Unit1Alandofdiversity教案新部编本

精选教课教课设计设计|Excellentteachingplan教师学科教课设计[20–20学年度第__学期]任教课科：_____________任教年级：_____________任教老师：_____________市实验学校育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanUnit1AlandofdiversityⅠ.单元教课目的技术目标SkillGoalsTalkabouttheUSATalkabout(going)placesLearnthewordsabouttheUSALearnhowtoaskquestionsandmakecommentsLearntheusageoftheNounClausesWriteanintroductiontoplacesStudythecultureandpeopleoftheUSAⅡ.目口号言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!1．四会词汇StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageItalyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephew育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan词poleapplicantcustomssocialistoccurcattleindicateluggage汇shavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreformgraspthankfulinsert2．认读词汇illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3．词组Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor结LearntousetheNounClauses构1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P2重2.OfthefirstSpanishtogoto...,themajoritywere...P2点3.Thatiswhy...P2句4.Somediedorreturnedhome,but...P2子5.AlthoughChineseimmigrants...,itwasthebuildingof...P2Itisbelievedthatbeforelong...P3Builtin1873...wasinventedby...P8It’sa...thattakesin...P8Hewasnoticedby...andtofind...P51Hespokepubliclyabout...,usinghisfametohelp...P51.教材解析和教材重组教材解析本单元以“地域文化”为主题,旨在经过单元教课，使学生认识相关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；经过阅读名人传记，研究美国的民族文化，使学生对美国有全方向的认识，掌握相关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan并经过相关练习，提升学生的语言运用能力；经过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；经过学习、研究我国少量民族地域的多种文化，以及撰写我国某一城市、省份或地域的简介，加深对祖国地域文化的认识，提升写作能力。本单元旨在经过对世界各地的名胜古迹、风土人情的研究与学习，丰富学生的世界地域文化知识，开扩视线，培育他们热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操。1.1WarmingUp要修业生查阅美国地图，议论相关美国地理方面的知识，为下一步的学习做好热身准备。1.2Pre-reading要修业生议论相关加利福尼亚州的几张图片，认识当地风土人情、民俗文化。1.3Reading主要介绍了加利福尼亚州人口及民族、种族组成、交融、变迁的历史。经过学习，使学生认识加州不单是美国人口最多的州，同时也是民族、种族最多、文化最为多元的州。1.4Comprehending要修业生在理解课文的基础上，写出发生在加州的重要历史事件，并解析议论新世纪加州为何会成为多种文化交错的共同体的原由。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分组成。并设计了词性变换、用课文中所学习的重点词汇填空、补全对话等练习。1.6UsingLanguage由Readingandwriting,Listeningandspeaking组成，经过对学生听闻读写综合能力培育，要修业生在认识相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地域的相关状况。1.7SUMMINGUP要修业生总结本单元所学的词汇、结构、话题等知识和内容。1.8LEARNINGTIP从对话时应该注意的问题这一角度，对学生进行学法指导。2．教材重组2.1WarmingUp,Pre-reading,Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。2.2Reading课文中的重点词汇和短语及长难句解析的学习，是一节语言点学习育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan课。2.3LearningaboutLanguage中的Discoveringusefulwordsandexpressions的学习。2.4LearningaboutLanguage中的Discoveringusefulstructures，是相关名词性从句的用法的讲解与练习，是一节语法课。2.5UsingLanguage中的Readingandwriting,Listeningandspeaking，都是与假日旅游相关的知识，整合为一节综合课（I）。2.6单独做一个Writing课时，介绍怎样描述一个地方。（二）课型设计与课时分配1stPeriodReading2ndPeriodLanguagepoints3rdPeriodLanguagestudy4thPeriodGrammar5thPeriodUsingLanguage6thPeriodWritingⅣ.分课时教课设计TheFirstPeriodReadingTeachinggoals教课目的1.Abilitygoals能力目标EnablethestudentstotalkaboutthehistoryofCalifornia.2.Learningabilitygoals学能目标EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教课重点EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教课难点EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教课方法Skimming,scanninganddiscussion.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanTeachingaids教具准备Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教课过程与方式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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan3.IntroducesomeknowledgeaboutCaliforniatostudents.Ithasanareaof411,000squarekilometers.AnditisoneoftheAmericanstatesofthelargestpopulation,withthemostdevelopedeconomy.Californiaisamazing.Thepleasantweather,longbeachandgracefulnaturallandscapemakethetourismprosperous.Showstudentsthreepicturesonpage2,3andaskthemtothinkabout“HowiseachpicturerelevanttothehistoryofCalifornia?”NativeAmericans—oneofthefirstpeopletoliveinCalifornia.Goldminers—thediscoveryofgoldinCaliforniacreatedagoldrushwhichbroughtpeoplefromallovertheworldtoCalifornia.AbuildinginChinatown,SanFrancisco—ManyChinesehavesettledinCaliforniaandmanyofthemliveinChinatowninSanFrancisco.AskstudentstofinishthequizaboutCalifornia.Californiaisthe____largeststateintheUSA.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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._____,育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplanbeforelongtherewillbeaevengreatermixofnationalitiesinthisstate.Keys:TFTTTTFTTTStepVDiscussionAskstudentstodiscuss:WhyisCaliforniasuchamulticulturalcommunity?Whatproblemsdoyouthinkmightarise?StepVIHomeworkAskthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagepointsTeachinggoals教课目的Targetlanguage目口号言重点词汇和短语population,means,majority,mix,nationality,bymeansof,fightagainst,makealife,keepup重点句子ExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriod,itwasthebuildingoftherailnetworkfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.Inmorerecentdecades,CaliforniahasbecomehometomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.2.Abilitygoals能力目标Enablethestudentstomasterthelanguagepointsinthereadingpart.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan3.Learningabilitygoals学能目标HelpthestudentslearntheuseoftheimportantwordsandexpressionsTeachingimportantpoints教课重点Getthestudentstomastertheimportantwordsandphrases.Teachingdifficultpoints教课难点Getthestudentstounderstandthesentences.Teachingmethods教课方法Studyindividually,practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教课过程与方式StepⅠwordsandphrasesCaliforniaisthethirdlargeststateintheUSAbuthasthelargestpopulation.population(1)对人口发问用what,不用howmany,howmuch。e.g.What’sthepopulationofthecity?这个城市有多少人口？(2)population作主语时用单数，但前有分数，小数，百分数时，谓语动词用复数。e.g.ThepopulationofChinaislargerthanthatofAmerica.中国人口比美国人口多。80%ofthepopulationarefarmers.百分之80的人口是农民。(3)人口的增添或减少用grow(increase)和fall(decrease);人口的多少用large和small。ScientistsbelievethatthesesettlerscrossedtheBeringStraitintheArctictoAmericabymeansofalandbridgewhichexistedinprehistorictimes.科学家们以为这些乔迁者经过一条史前时代从前存在的一条大陆桥穿越北极地域的白令海峡到达美洲。a.本句的主句是Scientistsbelieve，从句是that指引的宾语从句。b.宾语从句中which指引定语从句，修饰先行词___________。landbridge育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplanmeansn.方式,手段(单复数同样)。e.g.Thequickestmeansoftravelisbyplane.Everypossiblemeanshasbeentried,butnonehasworked.Arethereanypossiblemeansofgettingthere?Somemeansarepracticalwhileothersarenot.◆联想记忆：1)bynomeans决不，一点也不e.g.Sheisbynomeanspoor;infact,sheisveryrich.2)bythismeans(inthisway)用这类方式bymeansof用方式e.g.Hesucceededbymeansofhardwork.3)byallmeans自然可以,没问题e.g.-CanIseeit?-Byallmeans.3.OfthefirstSpanishtogotoCalifornia,themajoritywerereligiousmen,majorityn.大多数e.g.Themajoritywere/wasfortheplan.1)themajorityofthepeople:mostofthepeople大多数人2)majority常与a/the连用;most后接名词或of+n.e.g.Themajorityofthepeople/Mostpeople/Mostofthepeopleareagainsttheideaofbuildinganewfactoryhere.单独做主语时，若重申整体，谓语动词用单数，重申个体时，谓语动词用复数。a/themajorityof+n.后可用不行数名词，也可用可数名词复数，谓语动词由后面的名词决定。Themajority__________forthebudget.was/wereThemajorityofstudents____hard-working.areThemajorityofthedamage___easytorepair.IsSpanishsoldiersfirstarrivedinSouthAmericaintheearly16thcenturywhentheyfoughtagainstthenativepeopleandtooktheirland.16世纪初期,西班牙士兵到达南美洲,这时同土著人作斗争并占有这片土地。辨析:fightfor,fightagainst&fightwith育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplanfightfor为事业,自由,真谛,权益等而斗争(战斗)e.g.Theyarefightingforfreedom.他们正为自由而战。fightagainst(可用with)theenemy“为反对而斗争”；接人和国家名词，意思是“与战斗”fightwithsb.也可表示与某人并肩作战Somediedorreturnedhome,butmostremainedinCaliforniatomakealifeforthemselvesdespitegreathardship.有的人死了，有的人回家了，但是大多数人留在了加利福尼亚，只管遇到了很大的困难，也开始了新的生活。makealife开始新的生活e.g.Theygotobigcitiestomakealife.关于life的短语：earn/make/getaliving生活lead/livea...life过着的生活6.Itisbelievedthatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajorracialorculturalgroups,人们以为很快民族就会大交融在一起，进而没有了特别显然的主要种族或文化集体之分。[解析]a.itisbelievedthat...表示“人们以为”，此中it是形式主语，真实的主语是后边的that从句。b.so...that...这样致使于，此中that指引结果状语从句。mixvt./vi.混杂、搅合(combinesothattheycan’tbeseparated)mixAwithBHemixedredpaintwithyellowpainttomakeorangepaint.Itisbettertomixworkwithpleasure.Oildoesn’tmixwithwater.联想记忆：mixturen.混杂物育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplanmixedadj.混杂的,复杂的,男女混杂的e.g.Thecityisamixtureofancientandmodernbuildings.Hearingthenews,Ihadmixedfeelings.Amixedsocietyincludespeopleofdifferentclasses,tastes,etc.nationality国籍,民族—Whatisyournationality?—I’mChinese.totakeAmericannationality加入美国国籍7.,whichtodaystillkeepsuptheirDanishculture.阅读以下句子，察看keepup在句中的意思。1)Todaythepeopleinthevillagestillkeepuptheiroriginalculture.沿袭（民俗、传统等）2)Thesnowstormkeptupforfivedays.保持，连续Thosehousesaresostronglybuiltthattheywouldkeepupeveninaviolentearthquake.保住Iseeyou’regettingalongwellwithyournglishEstudies.Splendid!Youmustkeepupthegoodwork.坚持，保持联想keepupwith跟上，不落在后边；认识；保持联系keepoff挡住；（使）避开keepon连续（干）；坚持（干）Theycouldnotkeepupwithuswhenweclimbedthemountain.爬山的时候，他们跟不上我们。Sheheldanoldpieceofclothoverthembothtokeeptherainoff.她把一块旧布料披在他们身上挡雨。Youjusthavetokeepontrying.StepIISentencesExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan[解析]a.本句是一个主从复合句,也是个倒装句。b.主句是__________________,从句是when指引的宾语从句。noonereallyknowsc.在宾语从句中,what指引的从句作介词in的宾语。[考点]exactly精确地，恰好，完整。可组成notexactly，表示“一点也不，不完整部是”。However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.[考点]此句中的it是形式主语,真实的主语是后边的that从句。别的,what,how,where,who等也常用作主语从句的指引词。Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.[考点]why在此指引表语从句。表语从句也可由what,where,when等指引。AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriod,itwasthebuildingoftherailnetworkfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.固然中国移民在淘金热期间就开始到来了,但是更大量量的中国移民倒是在19世纪60年代为修建贯穿美国东西海岸的铁路而来的。[点拨]此句为主从复合句,从句为although指引的退步状语从句,主句为itwas...that重申句,用来重申主语thebuildingof...。如：Itwasbeinginvitedtothepartythatwasagreathonortothefamily.被邀请参加聚会是这家人的有幸。重申句:Itis(was)被重申部分+that(who)+句子其余部分。此结构重申的成分仅限于主语,宾语和状语。原句：Myfatherdidtheexperimentinthelabyesterdayevening.重申主语：Itwasmyfatherwhodidtheexperimentinthelabyesterdayevening.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan重申宾语：Itwastheexperimentthatmyfatherdidinthelabyesterdayevening.重申时间：Itwasyesterdayeveningthatmyfatherdidtheexperimentinthelab.(注意不用when)重申地址：Itwasinthelabthatmyfatherdidtheexperimentyesterdayevening.Inmorerecentdecades,CaliforniahasbecomehometomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.近来几十年,加利福尼亚成了更多亚洲人的家,此中包含韩国人、柬埔寨人、越南人和老挝人。这是一个简单句。句中有inthepastfewyears,inrecentyears等时间状语时,句子的谓语动词平时用现在完成时，如:Inthepasttenyears,greatchangeshavetakenplaceinmyhometown.别的,including是介词,意为“包含(于之中)”。StepIIIExercises依据以下各句句意及所给单词的首字母或汉语提示,写出各单词的正确形式。—Whatn_________areyou?—IamChinese.Onlyafewofthemthoughthighlyoftheplan.The_______(大多数)wereagainstit.TheTaiwan_______海(峡)separatesTaiwanIslandfromthemainland.___________(移民)inthe1980swasveryhigh.Radioandtelevisionareimportantm____ofcommunication.Theunemployment__________百(分比)keepsrising.R_____(种族的)conflictsstillexistinmanycountries.Keys:nationality,majority,Strait,Immigration,means,percentage,Racial,用所给词组的适合形式填空。育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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依据括号内的提示将以下句子翻译成英语。1.现在的人，大多数忧如喜爱玩电脑而不喜爱看电视。(amajorityof)2.很有可能他不会准时参加晚会。(Itislikelythat...)3.大家都相信汉语将会在全球获得更广泛的流传。(Itisbelievedthat...)最快的交通工具是飞机。(means)Keys:AmajorityofpeopletodayseemtopreferplayingcomputertowatchingTV.Itislikelythathewillnottakepartinthepartyontime.ItisbelievedthatChinesewillbespreadevenmorewidelyintheworld.Thequickestmeansoftravelisbyplane.StepIVHomeworkReviewtheimportantwordsandphraseswehavelearnttoday.TheThirdPeriodLanguagestudyTeachinggoals教课目的1.Abilitygoals能力目标Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,adjectivesandverbs.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan2.Learningabilitygoals学能目标Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.Teachingdifficultpoints教课难点Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教课方法Studyindividually,practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教课过程与方式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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplansimple-fysimplifymodern-ize(-ise)modernizeT:Excellent!Nowlet’sfillinthechartwithyourpartners.Pleaseopenyourbooksandturntopage4andpracticeActivity1inDiscoveringwordsandexpressions.Laterwe’llchecktheanswerswiththewholeclass.StepIIIHomeworkAskthestudentstofinishActivities1-3onpage48intheworkbook.AskthestudentstoprepareforthegrammarabouttheNounClauses.TheFourthPeriodGrammarTeachinggoals教课目的Targetlanguage目口号言重点词汇和短语TheNounClauses,occurto2.Abilitygoals能力目标EnablethestudentstoidentifythedifferenttypesoftheNounClausesandlearntousethem.3.Learningabilitygoals学能目标HelpthestudentslearnhowtousetheNounClauses.Teachingimportantpoints教课重点EnablethestudentstousetheNounClauses.Teachingdifficultpoints教课难点Enablethestudentstodistinguishdifferenttypesofnounclauses.Teachingmethods教课方法Comparingandpractice.Teachingaids教具准备Aprojector,acomputerandablackboard.Teachingprocedures&ways教课过程与方式育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanPracticeActivity2onpage49(Workbook).Prepareforthe“UsingLanguage”partonpages6~9andsurftheInternettofindtherelatedinformation.TheFifthPeriodUsingLanguageTeachinggoals教课目的1.Targetlanguage目口号言重点词汇和短语luggage,tram,apparent,apparently,slip,bakery,ferry,hire,seagull,insert,react,teamupwith,markout,takein,agreat/goodmany重点句式TalkabouttravelingtosomeplacesWherehaveyouvisitedrecently?Whatistheclimatelike?Whatdidyouthinkaboutthepeople?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely!You’reexciting/excellent.Good/Creative/Fantastic/Superjob!2.Abilitygoals能力目标Enablestudentstotalkaboutplacesandlearntowriteanemailorapostcard.3.Learningabilitygoals学能目标Helpstudentslearnhowtotalkaboutplacesandlearntowriteanemailorapostcard.Teachingimportantpoints教课重点Howtotalkaboutplaces.Teachingdifficultpoints教课难点Howtowriteanemailorapostcard.Teachingmethods教课方法Listening,speakinganddiscussion.Teachingaids教具准备Aprojector,acomputerandarecorder.育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanTeachingprocedures&ways教课过程与方式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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|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育人好像春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanForActivity5,letthemdiscussingroupsof4andlaterasksomeofthemtogivetheiropinions.Showthefollowing.1.Thefunctionofcommentsandquestions:·Encourageandstimulateotherstofurtherefforts;·Followupcorrectorincorrectanswers;·Arouseothers’imaginationandcreation;·Motivateotherstosearchoutnewknowledge;·Makethestudentsthinkandh