高中英语 Unit1第4课时 The Fourth Period Integrating skills(Ⅰ)教案 新人教版选修8.doc

英语高二下人教版新课标选修8 unit 1第4课时教案the fourth period integrating skills()teaching goals教学目标1.target language 目标语言a. 重点词汇和短语luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good manyb. 重点句式talk about traveling to some places where have you visited recently?what is the climate like?what did you think about the people?what other interesting things did you see?thats interesting / terrific / marvelous / cool / lovely!youre exciting / excellent.good / creative / fantastic / super job!2. ability goals能力目标enable students to talk about places and learn to write an email or a postcard.3. learning ability goals 学能目标help students learn how to talk about places and learn to write an email or a postcard.teaching important points 教学重点how to talk about places.teaching difficult points教学难点how to write an email or a postcard.teaching methods教学方法listening, speaking and discussion.teaching aids 教具准备a projector, a computer and a recorder.teaching procedures & ways教学过程与方式step revisioncheck the homework.sample answers to activity 2: 1. a clause is called a noun clause when an entire clause takes the place of a noun in another clause or phrase.i know that latin is no longer spoken as a native language.where they are going is unknown.whoever broke the vase will have to pay for it.the toronto fans hope that the blue jays will win again.2. a clause is called an attributive clause when a dependent clause which takes the place of an adjective in another clause or phrase.the books that people read were mainly religious.some firefighters never meet the people whom they save.did i tell you about the author whom i met?they are searching for the one who borrowed the book.then ask them to sum up all the conjunctions used in noun clauses, comparing them with the conjunctions used in attributive clauses and tell the differences between them. fill in the given chart in groups of 4. then check the answers. t: last class we learned the usage of noun clauses. have you finished the exercises about the noun clauses?ss: yes.t: attributive clauses share conjunctions with noun clauses. what are the differences between them? now please fill in the given chart in groups of 4.show the following on the screen.conjunctionsnoun clausesattributive clauseswhoseonly refer to a personrefer to a person or a thingwhomcant be omittedcan be omittedwhichcant be omittedcan be omittedthatcan be omitted in the object clausescan be omittedmeaninglesshave meaningsdont play a role in clausesplay a role in clauseswhatcontaining meanings and functions cant be usedif / whethercontaining meaningsas if / though,becausecontaining meanings; only used in the predicative clauseswho, how, when,where, whycontaining meanings and functions; cant be omittedstep listening and speakinglisteningask the students to listen to a conversation about the georges tour around california. then ask them to practice activities 14 on pages 67. for the first time, ask the students to number the things they talk about. t: today were going to listen to a conversation about the georges tour around california. he is phoning home to talk to his friend christie. what are they talking about? now listen and find out. then number the things you hear on the tape.then ask them to complete the postcard george wrote.t: now listen again and complete the postcard george wrote.check the answers by asking some students to read the completed postcard. ask the students to listen to the tape and discuss the questions in pairs and write some of the things christie says in pairs.check the answers. speakingfor activity 5, let them discuss in groups of 4 and later ask some of them to give their opinions. show the following. 1. the function of comments and questions: encourage and stimulate others to further efforts; follow up correct or incorrect answers; arouse others imagination and creation; motivate others to search out new knowledge; make the students think and help them clarify concepts, thoughts and problems; get them to master an array of techniques for effective questioning in class; have others to express their ideas and views thoroughly; show respect by making sure you understand the listeners words.2. its important to indicate that you are paying attention to others words. its good manners to be polite to others with good education; make your communication smoothly; improve your relationship with each other; show your respect to others opinions and statements; get others to feel happy and comfortable; encourage others to develop their fullest level; ask others to be self-confident to be successful; have others to make the fullest expressions. 1. while you are listening to others, you can ask questions and make comments according different situations.situationsexpressionscomplementingthats interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!youre exciting / excellent.good / creative /fantastic / super job!making repliesyes, not really? uh, huh, hmmm; well.asking for opinionshow do you feel about.?what do you think about / of.?restatementwhat you mean is.in other words.entering a conversationexcuse / pardon me, but.sorry to interrupt / for interrupting, but.introducing andsupporting ideasi think. because.it seems to me. because.recommendationsi think we should. because.giving opinionsi think / feel.making requestswe need you to.can / could you.?i would like you to.accepting andrefusing requestsall right. im sorry / afraid i cant.agreement and disagreementsounds good. / good idea.thats what i think.im sorry / afraid i disagree.showing understandingi see /understand.i see what you mean.step reading ask the students to look at the given photos and read the georges diary on pages 8 quickly. then practice activity 1 and fill in the chart in pairs.t: look at georges photos on page 8. these are things he saw in san francisco. now read the diary he wrote quickly and find out the day he saw these things under the photos. ask the students to check the answers with their partners. show the following on the screen.mon. 12, junetues. 13, junewed. 14, junedropped luggagewent exploringrode on a cable carvisited fishermanswharf.drove around citywent to chinatowntook ferry to angel islandgolden gate bridgefor activity 2, ask students to read the georges diary on page 8 carefully and then answer the questions in pairs. check the answers with the whole class.ask the students to read the diary again by themselves. then discuss in groups of 4 and practice activities 34. a few minutes later, ask some of them to show their work.sample answers:reasons for omitting:1. some unimportant, unnecessary, uninteresting little words like pronouns “we”, “i”, articles “a”, “the”, or prepositions. if omitted, the meaning cant be affected and misunderstood by others.2. just keep the key words without explaining more in details. ask students to rewrite the diary entry. a sample version:on the next day, i teamed up with a couple from my hotel (peter and terri) and hired a car. we spent all day driving around city. theres a great drive marked out for tourists. it has blue and white signs with seagulls on them to show way to go. its a 79km round-trip that takes in all the famous spots. we stopped many times to admire the view and take photographs. now we have really good idea of what the citys like. in the evening, i went to chinatown with peter and terri. chinese immigrants settled in this area in the 1850s. the fronts of the buildings are decorated to look like old buildings in southern china. there are some interesting temples here, and a number of markets and a great many restaurants. also there are art galleries and a museum containing documents, photographs and all sorts of objects about the history of chinese immigration, but its closed in the evening. we will go back during the day. we had a delicious meal and then walked back down the hill to our hotel. step homeworkas