMountainRangesLakesRiversCitiesEastWestNorSouthWestEastHuron,MissisWashington,thOntario,sippiNewYork,PacifiAtlantiCanMexiCascaAppalachMichiganLosccadacode,ian,Angeles,Coast,Erie,Chicago,Brook,SuperiorHouston,AlaskaPhiladelphia育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan,,RockyMiami,Atlanta,SanFranciscoAskstudentstocompletethepassageaboutwhattheyhavelearnedaboutAmerica.TheUSAliesin_________________,borderingboththe________Oceanandthe_______Ocean,between________and________.Thereare_____statesintheUS.Forty-eightofthemareinthesingleregion,while_______and_______arenotcontiguouswithanyoftheotherstates.Keys:theNorthAmerican,Atlantic,Pacific,Canada,Mexico,fifty,Alaska,HawaiiStepⅢPre-readingAskstudentsiftheyhaveachancetogototheUSA,wheretheyprefertovisit,CaliforniaorWashingtonDCorothercitiesandthereason.ShowstudentssomebeautifulpicturesofCalifornia.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan3.IntroducesomeknowledgeaboutCaliforniatostudents.Ithasanareaof411,000squarekilometers.AnditisoneoftheAmericanstatesofthelargestpopulation,withthemostdevelopedeconomy.Californiaisamazing.Thepleasantweather,longbeachandgracefulnaturallandscapemakethetourismprosperous.Showstudentsthreepicturesonpage2,3andaskthemtothinkabout“HowiseachpicturerelevanttothehistoryofCalifornia?”NativeAmericans—oneofthefirstpeopletoliveinCalifornia.Goldminers—thediscoveryofgoldinCaliforniacreatedagoldrushwhichbroughtpeoplefromallovertheworldtoCalifornia.AbuildinginChinatown,SanFrancisco—ManyChinesehavesettledinCaliforniaandmanyofthemliveinChinatowninSanFrancisco.AskstudentstofinishthequizaboutCalifornia.Californiaisthe____largeststateintheUSA.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanA.thirdB.secondC.fourthD.fifth2California,astateinthewesternUSA,borders_____.A.thePacificOceanB.theIndianOceanC.theAtlanticOceanD.theArcticOcean3_____isCalifornia’slargestandthenation’ssecondlargestcity.A.SacramentoB.LosAngelesC.SanDiegoD.SanFrancisco4California’sofficialnicknameisthe___.A.SunflowerStateB.GoldenStateC.LandofOpportunityD.EvergreenState5____hasthelargestpopulationintheUSA.A.CaliforniaB.AlaskaC.WashingtonD.Texas6CaliforniaenteredtheUniononSeptember9th1850,asthe____state.A.thirtiethB.thirty-eighthC.thirty-secondD.thirty-firstKeys:AABBADStepⅣReadingSkimmingInthispart,thestudentswillreadthetextagainandtrytogetthemainidea.Thetextisaboutthebrief_______ofCalifornia,whichfocusesonthesettlementofthestate.historyCarefulReadingAskstudentstoreadthetextcarefullyandfillintheblanks.Showtheformwithblanksonthescreen.CALIFORNIANative★TheyaresaidtohavelivedinCaliforniaforover1.______Americansyears,whocrossedtheBeringStraitbymeansofa(n)2.___________.★Inthe16thcentury,manynativepeoplewerekilledor育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanforcedinto3._______bythe4.__________andmanydiedfromthediseasesbroughtbythem.Spanish★TheSpanishfirstarrivedinSouthAmericaintheearly5._____century.★MostofthefirstSpanishtogotoCaliforniawere6._______men.Russians★Intheearly19thcentury,Russian7._______begansettlinginCalifornia.★Todaythereareabout25,0008._________________livinginandaroundSanFrancisco.Goldminers★In1848,9._____wasdiscoveredinCalifornia,whichattractedpeoplefromallovertheworld.★ThefirsttoarrivewereSouthAmericansandpeoplefromtheUS,followedbyadventurersfrom10.________andAsia.Laterarrivals★Chinesebegantoarriveduringthe11.__________Period,andevenmorecameinthe1860s.★Italians,mainly12._________butalsowinemakers,arrivedinthelate19thcentury.★In1911immigrantsfrom13._________establishedatownoftheirown.★Inthe1920sthefilmindustryboomattractedmanyEuropeansincludingmany14.________people.★Japanese15.________beganarrivinginCaliforniaintheearly20thcentury,andalotmorehavesettledtheresincethe1980s.★AfricanshavebeenlivinginCaliforniasincethe16._____,育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanRecentarrivalsKeys:

andmorearrivedbetween1942and1945toworkinthe17._____andaircraftindustries.Inrecentdecades,morepeoplehavecometoCaliforniafrom18._____,includingKoreans,Cambodians,VietnameseandLaotians.Sincethe1970s,19._______andPakistanishavebeenattractedtoCaliforniabyits20._________industry.15000,landbridge,slavery,Europeans,16th,religious,hunters,Russian-Americans,gold,Europe,GoldRush,fishermen,Denmark,Jewish,farmers,1800s,ship,Asia,Indians,computer2.AskstudentstodotheTrueorFalseexercise.1CaliforniaisthethirdlargeststateinUSAbuthasthelargestpopulation.2In1848,beforetheAmerican-Mexicanwar,goldwasdiscoveredinCalifornia.3ThenativepeoplesufferedgreatlyafterthearrivalofEuropeansinthe16thcentury.4Over40%ofCaliforniansspeakSpanishasafirstlanguage.5Inthe1800s,RussianhuntersbegansettlinginCalifornia.6Alotofpeoplerushingforgoldlosttheirlivesorwentbackhome,butmostofthemremainedinCaliforniatomakealivingforthemselvesinthenewtownsoronfarms.7Comparedwiththeperiodofgoldrush,lessChineseimmigratetoCaliforniaduringtheperiodofbuildingtherailnetworkfromthewesttotheeastcoast.8Bythe1920s,thefilmindustrywaswellestablishedinCalifornia.9Itisthecomputerindustrysinceitsbeginningin1970sthathasattractedIndiansandPakistanistoCalifornia.10WithmoreimmigrantscomingtoCalifornianowandthen,itisbelievedthat育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanbeforelongtherewillbeaevengreatermixofnationalitiesinthisstate.Keys:TFTTTTFTTTStepVDiscussionAskstudentstodiscuss:WhyisCaliforniasuchamulticulturalcommunity?Whatproblemsdoyouthinkmightarise?StepVIHomeworkAskthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagepointsTeachinggoals教課目的Targetlanguage目口號(hào)言重點(diǎn)詞匯和短語(yǔ)population,means,majority,mix,nationality,bymeansof,fightagainst,makealife,keepup重點(diǎn)句子ExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriod,itwasthebuildingoftherailnetworkfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.Inmorerecentdecades,CaliforniahasbecomehometomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.2.Abilitygoals能力目標(biāo)Enablethestudentstomasterthelanguagepointsinthereadingpart.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearntheuseoftheimportantwordsandexpressionsTeachingimportantpoints教課重點(diǎn)Getthestudentstomastertheimportantwordsandphrases.Teachingdifficultpoints教課難點(diǎn)Getthestudentstounderstandthesentences.Teachingmethods教課方法Studyindividually,practiceingroups.Teachingaids教具準(zhǔn)備Acomputerandarecorder.Teachingprocedures&ways教課過(guò)程與方式StepⅠwordsandphrasesCaliforniaisthethirdlargeststateintheUSAbuthasthelargestpopulation.population(1)對(duì)人口發(fā)問(wèn)用what,不用howmany,howmuch。e.g.What’sthepopulationofthecity?這個(gè)城市有多少人口？(2)population作主語(yǔ)時(shí)用單數(shù)，但前有分?jǐn)?shù)，小數(shù)，百分?jǐn)?shù)時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)。e.g.ThepopulationofChinaislargerthanthatofAmerica.中國(guó)人口比美國(guó)人口多。80%ofthepopulationarefarmers.百分之80的人口是農(nóng)民。(3)人口的增添或減少用grow(increase)和fall(decrease);人口的多少用large和small。ScientistsbelievethatthesesettlerscrossedtheBeringStraitintheArctictoAmericabymeansofalandbridgewhichexistedinprehistorictimes.科學(xué)家們以為這些喬遷者經(jīng)過(guò)一條史前時(shí)代從前存在的一條大陸橋穿越北極地域的白令海峽到達(dá)美洲。a.本句的主句是Scientistsbelieve，從句是that指引的賓語(yǔ)從句。b.賓語(yǔ)從句中which指引定語(yǔ)從句，修飾先行詞___________。landbridge育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanmeansn.方式,手段(單復(fù)數(shù)同樣)。e.g.Thequickestmeansoftravelisbyplane.Everypossiblemeanshasbeentried,butnonehasworked.Arethereanypossiblemeansofgettingthere?Somemeansarepracticalwhileothersarenot.◆聯(lián)想記憶：1)bynomeans決不，一點(diǎn)也不e.g.Sheisbynomeanspoor;infact,sheisveryrich.2)bythismeans(inthisway)用這類方式bymeansof用方式e.g.Hesucceededbymeansofhardwork.3)byallmeans自然可以,沒(méi)問(wèn)題e.g.-CanIseeit?-Byallmeans.3.OfthefirstSpanishtogotoCalifornia,themajoritywerereligiousmen,majorityn.大多數(shù)e.g.Themajoritywere/wasfortheplan.1)themajorityofthepeople:mostofthepeople大多數(shù)人2)majority常與a/the連用;most后接名詞或of+n.e.g.Themajorityofthepeople/Mostpeople/Mostofthepeopleareagainsttheideaofbuildinganewfactoryhere.單獨(dú)做主語(yǔ)時(shí)，若重申整體，謂語(yǔ)動(dòng)詞用單數(shù)，重申個(gè)體時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)。a/themajorityof+n.后可用不行數(shù)名詞，也可用可數(shù)名詞復(fù)數(shù)，謂語(yǔ)動(dòng)詞由后面的名詞決定。Themajority__________forthebudget.was/wereThemajorityofstudents____hard-working.areThemajorityofthedamage___easytorepair.IsSpanishsoldiersfirstarrivedinSouthAmericaintheearly16thcenturywhentheyfoughtagainstthenativepeopleandtooktheirland.16世紀(jì)初期,西班牙士兵到達(dá)南美洲,這時(shí)同土著人作斗爭(zhēng)并占有這片土地。辨析:fightfor,fightagainst&fightwith育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanfightfor為事業(yè),自由,真諦,權(quán)益等而斗爭(zhēng)(戰(zhàn)斗)e.g.Theyarefightingforfreedom.他們正為自由而戰(zhàn)。fightagainst(可用with)theenemy“為反對(duì)而斗爭(zhēng)”；接人和國(guó)家名詞，意思是“與戰(zhàn)斗”fightwithsb.也可表示與某人并肩作戰(zhàn)Somediedorreturnedhome,butmostremainedinCaliforniatomakealifeforthemselvesdespitegreathardship.有的人死了，有的人回家了，但是大多數(shù)人留在了加利福尼亞，只管遇到了很大的困難，也開(kāi)始了新的生活。makealife開(kāi)始新的生活e.g.Theygotobigcitiestomakealife.關(guān)于life的短語(yǔ)：earn/make/getaliving生活lead/livea...life過(guò)著的生活6.Itisbelievedthatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajorracialorculturalgroups,人們以為很快民族就會(huì)大交融在一起，進(jìn)而沒(méi)有了特別顯然的主要種族或文化集體之分。[解析]a.itisbelievedthat...表示“人們以為”，此中it是形式主語(yǔ)，真實(shí)的主語(yǔ)是后邊的that從句。b.so...that...這樣致使于，此中that指引結(jié)果狀語(yǔ)從句。mixvt./vi.混雜、攪合(combinesothattheycan’tbeseparated)mixAwithBHemixedredpaintwithyellowpainttomakeorangepaint.Itisbettertomixworkwithpleasure.Oildoesn’tmixwithwater.聯(lián)想記憶：mixturen.混雜物育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanmixedadj.混雜的,復(fù)雜的,男女混雜的e.g.Thecityisamixtureofancientandmodernbuildings.Hearingthenews,Ihadmixedfeelings.Amixedsocietyincludespeopleofdifferentclasses,tastes,etc.nationality國(guó)籍,民族—Whatisyournationality?—I’mChinese.totakeAmericannationality加入美國(guó)國(guó)籍7.,whichtodaystillkeepsuptheirDanishculture.閱讀以下句子，察看keepup在句中的意思。1)Todaythepeopleinthevillagestillkeepuptheiroriginalculture.沿襲（民俗、傳統(tǒng)等）2)Thesnowstormkeptupforfivedays.保持，連續(xù)Thosehousesaresostronglybuiltthattheywouldkeepupeveninaviolentearthquake.保住Iseeyou’regettingalongwellwithyournglishEstudies.Splendid!Youmustkeepupthegoodwork.堅(jiān)持，保持聯(lián)想keepupwith跟上，不落在后邊；認(rèn)識(shí)；保持聯(lián)系keepoff擋??；（使）避開(kāi)keepon連續(xù)（干）；堅(jiān)持（干）Theycouldnotkeepupwithuswhenweclimbedthemountain.爬山的時(shí)候，他們跟不上我們。Sheheldanoldpieceofclothoverthembothtokeeptherainoff.她把一塊舊布料披在他們身上擋雨。Youjusthavetokeepontrying.StepIISentencesExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan[解析]a.本句是一個(gè)主從復(fù)合句,也是個(gè)倒裝句。b.主句是__________________,從句是when指引的賓語(yǔ)從句。noonereallyknowsc.在賓語(yǔ)從句中,what指引的從句作介詞in的賓語(yǔ)。[考點(diǎn)]exactly精確地，恰好，完整?？山M成notexactly，表示“一點(diǎn)也不，不完整部是”。However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.[考點(diǎn)]此句中的it是形式主語(yǔ),真實(shí)的主語(yǔ)是后邊的that從句。別的,what,how,where,who等也常用作主語(yǔ)從句的指引詞。Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.[考點(diǎn)]why在此指引表語(yǔ)從句。表語(yǔ)從句也可由what,where,when等指引。AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriod,itwasthebuildingoftherailnetworkfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.固然中國(guó)移民在淘金熱期間就開(kāi)始到來(lái)了,但是更大量量的中國(guó)移民倒是在19世紀(jì)60年代為修建貫穿美國(guó)東西海岸的鐵路而來(lái)的。[點(diǎn)撥]此句為主從復(fù)合句,從句為although指引的退步狀語(yǔ)從句,主句為itwas...that重申句,用來(lái)重申主語(yǔ)thebuildingof...。如：Itwasbeinginvitedtothepartythatwasagreathonortothefamily.被邀請(qǐng)參加聚會(huì)是這家人的有幸。重申句:Itis(was)被重申部分+that(who)+句子其余部分。此結(jié)構(gòu)重申的成分僅限于主語(yǔ),賓語(yǔ)和狀語(yǔ)。原句：Myfatherdidtheexperimentinthelabyesterdayevening.重申主語(yǔ)：Itwasmyfatherwhodidtheexperimentinthelabyesterdayevening.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan重申賓語(yǔ)：Itwastheexperimentthatmyfatherdidinthelabyesterdayevening.重申時(shí)間：Itwasyesterdayeveningthatmyfatherdidtheexperimentinthelab.(注意不用when)重申地址：Itwasinthelabthatmyfatherdidtheexperimentyesterdayevening.Inmorerecentdecades,CaliforniahasbecomehometomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.近來(lái)幾十年,加利福尼亞成了更多亞洲人的家,此中包含韓國(guó)人、柬埔寨人、越南人和老撾人。這是一個(gè)簡(jiǎn)單句。句中有inthepastfewyears,inrecentyears等時(shí)間狀語(yǔ)時(shí),句子的謂語(yǔ)動(dòng)詞平時(shí)用現(xiàn)在完成時(shí)，如:Inthepasttenyears,greatchangeshavetakenplaceinmyhometown.別的,including是介詞,意為“包含(于之中)”。StepIIIExercises依據(jù)以下各句句意及所給單詞的首字母或漢語(yǔ)提示,寫(xiě)出各單詞的正確形式?！猈hatn_________areyou?—IamChinese.Onlyafewofthemthoughthighlyoftheplan.The_______(大多數(shù))wereagainstit.TheTaiwan_______海(峽)separatesTaiwanIslandfromthemainland.___________(移民)inthe1980swasveryhigh.Radioandtelevisionareimportantm____ofcommunication.Theunemployment__________百(分比)keepsrising.R_____(種族的)conflictsstillexistinmanycountries.Keys:nationality,majority,Strait,Immigration,means,percentage,Racial,用所給詞組的適合形式填空。育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanmakealifebymeansofdeclarewaronfightagainstkeepupsettleinbeforcedintodoing1.Hecrossedtheriver___________araft.2.Shehopesto__________fromwritingchildren’sbooks.I_______________takingataxibecausethelastbushadleft.They______________theenemybravelytogaintheirfreedom.5.We’realittledisorganizedafterthemove,butdocomeandseeuswhenwe’ve__________.6.Let’shopethesunnyweather____________________forSunday’sfootballmatch.7.Germany______________Franceon3rdAugust1914.Keys:bymeansof,makealife,wasforcedinto,foughtagainst,settledin,keepsup/willkeepup,declaredwaron依據(jù)括號(hào)內(nèi)的提示將以下句子翻譯成英語(yǔ)。1.現(xiàn)在的人，大多數(shù)憂如喜愛(ài)玩電腦而不喜愛(ài)看電視。(amajorityof)2.很有可能他不會(huì)準(zhǔn)時(shí)參加晚會(huì)。(Itislikelythat...)3.大家都相信漢語(yǔ)將會(huì)在全球獲得更廣泛的流傳。(Itisbelievedthat...)最快的交通工具是飛機(jī)。(means)Keys:AmajorityofpeopletodayseemtopreferplayingcomputertowatchingTV.Itislikelythathewillnottakepartinthepartyontime.ItisbelievedthatChinesewillbespreadevenmorewidelyintheworld.Thequickestmeansoftravelisbyplane.StepIVHomeworkReviewtheimportantwordsandphraseswehavelearnttoday.TheThirdPeriodLanguagestudyTeachinggoals教課目的1.Abilitygoals能力目標(biāo)Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,adjectivesandverbs.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan2.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.Teachingdifficultpoints教課難點(diǎn)Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教課方法Studyindividually,practiceingroups.Teachingaids教具準(zhǔn)備Acomputerandarecorder.Teachingprocedures&ways教課過(guò)程與方式StepISuffixationAskstudentstofillinthechartswiththeproperformsofthewordsbypracticingActivity1onpage4.Atlast,checktheanswerswiththewholeclass.Todaywe’regoingtolearnaboutsuffixes.Doyouknowwhatasuffixis?S1:Asuffixisaparticle,whichisaddedtotheendofaroot.Good.Doyouknowanythingmoreaboutit?S2:Generally,suffixesdonotchangethemeaningoftheroot,butitspartofspeech.e.g.lead(v.)→leadershipn(.)ill(adj.)→illnessn(.)S3:Althougheachsuffixhasitsownmeaning,itcan’tbeusedseparatelywithouttheroot.S4:However,somesuffixesaddnewmeaningstothenewlyformedwords.e.g.meaning→meaninglessthink→thinkerVerygood!Nowwho’dliketoshareyourcollectedsuffixeswithus?Ss:Thefollowingaresomeofthemostcommonlyusedsuffixes.1.SuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuilding育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyhope-fulhopefuladventure-ousadventuroushero-ic(-ical)heroicnation-alnationalcare-lesscarelesstroubledepend-sometroublesomecomfort-ent/-antdependentactive,-able/-iblecomfortableimagine-ive/-tive/-ative/-itiveattentive,imaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.SuffixesusedasaverbsignifierAdjectiveNounSuffixVerbbroadfright-enbroaden,frighten育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplansimple-fysimplifymodern-ize(-ise)modernizeT:Excellent!Nowlet’sfillinthechartwithyourpartners.Pleaseopenyourbooksandturntopage4andpracticeActivity1inDiscoveringwordsandexpressions.Laterwe’llchecktheanswerswiththewholeclass.StepIIIHomeworkAskthestudentstofinishActivities1-3onpage48intheworkbook.AskthestudentstoprepareforthegrammarabouttheNounClauses.TheFourthPeriodGrammarTeachinggoals教課目的Targetlanguage目口號(hào)言重點(diǎn)詞匯和短語(yǔ)TheNounClauses,occurto2.Abilitygoals能力目標(biāo)EnablethestudentstoidentifythedifferenttypesoftheNounClausesandlearntousethem.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtousetheNounClauses.Teachingimportantpoints教課重點(diǎn)EnablethestudentstousetheNounClauses.Teachingdifficultpoints教課難點(diǎn)Enablethestudentstodistinguishdifferenttypesofnounclauses.Teachingmethods教課方法Comparingandpractice.Teachingaids教具準(zhǔn)備Aprojector,acomputerandablackboard.Teachingprocedures&ways教課過(guò)程與方式育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanStepⅠRevisionCheckthehomework.StepⅡPresentationAtfirst,getthestudentstoknowwhatanounclauseisandwhatroleitplaysinthesentences.Then,discussnounclausesasobjects.Next,givethemanexampletoshowwhatareNounClausesandinwhatsituationstheyshouldusethem.AtlastshowthemthesentencestructuresoftheNounClauses.Today’stopicisnounclauses.Anounclauseisanentireclausewhichtakestheplaceofanouninanotherclauseorphrase.Likeanoun,anounclauseactsasthesubjectorobjectofaverbortheobjectofapreposition,answeringthequestions“who(m)?”or“what?”.Therearemanytypesofnounclauses.Todayregoingweto’discussonlynounclausesasobjects.Showthefollowing.Heknowsthatnounclausesaredifficult.OK.Pleaselookatthesentenceontheblackboard.Thereisathat-clauseinthesentence.Doyouknowwhatclauseitiscalled?Ss:Yes.Itisanobjectclause.Right.Howdoyouknowthis?S:Ithinktheclauseisusedastheobjectoftheverb“knows”.Verygood.Therearethreetypesofcommonnounclauses,whichI’lleventuallycover.NowI’dliketoshowyoumoreexamplesaboutthem.Showthefollowingonthescreen.·That-clauses:Ibelievethatyoucanlearnnounclauseswell.·If/whetherclauses:Theteachermustdetermineif/whethertheyarereadytostudynounclauses.·Wh-clausesbeginwithwordslikewho,what,how,whenever,which,etc:Firstyouneedtoexplainwhatanounclauseis.IknowhowIcanmakeyoulearnnounclauses.T:Asforpunctuation,theclausedetermineswhether’itsaquestionorstatement.How育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplandoyouusethemcorrectly?Ss:Thatclausesaremadefromstatementsandareintroducedbythewordthat.If/whetherclausesaremadefromgeneralquestionsandareintroducedbythewordsiforwhether.Wh-clausesaremadefromspecialquestionsandareintroducedbythewh-words.Quiteright.Iftheclauseisusedassubject,wecallitthesubjectclause.Thiskindofclauseisalsousedasthepredicative,theappositiveortheattributive.Areyouclearaboutthat?StepⅢPracticeAskthestudentstopracticeActivities1~4onpage5.ForActivities1~2,discusswhatroletheseclausesplayinthesentencesinpairs.ForActivity3,askthemtomakesentencescontainingnounclausesontheirown.ForActivity4,completethedialoguewiththegivensentencesinpairs.Atlast,checktheanswerswiththewholeclass.InEnglishweoftenfindclausesactingassubject,object,appositiveandpredicative.Herearesomemoreexamplesaboutthem.Nowpleaseopenyourbooksandturntopage5,let’slookattheunderlinednounclauses.Pleasediscusswhatroletheseclausesplayinthesentencesinpairs.Afewminuteslater.Inthesentences,whattypesofnounclausesarethey?Ss:Inthefirstsentence,theunderlinedpartisusedassubject.Itisthesubjectclause.Inthesecondsentence,theunderlinedpartisusedaspredicative.Itisthepredicativeclause.Inthethirdsentence,theunderlinedpartisusedasobjectoftheverb“know”objectclause.GoonwiththeActivities2-4.Thenchecktheanswerswiththestudents.StepIVHomeworkAskthestudentstodothefollowing.FinishActivity2onpage49intheworkbook.Sumupalltheconjunctionsusedwithnounclausesandcompareitwiththeconjunctionsusedwithattributiveclauses.Thentellthedifferencesbetweenthem.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanPracticeActivity2onpage49(Workbook).Prepareforthe“UsingLanguage”partonpages6~9andsurftheInternettofindtherelatedinformation.TheFifthPeriodUsingLanguageTeachinggoals教課目的1.Targetlanguage目口號(hào)言重點(diǎn)詞匯和短語(yǔ)luggage,tram,apparent,apparently,slip,bakery,ferry,hire,seagull,insert,react,teamupwith,markout,takein,agreat/goodmany重點(diǎn)句式TalkabouttravelingtosomeplacesWherehaveyouvisitedrecently?Whatistheclimatelike?Whatdidyouthinkaboutthepeople?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely!You’reexciting/excellent.Good/Creative/Fantastic/Superjob!2.Abilitygoals能力目標(biāo)Enablestudentstotalkaboutplacesandlearntowriteanemailorapostcard.3.Learningabilitygoals學(xué)能目標(biāo)Helpstudentslearnhowtotalkaboutplacesandlearntowriteanemailorapostcard.Teachingimportantpoints教課重點(diǎn)Howtotalkaboutplaces.Teachingdifficultpoints教課難點(diǎn)Howtowriteanemailorapostcard.Teachingmethods教課方法Listening,speakinganddiscussion.Teachingaids教具準(zhǔn)備Aprojector,acomputerandarecorder.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanTeachingprocedures&ways教課過(guò)程與方式StepⅠRevisionCheckthehomework.SampleanswerstoActivity2:1.Aclauseiscalledanounclausewhenanentireclausetakestheplaceofanouninanotherclauseorphrase.IknowthatLatinisnolongerspokenasanativelanguage.Wheretheyaregoingisunknown.Whoeverbrokethevasewillhavetopayforit.TheTorontofanshopethattheBlueJayswillwinagain.Aclauseiscalledanattributiveclausewhenadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Thebooksthatpeoplereadweremainlyreligious.Somefirefightersnevermeetthepeoplewhomtheysave.DidItellyouabouttheauthorwhomImet?Theyaresearchingfortheonewhoborrowedthebook.Thenaskthemtosumupalltheconjunctionsusedinnounclauses,comparingthemwiththeconjunctionsusedinattributiveclausesandtellthedifferencesbetweenthem.Fillinthegivenchartingroupsof4.Thenchecktheanswers.T:Lastclasswelearnedtheusageofnounclauses.Haveyoufinishedtheexercisesaboutthenounclauses?Ss:Yes.T:Attributiveclausesshareconjunctionswithnounclauses.Whatarethedifferencesbetweenthem?Nowpleasefillinthegivenchartingroupsof4.Showthefollowingonthescreen.ConjunctionsNounClausesAttributiveClausesWhoseOnlyrefertoapersonRefertoapersonorathingWhomCan’tbeomittedCanbeomitted育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanWhichCan’tbeomittedCanbeomittedThatCanbeomittedintheCanbeomittedobjectclausesMeaninglessHavemeaningsDon’tplayaroleinPlayaroleinclausesclausesWhatContainingmeaningsandCan’tbeusedfunctionsIf/whetherContainingmeaningsAsif/though,Containingmeanings;BecauseOnlyusedinthepredicativeclausesWho,how,when,Containingmeaningsandfunctions;can’tbeomittedwhere,whyStepⅡListeningandspeakingListeningAskthestudentstolistentoaconversationabouttheGeorge’stouraroundCalifornia.ThenaskthemtopracticeActivities1~4onpages6~7.Forthefirsttime,askthestudentstonumberthethingstheytalkabout.Todaywe’regoingtolistentoaconversationabouttheGeorge’stouraroundCalifornia.HeisphoninghometotalktohisfriendChristie.Whataretheytalkingabout?Nowlistenandfindout.Thennumberthethingsyouhearonthetape.ThenaskthemtocompletethepostcardGeorgewrote.NowlistenagainandcompletethepostcardGeorgewrote.Checktheanswersbyaskingsomestudentstoreadthecompletedpostcard.AskthestudentstolistentothetapeanddiscussthequestionsinpairsandwritesomeofthethingsChristiesaysinpairs.Checktheanswers.Speaking育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanForActivity5,letthemdiscussingroupsof4andlaterasksomeofthemtogivetheiropinions.Showthefollowing.1.Thefunctionofcommentsandquestions:·Encourageandstimulateotherstofurtherefforts;·Followupcorrectorincorrectanswers;·Arouseothers’imaginationandcreation;·Motivateotherstosearchoutnewknowledge;·Makethestudentsthinkandh