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Unit 1 A land of diversity 教案


Unit 1 A land of diversity
Ⅰ. 单元教学目标 技能目标 Skill Goals ▲Talk about the USA ▲Talk about (going) places ▲Learn the words about the USA ▲Learn how to ask questions and make comments ▲Learn t

he usage of the Noun Clauses ▲Write an introduction to places ▲Study the culture and people of the USA Ⅱ. 目标语言 Talk about (going) places Where have you visited recently? When did people first live there? What is the climate like? 功 能 句 式 Why is it so warm / cold / dry / wet there? What’s the population of...? How many nationalities live there? What did you think about the people? What is the most important festival there? How do they celebrate it? What other interesting things did you see? That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful! You’re exciting / wonderful. Good / Creative /Fantastic / Super job! 1. 四会词汇 Strait distinct Arctic federal rail means percentage majority ministry Catholic

hardship elect Korea

Italy Denmark boom aircraft

Korean Pakistan immigration racial crossing vice nephew

词 汇

pole

applicant

customs

socialist

occur

cattle

indicate luggage

shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert 2.认读词汇 illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz 3.词组 Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for

结 构

Learn to use the Noun Clauses

1. However, it is likely that Native Americans were living in California... P2 重 点 句 子 2. Of the first Spanish to go to..., the majority were... P2 3. That is why... P2 4. Some died or returned home, but... P2 5. Although Chinese immigrants..., it was the building of... P2 6. It is believed that before long... P3 7. Built in 1873... was invented by... P8 8. It’s a... that takes in... P8 9. He was noticed by... and to find... P51 10. He spoke publicly about..., using his fame to help... P51 Ⅲ. 教材分析和教材重组 1. 教材分析 本单元以“地域文化”为主题, 旨在通过单元教学,使学生了解有关美国地理 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;通过 阅读名人传记,研究美国的民族文化,使学生对美国有全方位的认识,掌握有关 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,

并通过相关练习, 提高学生的语言运用能力; 通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;通过学习、探究我 国少数民族地区的多种文化,以及撰写我国某一城市、省份或地区的简介,加深 对祖国地域文化的了解,提高写作能力。 本单元旨在通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,开扩视野,培养他们热爱祖国、热爱大自然、保护名胜古 迹、造福人类的高尚情操。 1.1 Warming Up 要求学生查阅美国地图,讨论有关美国地理方面的知识,为下一 步的学习做好热身准备。 1.2 Pre-reading 要求学生讨论有关加利福尼亚州的几张图片, 了解当地风土人情、 民俗文化。 1.3 Reading 主要介绍了加利福尼亚州人口及民族、 种族构成、 融合、 变迁的历史。 通过学习, 使学生了解加州不仅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。 1.4 Comprehending 要求学生在理解课文的基础上,写出发生在加州的重大历史 事件,并分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因。 1.5 Learning about Language 由 Discovering useful words and expressions 和 Discovering useful structures 两部分组成。并设计了词性转换、用课文中所学习的 重点词汇填空、补全对话等练习。 1.6 Using Language 由 Reading and writing, Listening and speaking 组成,通过对学 生听说读写综合能力培养, 要求学生在了解相关知识的基础上,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区的 相关情况。 1.7 SUMMING UP 要求学生总结本单元所学的词汇、结构、话题等知识和内容。 1.8 LEARNING TIP 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 2.1 Warming Up, 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。 2.2 Reading 课文中的重点词汇和短语及长难句分析的学习,是一节语言点学习

课。 2.3 Learning about Language 中的 Discovering useful words and expressions 的学习。 2.4 Learning about Language 中的 Discovering useful structures, 是有关名词性从句 的用法的讲解与练习,是一节语法课。 2.5 Using Language 中的 Reading and writing, Listening and speaking,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,介绍如何描写一个地方。 (二) 3. 课型设计与课时分配 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period Reading Language points Language study Grammar Using Language Writing

Ⅳ. 分课时教案 The First Period Reading Teaching goals 教学目标 1. Ability goals 能力目标 Enable the students to talk about the history of California. 2. Learning ability goals 学能目标 Enable the students learn how to talk about the history of California. Teaching important points 教学重点 Enable the students learn how to talk about the important events in Californian history. Teaching difficult points 教学难点 Enable the students to explain the reasons why California is such a multicultural community in the 21st century. Teaching methods 教学方法 Skimming, scanning and discussion.

Teaching aids 教具准备 A recorder, a computer, a projector and some pictures. Teaching procedures & ways 教学过程与方式 Step Ⅰ Lead-in Introduce some knowledge about American flag, The White House, The Statue of Liberty to students. Step Ⅱ Warming up Ask the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4. Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.

Oceans East Pacif ic West

Countries

Mountain Ranges East Appalach ian

Lakes Huron, Ontario , Michig an, Erie, Superio

Rivers Mississi ppi

Cities Washingt on, New York, Los Angeles, Chicago,

North South West Mexi co Casca de, Coast, Brook, Alaska ,

Atlant Cana ic da

Rocky

r

Houston, Philadelp hia, Miami, Atlanta, San Francisco

Ask students to complete the passage about what they have learned about America. The USA lies in _________________, bordering both the ________ Ocean and the _______ Ocean, between ________ and ________. There are _____ states in the US. Forty-eight of them are in the single region, while _______ and _______ are not contiguous with any of the other states. Keys: the North American, Atlantic, Pacific, Canada, Mexico, fifty, Alaska, Hawaii Step Ⅲ Pre-reading 1. Ask students if they have a chance to go to the USA, where they prefer to visit, California or Washington DC or other cities and the reason. 2. Show students some beautiful pictures of California.

3. Introduce some knowledge about California to students. It has an area of 411,000 square kilometers. And it is one of the American states of the largest population, with the most developed economy. California is amazing. The pleasant weather, long beach and graceful natural landscape make the tourism prosperous. 4. Show students three pictures on page 2, 3 and ask them to think about “How is each picture relevant to the history of California?”

Native Americans— one of the first people to live in California.

Gold miners — the discovery of gold in California created a gold rush which brought people from all over the world to California.

A building in Chinatown, San Francisco — Many Chinese have settled in California and many of them live in Chinatown in San Francisco. 5. Ask students to finish the quiz about California. 1 California is the ____ largest state in the USA.

A. third

B. second

C. fourth

D. fifth

2 California, a state in the western USA, borders _____. A. the Pacific Ocean B. the Indian Ocean C. the Atlantic Ocean D. the Arctic Ocean

3 _____ is California’s largest and the nation’s second largest city. A. Sacramento C. San Diego B. Los Angeles D. San Francisco

4 California’s official nickname is the ___. A. Sunflower State B. Golden State C. Land of Opportunity D. Evergreen State 5 ____ has the largest population in the USA. A. California B. Alaska C. Washington D. Texas

6 California entered the Union on September 9th 1850, as the ____ state. A. thirtieth Keys: AABBAD Step Ⅳ Reading Skimming In this part, the students will read the text again and try to get the main idea. The text is about the brief _______ of California, which focuses on the settlement of the state. history Careful Reading 1. Ask students to read the text carefully and fill in the blanks. Show the form with blanks on the screen. CALIFORNIA Native Americans ★ They are said to have lived in California for over 1. ______ years, who crossed the Bering Strait by means of a(n) 2. ___________. ★ In the 16th century, many native people were killed or B. thirty-eighth C. thirty-second D. thirty-first

forced into 3. _______ by the 4. __________ and many died from the diseases brought by them.

Spanish

★ The Spanish first arrived in South America in the early 5. _____ century. ★ Most of the first Spanish to go to California were 6. _______ men.

Russians

★ In the early 19th century, Russian 7. _______ began settling in California.

★ Today there are about 25, 000 8. _________________ living in and around San Francisco. Gold miners ★ In 1848, 9. _____ was discovered in California, which attracted people from all over the world. ★ The first to arrive were South Americans and people from the US, followed by adventurers from 10. ________ and Asia. Later arrivals ★ Chinese began to arrive during the 11. __________ Period, and even more came in the 1860s. ★ Italians, mainly 12. _________ but also wine makers, arrived in the late 19th century. ★ In 1911 immigrants from 13. _________ established a town of their own. ★ In the 1920s the film industry boom attracted many Europeans including many 14. ________ people. ★ Japanese 15. ________ began arriving in California in the early 20th century, and a lot more have settled there since the 1980s. ★ Africans have been living in California since the 16. _____,

and more arrived between 1942 and 1945 to work in the 17. _____ and aircraft industries.

Recent arrivals

★ In recent decades, more people have come to California from 18. _____, including Koreans, Cambodians, Vietnamese and Laotians. ★ Since the 1970s, 19. _______ and Pakistanis have been attracted to California by its 20. _________ industry.

Keys: 15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer 2. Ask students to do the True or False exercise. 1 California is the third largest state in USA but has the largest population. 2 In 1848, before the American-Mexican war, gold was discovered in California. 3 The native people suffered greatly after the arrival of Europeans in the 16th century. 4 Over 40% of Californians speak Spanish as a first language. 5 In the 1800s, Russian hunters began settling in California. 6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms. 7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast. 8 By the 1920s, the film industry was well established in California. 9 It is the computer industry since its beginning in 1970s that has attracted Indians and Pakistanis to California. 10 With more immigrants coming to California now and then, it is believed that

before long there will be a even greater mix of nationalities in this state. Keys: TFTTTTFTTT Step V Discussion Ask students to discuss: Why is California such a multicultural community? What problems do you think might arise? Step VI Homework Ask the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives. The Second Period Language points Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 population, means, majority, mix, nationality, by means of, fight against, make a life, keep up 重点句子 Exactly when the first people arrived in what we now know as California, no one really knows. However, it is likely that Native Americans were living in California at least fifteen thousand years ago. That is why today over 40% of Californians speak Spanish as a first or second language. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s. In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians. 2. Ability goals 能力目标 Enable the students to master the language points in the reading part.

3. Learning ability goals 学能目标 Help the students learn the use of the important words and expressions Teaching important points 教学重点 Get the students to master the important words and phrases. Teaching difficult points 教学难点 Get the students to understand the sentences. Teaching methods 教学方法 Study individually, practice in groups. Teaching aids 教具准备 A computer and a recorder. Teaching procedures & ways 教学过程与方式 Step Ⅰwords and phrases 1. California is the third largest state in the USA but has the largest population. population (1) 对人口提问用 what, 不用 how many, how much。 e.g. What’s the population of the city? 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. The population of China is larger than that of America. 中国人口比美国人口多。 80% of the population are farmers. 百分之 80 的人口是农民。 (3) 人口的增加或减少用 grow (increase) 和 fall (decrease); 人口的多少用 large 和 small。 2. Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times. 科学家们认为这些迁居者通过一条史前时代曾经存在的一条大陆桥穿越北 极地区的白令海峡到达美洲。 a. 本句的主句是 Scientists believe,从句是 that 引导的宾语从句。 b. 宾语从句中 which 引导定语从句,修饰先行词___________。land bridge

means

n. 方式, 手段(单复数相同)。

e.g. The quickest means of travel is by plane. Every possible means has been tried, but none has worked. Are there any possible means of getting there? Some means are practical while others are not. ◆ 联想记忆: 1) by no means 决不,一点也不 e.g. She is by no means poor; in fact, she is very rich. 2) by this means (in this way) 用这种方式 e.g. He succeeded by means of hard work. 3) by all means 当然可以, 没问题 e.g. - Can I see it? - By all means. by means of 用……方式

3. Of the first Spanish to go to California, the majority were religious men, … majority n. 大多数 e.g. The majority were / was for the plan. 1) the majority of the people: most of the people 大多数人

2) majority 常与 a /the 连用; most 后接名词或 of + n. e.g. The majority of the people / Most people/ Most of the people are against the idea of building a new factory here. 单独做主语时,若强调整体,谓语动词用单数,强调个体时,谓语动词用复数。 a / the majority of + n. 后可用不可数名词,也可用可数名词复数,谓语动词由后 面的名词决定。 The majority __________ for the budget. was/ were The majority of students ____ hard-working. are The majority of the damage ___ easy to repair. Is 4. Spanish soldiers first arrived in South America in the early 16th century when they fought against the native people and took their land. 16 世纪早期, 西班牙士兵到达南美洲, 这时同土著人作斗争并占领这片土地。 辨析: fight for, fight against & fight with

fight for 为事业, 自由, 真理, 权利等而斗争(战斗) e.g. They are fighting for freedom. 他们正为自由而战。 fight against (可用 with) the enemy “为反对……而斗争”;接人和国家名词, 意思是“与……战斗” fight with sb. 也可表示与某人并肩作战

5. Some died or returned home, but most remained in California to make a life for themselves despite great hardship. 有的人死了,有的人回家了,但是大部分人留在了加利福尼亚,尽管遇到了很 大的困难,也开始了新的生活。 make a life 开始新的生活 e.g. They go to big cities to make a life. 关于 life 的短语: earn / make / get a living 谋生

lead / live a ... life 过着......的生活 6. It is believed that before long the mix of nationalities will be so great that there will be no distinct major racial or cultural groups, … 人们认为很快民族就会大融合在一起, 从而没有了非常明显的主要种族或文化 群体之分。 [分析] a. it is believed that ... 表示“人们认为 ……”,其中 it 是形式主语,真正的主语是 后面的 that 从句。 b. so ... that ... 如此……以至于……,其中 mix vt. / vi. 混合、掺和 (combine … that 引导结果状语从句。

so that they can’t be separated)

mix A with B 1) He mixed red paint with yellow paint to make orange paint. 2) It is better to mix work with pleasure. 3) Oil doesn’t mix with water. ◆ 联想记忆: mixture n. 混合物

mixed adj. 混合的, 复杂的, 男女混合的 e.g. The city is a mixture of ancient and modern buildings. Hearing the news, I had mixed feelings. A mixed society includes people of different classes, tastes, etc. nationality 国籍, 民族 1) — What is your nationality? — I’m Chinese. 2) to take American nationality 加入美国国籍 7. …, which today still keeps up their Danish culture. 阅读下列句子,观察 keep up 在句中的意思。 1) Today the people in the village still keep up their original culture. 沿袭(风俗、传统等) 2) The snowstorm kept up for five days. 保持,持续 3) Those houses are so strongly built that they would keep up even in a violent earthquake. 保住 4) I see you’re getting along well with your English studies. Splendid! You must keep up the good work. 坚持,维持 联想 keep up with 跟上,不落在……后面;了解;保持联系 keep off 挡住; (使)避开 keep on 继续(干) ;坚持(干) They could not keep up with us when we climbed the mountain. 爬山的时候,他们跟不上我们。 She held an old piece of cloth over them both to keep the rain off. 她把一块旧布料披在他们身上挡雨。 You just have to keep on trying. Step II Sentences 1. Exactly when the first people arrived in what we now know as California, no one really knows.

[分析] 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 引导的宾语从句。 no one really knows c. 在宾语从句中, what 引导的从句作介词 in 的宾语。 [考点] exactly 精确地,恰好,完全。可构成 not exactly,表示“一点也不,不完全是”。 2. However, it is likely that Native Americans were living in California at least fifteen thousand years ago. [考点] 此句中的 it 是形式主语, 真正的主语是后面的 that 从句。 另外, what, how, where, who 等也常用作主语从句的引导词。 3. That is why today over 40% of Californians speak Spanish as a first or second language. [考点] why 在此引导表语从句。表语从句也可由 what, where, when 等引导。 4. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s. 虽然中国移民在淘金热时期就开始到来了, 但是更大批量的中国移民却是在 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 引导的让步状语从句, 主句为 it was ... that 强调句, 用来强调主语 the building of ...。如: It was being invited to the party that was a great honor to the family. 被邀请参加聚会是这家人的荣幸。 强调句: It is (was) 被强调部分+that (who) + 句子其他部分。 此结构强调的成分仅 限于主语, 宾语和状语。 原句:My father did the experiment in the lab yesterday evening. 强调主语: It was my father who did the experiment in the lab yesterday evening.

强调宾语: It was the experiment that my father did in the lab yesterday evening. 强调时间: It was yesterday evening that my father did the experiment in the lab. (注意不用 when) 强调地点: It was in the lab that my father did the experiment yesterday evening. 5. In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians. 最近几十年, 加利福尼亚成了更多亚洲人的家, 其中包括韩国人、柬埔寨人、 越南人和老挝人。 这是一个简单句。 句中有 in the past few years, in recent years 等时间状语时, 句 子的谓语动词通常用现在完成时,如: In the past ten years, great changes have taken place in my hometown. 另外, including 是介词, 意为“包括 (于……之 中)”。 Step III Exercises 根据下列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。 1. — What n_________ are you? — I am Chinese. 2. Only a few of them thought highly of the plan. The _______ (大多数) were against it. 3. The Taiwan _______ (海峡) separates Taiwan Island from the mainland. 4. ___________ (移民) in the 1980s was very high. 5. Radio and television are important m____ of communication. 6. The unemployment __________ (百分比) keeps rising. 7. R_____ (种族的) conflicts still exist in many countries. Keys: nationality, majority, Strait, Immigration, means, percentage, Racial, II. 用所给词组的适当形式填空。

make a life fight against

by means of keep up

declare war on settle in be forced into doing

1. He crossed the river ___________ a raft. 2. She hopes to __________ from writing children’s books. 3. I _______________ taking a taxi because the last bus had left. 4. They ______________ the enemy bravely to gain their freedom. 5. We’re a little disorganized after the move, but do come and see us when we’ve __________. 6. Let’s hope the sunny weather ____________________ for Sunday’s football match. 7. Germany ______________ France on 3rd August 1914. Keys: by means of, make a life, was forced into, fought against, settled in, keeps up / will keep up, declared war on 根据括号内的提示将下列句子翻译 成英语。 1. 现在的人,大部分似乎喜欢玩电脑而不喜欢看电视。(a majority of ) 2. 很有可能他不会按时参加晚会。(It is likely that ...)

3. 大家都相信汉语将会在全世界得到更 广泛的传播。(It is believed that ...) 4. 最快的交通工具是飞机。(means) Keys: 1. A majority of people today seem to prefer playing computer to watching TV. 2. It is likely that he will not take part in the party on time. 3. It is believed that Chinese will be spread even more widely in the world. 4. The quickest means of travel is by plane. Step IV Homework Review the important words and phrases we have learnt today. The Third Period Language study Teaching goals 教学目标 1. Ability goals 能力目标 Enable the students to learn about the word transformation between the nouns, adjectives and verbs.

2. Learning ability goals 学能目标 Help the students learn how to know the parts of speech according to the suffixes. Teaching difficult points 教学难点 Get the students to know the word formation by adding suffixes. Teaching methods 教学方法 Study individually, practice in groups. Teaching aids 教具准备 A computer and a recorder. Teaching procedures & ways 教学过程与方式 Step I Suffixation Ask students to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class. T: Today we’re going to learn about suffixes. Do you know what a suffix is? S1: A suffix is a particle, which is added to the end of a root. T: Good. Do you know anything more about it? S2: Generally, suffixes do not change the meaning of the root, but its part of speech. e.g. lead (v.)→leadership (n.) ill (adj.) → illness (n.)

S3: Although each suffix has its own meaning, it can’t be used separately without the root. S4: However, some suffixes add new meanings to the newly formed words. e.g. meaning → meaningless think → thinker

T: Very good! Now who’d like to share your collected suffixes with us? Ss: The following are some of the most commonly used suffixes. 1. Suffixes used as a noun signifier Verb read act train build Adjective Suffix -er -or -ee -ing Noun reader actor trainee building

attend punish invent sick special true 2. Suffixes used as an adjective signifier Noun wind hope adventure hero nation care trouble depend comfort active, imagine Verb

-ance -ment -tion -ness -ist -th

attendance punishment invention sickness specialist truth

Suffix -y -ful -ous -ic (-ical) -al -less -some -ent/-ant -able/-ible

Adjective windy hopeful adventurous heroic national careless troublesome dependent comfortable

-ive/-tive/-ative/-itive attentive, imaginative

second change annoy excite

-ary -able -ing -ed

secondary changeable annoying excited

3. Suffixes used as a verb signifier Adjective Noun Suffix Verb

broad

fright

-en

broaden , frighten

simple

-fy

simplify

modern

-ize (-ise)

modernize

T: Excellent! Now let’s fill in the chart with your partners. Please open your books and turn to page 4 and practice Activity 1 in Discovering words and expressions. Later we’ll check the answers with the whole class. Step III Homework 1. Ask the students to finish Activities 1-3 on page 48 in the workbook. 2. Ask the students to prepare for the grammar about the Noun Clauses. The Fourth Period Grammar Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 The Noun Clauses, occur to 2. Ability goals 能力目标 Enable the students to identify the different types of the Noun Clauses and learn to use them. 3. Learning ability goals 学能目标 Help the students learn how to use the Noun Clauses. Teaching important points 教学重点 Enable the students to use the Noun Clauses. Teaching difficult points 教学难点 Enable the students to distinguish different types of noun clauses. Teaching methods 教学方法 Comparing and practice. Teaching aids 教具准备 A projector, a computer and a blackboard. Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision Check the homework. Step Ⅱ Presentation At first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses. T: Today’s topic is noun clauses. A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions “who(m)?” or “what?”. There are many types of noun clauses. Today we’re going to discuss only noun clauses as objects. Show the following. He knows that noun clauses are difficult. T: OK. Please look at the sentence on the blackboard. There is a that-clause in the sentence. Do you know what clause it is called? Ss: Yes. It is an object clause. T: Right. How do you know this? S: I think the clause is used as the object of the verb “knows”. T: Very good. There are three types of common noun clauses, which I’ll eventually cover. Now I’d like to show you more examples about them. Show the following on the screen. · That-clauses: I believe that you can learn noun clauses well. ·If / whether clauses: The teacher must determine if / whether they are ready to study noun clauses. · Wh-clauses begin with words like who, what, how, whenever, which, etc: First you need to explain what a noun clause is. I know how I can make you learn noun clauses. T: As for punctuation, the clause determines whether it’s a question or statement. How

do you use them correctly? Ss: That clauses are made from statements and are introduced by the word that. If / whether clauses are made from general questions and are introduced by the words if or whether. Wh-clauses are made from special questions and are introduced by the wh- words. T: Quite right. If the clause is used as subject, we call it the subject clause. This kind of clause is also used as the predicative, the appositive or the attributive. Are you clear about that? Step Ⅲ Practice Ask the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss what role these clauses play in the sentences in pairs. For Activity 3, ask them to make sentences containing noun clauses on their own. For Activity 4, complete the dialogue with the given sentences in pairs. At last, check the answers with the whole class. T: In English we often find clauses acting as subject, object, appositive and predicative. Here are some more examples about them. Now please open your books and turn to page 5, let’s look at the underlined noun clauses. Please discuss what role these clauses play in the sentences in pairs. A few minutes later. T: In the sentences, what types of noun clauses are they? Ss: In the first sentence, the underlined part is used as subject. It is the subject clause. In the second sentence, the underlined part is used as predicative. It is the predicative clause. In the third sentence, the underlined part is used as object of the verb “know”. It is the object clause. Go on with the Activities 2-4. Then check the answers with the students. Step IV Homework Ask the students to do the following. 1. Finish Activity 2 on page 49 in the workbook. 2. Sum up all the conjunctions used with noun clauses and compare it with the conjunctions used with attributive clauses. Then tell the differences between them.

Practice Activity 2 on page 49 (Workbook). 3. Prepare for the “Using Language” part on pages 6~9 and surf the Internet to find the related information. The Fifth Period Using Language 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 many b. 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? That’s interesting / terrific / marvelous / cool / lovely! You’re 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 Ⅰ Revision Check 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. Conjunctions Whose Noun Clauses Only refer to a person Attributive Clauses Refer to a person or a thing Whom Can’t be omitted Can be omitted

Which That

Can’t be omitted

Can be omitted

Can be omitted in the Can be omitted object clauses Meaningless Don’t play a role in clauses Have meanings Play a role in clauses

What

Containing meanings and Can’t be used functions

If / whether As if / though, Because

Containing meanings Containing meanings; Only used in the predicative clauses

Who, how, when, where, why

Containing meanings and functions; can’t be omitted

Step Ⅱ Listening and speaking Listening Ask the students to listen to a conversation about the George’s tour around California. Then ask them to practice Activities 1~4 on pages 6~7. For the first time, ask the students to number the things they talk about. T: Today we’re going to listen to a conversation about the George’s 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. Speaking

For 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 listener ’s words. 2. It’s important to indicate that you are paying attention to others’ words. ·It’s 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. 2. While you are listening to others, you can ask questions and make comments according different situations.

Situations Complementing

Expressions That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful! You’re exciting / excellent. Good / Creative /Fantastic / Super job!

Making replies

Yes, not really? Well...

Uh, huh, hmmm;

Asking for opinions

How do you feel about...? What do you think about / of...?

Restatement

What you mean is... In other words...

Entering a conversation

Excuse / Pardon me, but... Sorry to interrupt / for interrupting, but...

Introducing and supporting ideas Recommendations Giving opinions Making requests

I think... because... It seems to me... because... I think we should... because... I think / feel... We need you to... Can / Could you...? I would like you to...

Accepting and refusing requests Agreement and disagreement

All right. I’m sorry / afraid I can’t... Sounds good. / Good idea. That’s what I think. I’m sorry / afraid I disagree.

Showing understanding

I see /understand. I see what you mean.

Step Ⅲ Reading Ask the students to look at the given photos and read the George’s diary on pages 8 quickly. Then practice Activity 1 and fill in the chart in pairs. T: Look at George’s 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, June Dropped luggage Went exploring Rode on a cable car Visited Fisherman’s Wharf. For Activity 2, ask students to read the George’s 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 3~4. 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 can’t 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. There’s a great drive marked out for tourists. It has blue and white signs with seagulls on them to show way to go. It ’s 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 city’s 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 Went to Chinatown Tues. 13, June Drove around city Wed. 14, June Took ferry to Angel Island Golden Gate Bridge

Chinese immigration, but it’s 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 Ⅳ Homework Ask the students to finish Activity 5 on page 9. Show the following on the screen. Description of a place Just as an artist uses paint to create a picture, a writer uses words to create a description... Descriptive writing creates a picture of a person, place, thing or event. A description essay is generally developed through sensory details. Here are some tips about the description. 1. Selecting details: The writer should choose those that help to bring out the dominant characteristic. 2. Catching the features of the place: You should mainly write about the things that make it different from other places. 3. Giving your view points: Places may be described for their own sake, as in essays on visits to famous scenic places. 4. Giving your purpose: You should describe the place for the purpose of revealing the personality and character of a person, or creating a feeling or mood. The Sixth Period Writing Teaching goals 教学目标 1. Ability goals 能力目标 Enable the students to know how to describe a place. 2. Learning ability goals 学能目标 Help the students learn how to write a passage about a place. Teaching procedures & ways 教学过程与方式 Step Ⅰ写作策略 1. 写作要求 1 注意内容真实,表达清晰; 2 注意把握时态,在此类写作中,各种时态可以兼用;

3 要有选择、有重点地去写,既有“面”的描写,又有“点”的突出; 4 安排好合理的顺序。 2. 写作指导 1 如果你描写的地方是名山大川、园林等,那么描写的重点是其形、色、态等自 然风光方面的特点; 2 如果你描写的是名胜古迹或文化气息浓厚的地方, 那么描写的重点应该是历史 古迹、社会价值等方面的特点; 3 如果你描写的是一个城市, 那就要向读者清晰地描述这个地方的地理位置、人 口状况、资源特色等地方特征。 3. 常用表达 1 位置 ... lies near / behind / in front of / by the side of / between / among / ... ... stands at the foot of / on the top of ... Standing on the top of the mountain, ... has seen many changes in this area. 2 人口 ... has a small population of ... ... is a developing country, with a population of 130 million. The population here is increasing year by year. 3 面积 Tian’anmen Square, one of the largest city squares in the world, covers an area of ... Tian’anmen Square, covering an area of ..., is one of the largest city squares in the world. 4 历史 ... has a history of over ... years. Built in the 16th century, the building has witnessed many comings and goings in history.

5. 名胜 In Beijing, there are many places of interest, such as... ... in Beijing is one of the most well-known places of interest in the world. ... is the biggest city in ..., which has many places of interest, among which is ... Step Ⅱ 实战演练 假如你叫李明,应美国笔友 John 的请求,给他发邮件简要介绍北京。信中至少 包括以下要点: (1) 概况:北京,中国首都,位于我国北部, 是一个古老而美丽的城市,古建筑 和现代风格的建筑和谐相映。它是中国政治、经济、文化的中心。 (2) 著名景点:长城、故宫、天安门等。 (3) 文化:京剧,被称为中国国粹。 (4) 特色美食:北京烤鸭。 注意:1. 词数:不少于 120; 2. 可适当增加细节,以使行文连贯。 参考词汇: 中国国粹 quintessence of China 和谐相映 blend harmoniously Step III 参考范文 Dear John, I am glad to tell you something about Beijing. Beijing, the capital of China, is an ancient and beautiful city, which lies in the north part of the country. Various buildings of both ancient and modern styles are harmoniously blended. It is the center of politics, economy as well as culture in China. Beijing has many places of interest, among which are the Great Wall, one of the eight wonders of the world, the Palace Museum and Tian’anmen Square which is one of the largest city squares in the world. Regarding culture, Beijing Opera is regarded as the quintessence of China. You shouldn’t miss it if you come here.

When staying in Beijing, one of the most unforgettable experiences is to taste the famous Beijing Roast Duck. It is very delicious and I enjoy it very much. Welcome to Beijing! Best wishes! Yours, Li Ming Step IV Homework Write a passage to introduce your hometown according to what we have learned today.


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