Unit1Alandofdiversity教案新部編本

精選教課教課設(shè)計設(shè)計|Excellentteachingplan教師學(xué)科教課設(shè)計[20–20學(xué)年度第__學(xué)期]任教課科：_____________任教年級：_____________任教老師：_____________市實驗學(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)計設(shè)計|ExcellentteachingplanUnit1AlandofdiversityⅠ.單元教課目的技術(shù)目標(biāo)SkillGoalsTalkabouttheUSATalkabout(going)placesLearnthewordsabouttheUSALearnhowtoaskquestionsandmakecommentsLearntheusageoftheNounClausesWriteanintroductiontoplacesStudythecultureandpeopleoftheUSAⅡ.目口號言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)計設(shè)計|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)過單元教課，使學(xué)生認(rèn)識相關(guān)美國地理方面的知識；學(xué)習(xí)加利福尼亞州的簡介，使學(xué)生對美國的文明史略見一斑；經(jīng)過閱讀名人傳記，研究美國的民族文化，使學(xué)生對美國有全方向的認(rèn)識，掌握相關(guān)美國的歷史、地理、文化、民族等方面的詞匯；學(xué)會運用名詞性從句等語法知識，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)計設(shè)計|Excellentteachingplan并經(jīng)過相關(guān)練習(xí)，提升學(xué)生的語言運用能力；經(jīng)過閱讀一篇圖文并茂的美國游記，學(xué)會書寫電子郵件或明信片，介紹某一名勝古跡和人文景觀；經(jīng)過學(xué)習(xí)、研究我國少量民族地域的多種文化，以及撰寫我國某一城市、省份或地域的簡介，加深對祖國地域文化的認(rèn)識，提升寫作能力。本單元旨在經(jīng)過對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，開擴(kuò)視線，培育他們熱愛祖國、熱愛大自然、保護(hù)名勝古跡、造福人類的高尚情操。1.1WarmingUp要修業(yè)生查閱美國地圖，議論相關(guān)美國地理方面的知識，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)過學(xué)習(xí)，使學(xué)生認(rèn)識加州不單是美國人口最多的州，同時也是民族、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，寫出發(fā)生在加州的重要歷史事件，并解析議論新世紀(jì)加州為何會成為多種文化交錯的共同體的原由。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures兩部分組成。并設(shè)計了詞性變換、用課文中所學(xué)習(xí)的重點詞匯填空、補全對話等練習(xí)。1.6UsingLanguage由Readingandwriting,Listeningandspeaking組成，經(jīng)過對學(xué)生聽聞讀寫綜合能力培育，要修業(yè)生在認(rèn)識相關(guān)知識的基礎(chǔ)上，閱讀并改寫部分游記；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)、話題等知識和內(nèi)容。1.8LEARNINGTIP從對話時應(yīng)該注意的問題這一角度，對學(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)于美國加利福尼亞州簡介的內(nèi)容，整合為一節(jié)精讀課。2.2Reading課文中的重點詞匯和短語及長難句解析的學(xué)習(xí)，是一節(jié)語言點學(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)計設(shè)計|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)語法課。2.5UsingLanguage中的Readingandwriting,Listeningandspeaking，都是與假日旅游相關(guān)的知識，整合為一節(jié)綜合課（I）。2.6單獨做一個Writing課時，介紹怎樣描述一個地方。（二）課型設(shè)計與課時分配1stPeriodReading2ndPeriodLanguagepoints3rdPeriodLanguagestudy4thPeriodGrammar5thPeriodUsingLanguage6thPeriodWritingⅣ.分課時教課設(shè)計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EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教課難點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)計設(shè)計|ExcellentteachingplanTeachingaids教具準(zhǔn)備Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教課過程與方式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)計設(shè)計|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)計設(shè)計|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)計設(shè)計|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)計設(shè)計|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)計設(shè)計|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)計設(shè)計|Excellentteachingplanbeforelongtherewillbeaevengreatermixofnationalitiesinthisstate.Keys:TFTTTTFTTTStepVDiscussionAskstudentstodiscuss:WhyisCaliforniasuchamulticulturalcommunity?Whatproblemsdoyouthinkmightarise?StepVIHomeworkAskthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagepointsTeachinggoals教課目的Targetlanguage目口號言重點詞匯和短語population,means,majority,mix,nationality,bymeansof,fightagainst,makealife,keepup重點句子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)計設(shè)計|Excellentteachingplan3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearntheuseoftheimportantwordsandexpressionsTeachingimportantpoints教課重點Getthestudentstomastertheimportantwordsandphrases.Teachingdifficultpoints教課難點Getthestudentstounderstandthesentences.Teachingmethods教課方法Studyindividually,practiceingroups.Teachingaids教具準(zhǔn)備Acomputerandarecorder.Teachingprocedures&ways教課過程與方式StepⅠwordsandphrasesCaliforniaisthethirdlargeststateintheUSAbuthasthelargestpopulation.population(1)對人口發(fā)問用what,不用howmany,howmuch。e.g.What’sthepopulationofthecity?這個城市有多少人口？(2)population作主語時用單數(shù)，但前有分?jǐn)?shù)，小數(shù)，百分?jǐn)?shù)時，謂語動詞用復(fù)數(shù)。e.g.ThepopulationofChinaislargerthanthatofAmerica.中國人口比美國人口多。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)過一條史前時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指引的賓語從句。b.賓語從句中which指引定語從句，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)計設(shè)計|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,沒問題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.單獨做主語時，若重申整體，謂語動詞用單數(shù)，重申個體時，謂語動詞用復(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)，謂語動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,這時同土著人作斗爭并占有這片土地。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)計設(shè)計|Excellentteachingplanfightfor為事業(yè),自由,真諦,權(quán)益等而斗爭(戰(zhàn)斗)e.g.Theyarefightingforfreedom.他們正為自由而戰(zhàn)。fightagainst(可用with)theenemy“為反對而斗爭”；接人和國家名詞，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，也開始了新的生活。makealife開始新的生活e.g.Theygotobigcitiestomakealife.關(guān)于life的短語：earn/make/getaliving生活lead/livea...life過著的生活6.Itisbelievedthatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajorracialorculturalgroups,人們以為很快民族就會大交融在一起，進(jìn)而沒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，真實的主語是后邊的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)計設(shè)計|Excellentteachingplanmixedadj.混雜的,復(fù)雜的,男女混雜的e.g.Thecityisamixtureofancientandmodernbuildings.Hearingthenews,Ihadmixedfeelings.Amixedsocietyincludespeopleofdifferentclasses,tastes,etc.nationality國籍,民族—Whatisyournationality?—I’mChinese.totakeAmericannationality加入美國國籍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.堅持，保持聯(lián)想keepupwith跟上，不落在后邊；認(rèn)識；保持聯(lián)系keepoff擋??；（使）避開keepon連續(xù)（干）；堅持（干）Theycouldnotkeepupwithuswhenweclimbedthemountain.爬山的時候，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)計設(shè)計|Excellentteachingplan[解析]a.本句是一個主從復(fù)合句,也是個倒裝句。b.主句是__________________,從句是when指引的賓語從句。noonereallyknowsc.在賓語從句中,what指引的從句作介詞in的賓語。[考點]exactly精確地，恰好，完整?？山M成notexactly，表示“一點也不，不完整部是”。However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.[考點]此句中的it是形式主語,真實的主語是后邊的that從句。別的,what,how,where,who等也常用作主語從句的指引詞。Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.[考點]why在此指引表語從句。表語從句也可由what,where,when等指引。AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriod,itwasthebuildingoftherailnetworkfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.固然中國移民在淘金熱期間就開始到來了,但是更大量量的中國移民倒是在19世紀(jì)60年代為修建貫穿美國東西海岸的鐵路而來的。[點撥]此句為主從復(fù)合句,從句為although指引的退步狀語從句,主句為itwas...that重申句,用來重申主語thebuildingof...。如：Itwasbeinginvitedtothepartythatwasagreathonortothefamily.被邀請參加聚會是這家人的有幸。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,賓語和狀語。原句：Myfatherdidtheexperimentinthelabyesterdayevening.重申主語：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)計設(shè)計|Excellentteachingplan重申賓語：Itwastheexperimentthatmyfatherdidinthelabyesterdayevening.重申時間：Itwasyesterdayeveningthatmyfatherdidtheexperimentinthelab.(注意不用when)重申地址：Itwasinthelabthatmyfatherdidtheexperimentyesterdayevening.Inmorerecentdecades,CaliforniahasbecomehometomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.近來幾十年,加利福尼亞成了更多亞洲人的家,此中包含韓國人、柬埔寨人、越南人和老撾人。這是一個簡單句。句中有inthepastfewyears,inrecentyears等時間狀語時,句子的謂語動詞平時用現(xiàn)在完成時，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提示,寫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)計設(shè)計|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)括號內(nèi)的提示將以下句子翻譯成英語。1.現(xiàn)在的人，大多數(shù)憂如喜愛玩電腦而不喜愛看電視。(amajorityof)2.很有可能他不會準(zhǔn)時參加晚會。(Itislikelythat...)3.大家都相信漢語將會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)計設(shè)計|Excellentteachingplan2.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.Teachingdifficultpoints教課難點Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教課方法Studyindividually,practiceingroups.Teachingaids教具準(zhǔn)備Acomputerandarecorder.Teachingprocedures&ways教課過程與方式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)計設(shè)計|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)計設(shè)計|Excellentteachingplansimple-fysimplifymodern-ize(-ise)modernizeT:Excellent!Nowlet’sfillinthechartwithyourpartners.Pleaseopenyourbooksandturntopage4andpracticeActivity1inDiscoveringwordsandexpressions.Laterwe’llchecktheanswerswiththewholeclass.StepIIIHomeworkAskthestudentstofinishActivities1-3onpage48intheworkbook.AskthestudentstoprepareforthegrammarabouttheNounClauses.TheFourthPeriodGrammarTeachinggoals教課目的Targetlanguage目口號言重點詞匯和短語TheNounClauses,occurto2.Abilitygoals能力目標(biāo)EnablethestudentstoidentifythedifferenttypesoftheNounClausesandlearntousethem.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtousetheNounClauses.Teachingimportantpoints教課重點EnablethestudentstousetheNounClauses.Teachingdifficultpoints教課難點Enablethestudentstodistinguishdifferenttypesofnounclauses.Teachingmethods教課方法Comparingandpractice.Teachingaids教具準(zhǔn)備Aprojector,acomputerandablackboard.Teachingprocedures&ways教課過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)計設(shè)計|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)計設(shè)計|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)計設(shè)計|ExcellentteachingplanPracticeActivity2onpage49(Workbook).Prepareforthe“UsingLanguage”partonpages6~9andsurftheInternettofindtherelatedinformation.TheFifthPeriodUsingLanguageTeachinggoals教課目的1.Targetlanguage目口號言重點詞匯和短語luggage,tram,apparent,apparently,slip,bakery,ferry,hire,seagull,insert,react,teamupwith,markout,takein,agreat/goodmany重點句式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Howtotalkaboutplaces.Teachingdifficultpoints教課難點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)計設(shè)計|ExcellentteachingplanTeachingprocedures&ways教課過程與方式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)計設(shè)計|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)計設(shè)計|ExcellentteachingplanForActivity5,letthemdiscussingroupsof4andlaterasksomeofthemtogivetheiropinions.Showthefollowing.1.Thefunctionofcommentsandquestions:·Encourageandstimulateotherstofurtherefforts;·Followupcorrectorincorrectanswers;·Arouseothers’imaginationandcreation;·Motivateotherstosearchoutnewknowledge;·Makethestudentsthinkandh