人教版初中英语教案之一 87页

人教版初中英语必修1精品教案Unit1FriendshipWarmingUp,Pre-readingandReadingReading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3.Teachingprocedures:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?3.WhatdoyouknowabouttheWorldWarII?4.BackgroundintroductionStep2fastreading1.WhoisAnne?Who/WhatwasAnne’sbestfriend?Whenandwheredidthestoryhappen?2.fillintheformbelow.ThetimeofthestoryTheplaceofthestoryTheheroineofthestoryAnne’sbestfriendThelengthoftimetheyhidawayThedateofthediary87\nStep3.CarefulReading1.Answerthefollowingquestions:WhydidAnnemadeherdiaryherbestfriend?WhatisanordinarydiarylikeaccordingtoAnne?Whataboutherdiary?Whywasshesocrazyaboutthingstodowithnature?Whydidshestayawakeonpurposeuntilverylateoneevening?Whydidn’tshedareopenthewindowwhenthemoonwastoobright?Howdoyouunderstandtheexpressions“spellbound”and“heldmeentirelyintheirpowder”?2.Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.Step4Post-reading1.Comprehendingexercises(onpaper)TimeNatureFeelingBeforehidingAfterhiding2.DiscusswhatkindoffeelingsofAnnethefollowingwordsfromtheletterimply.wordsAnne’sfeelingnaturefree,peaceful,relaxedoutdoorsfreecrazyanxious,eager,thirstydidn’tdarescared,frightenedthundering,entirely,powerhelpless,depressed,lonelyStep5.ActivityFourstudentsagrouptodiscussthesituation:Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.Whatwillyoutake?Why?Howwillyouspendthe3months?87\nHowwillyoutreateachotherandmakefriends?Step6.Homework1.Reviewtheimportantwords,phrasesanddifficultsentencesinthetextandmakesentencesusingthewordsgivenbytheteacher.2.FinishEx.1-3onp4.Unit1FriendshipVocabularyandUsefulExpressionsLearningaboutlanguageTeachingaims:1.Todiscoverandlearntousesomewordsandexpressions.2.Toenablestudentstorewritesentencesusingdirectorindirectspeech3.TolearnmoreinformationaboutAnne.4.Tocultivatethespiritofcooperation,self-teachingandself-exploring.Teachingprocedures:Step1Revision1.Reviewsomethingabout“Anne’sbestfriend”byusingsomeTrue-or-Falsesentences1)Afriendwouldlaughatyou.F2)AnnelivedinAmsterdamintheNetherlandsduringWorldWarII.T3)Sheandherfamilyhidawayforoneyearbeforetheywerediscovered.F4)Shekeptadiaryasothersdid.F5)Shewasfondofnature.T6)Shestayedawakeinthenightbecauseshecouldn’tsleepwell.F7)Shecouldn’tgooutassheliked.T2.Collectthesentencesstudentsthinkwonderfulordifficulttounderstand.Samplesentences1)Sheandherfamilyhidawayfornearlytwenty-fivemonthsbeforetheywerediscovered.2)Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.3)Therewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.4)Thedark,rainyevening,thewind,thethunderingcloudsheldmeentirelyintheirpower.5)ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface.Step2Languagepoints1.growcrazyaboutsth.对…狂热,痴迷becrazyabout…eg.Mycousingrowscrazyaboutcomputergames.2.gothrough1).Toexaminecarefully仔细阅读或研究87\nIwentthroughthestudents’paperslastnight.2).Toexperience经历，遭受或忍受Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.3.stayv.tocontinuetobeinaparticularstateorsituatioin系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.Hestayedsingleallhislife.4.make/call+O+Noun(asO.C.)5.hideaway6.discoverColumbusdiscoveredAmericain1492.7.setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdownmyfeelingsonpaper.Otherverbalphrasesof“set”setaside:tokeepsomemoneyortimeforaspecialpurposesetoff:tostarttogosomewhere/tocauseaexplosionsetout:tostartajourney/totalkaboutsomethinginanorganizedwaysetup:tostartanorganization/tobuildsomething8.ourdoors/indoorsDon’tstayindoorssincetheweatherissofine.9.wellTheyspeakwellofhim.Welldone.10onpurposeIcamehereonpurposetoseeyou.11inordertoInordertocatchthetrain,shehurriedthroughherwork.12toomuch/muchtoo13entirelyForhim,thiswillbeanentirelynewhobby.14inone’spower/outofone’spowers15itwasthefirst/secondtimethat…Itisthefirsttimethathehasbeeninthiscity.Itwasthesecondtimethathehadmadethesamemistakes16facetofaceIrushedoutoftheofficeandfoundmyselffacetofacewiththeboss.17.faradv.“过于；…得多”,表示程度，经常与too或形容词、副词的比较级连用。eg.ShespeaksEnglishfarbetterthanI.Thisroomisfartoowarm.cf.very,much,far87\n18.dare1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.Howdarehesaysuchaword!Ifyoudaredothatagain,you’llbepunished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。eg.Iwonderhowhedaretodaysuchwords.19．happentodosth.Itso(just)happenedthat…不能用于进行时态。eg.Ihappenedtobeoutwhenhecame.=ItsohappenedthatIwasoutwhenhecame.Unit1FriendshipListening,SpeakingandWritingStep1AppreciationReadthefollowingpoemcarefullyandwritedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.Step2.Pre-writingHowtomakefriendswithothers?1.ReadaletterfromastudentcalledXiaodong.What’shisproblem?2.Supposeyouwereeditor,pleasewriteyouradvicetoXiaodong.Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.Usefulexpressions:Inmyopinion,youshould…Myadviceis…Ithink/believe…I’mafraidthat…Iadviseyouto…Idon’tthink…Don’tworry…Iagree/Idon’tagree.Ithinkso./Idon’tthinkso.Step3While-writingThisactivityenablesstudentstoexpresstheirfeelingsandtohelpothers．Inotherwords,itgivesstudentsabetterunderstandingofhowtodealwiththiscommonsituation．Thisisasmucharoleplayasawritingactivity,soitisimportantforstudentstodiscusstheirideasfirst．Inthiswaytheycancollecttheirideas,sortthemoutandpreparetowrite．AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.1.Ssmakealistabouttheimportantinformationthattheyneed.2.SsbegintowritethelettertoXiaodong.87\n1.Ssrevisetheirlettersbythemselves.2.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)3.Ssgetbacktheirownwritingpaperandwritetheletteragain.WritingtipsContents(Thelettershouldcontainthefollowingpoints)1.Makeanefforttochangethesituation.2.Starttalkingtopeopleaboutwhatyoubothlike.3.Joininpeople’sdiscussion.4.Showyourinterestintheirtalk.5.Trytomakefriendswithoneortwoclassmates.StructureTopicsentence(yourpointofview)Body(youradvice)Conclusion(yourwishes)Tense:Asitisaletter,SimplePresentTensewillbeappliedtothewriting.Connectors:Illustration(阐述)Ithink,Ibelieve,Isuggest,inmyopinion…Addition（递进）secondly,andthen,besides,inaddition…Contrast（转折）but,however,ontheotherhand…Summary(总结)inshort,inaword,therefore,so…Step4.Post-writingChoosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.Samplewriting:DearXiaodong,Somepeopleliketalkingwithothers,butsomepeopleareshy．Ifyoufallintothesecondgroup,itcanbehardtomakefriends．Butyoucanchangethesituation．Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball．Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon．Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing．Butifyoudon't,youshouldn'tfeelafraidtosay,forexample,”Thatsoundsinteresting,whatisitabout??Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers．Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo．Goodluck!EditorHomework:writethecompositionUnit1Friendship87\nGrammarandUsefulStructures1．TeachingobjectivesLearntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1WarmingupWarmingupbydiscoveringusefulwordsandexpressionsStep2PresentationBoysactonecartoonfigureandsayssomething.Teacherasks“Whatdidhe/shesay?”Girlsacttheothercartoonfigureandanswertheteacher’squestion.Thenboysandgirlsexchange.Theshoesaretoobigforme.Whatdidhesay?HesaidtheshoesweretoobigforhimStep3GrammarThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.一、直接引语变成间接引语，句子结构的变化1.陈述句用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said,也可用told来代替，注意，可以说saidthat,saidtosb.that,toldsb.that，不可直接说toldthatHesaid,“IhavebeentotheGreatWall.”→HesaidtousthathehadbeentotheGreatWall.Hesaid,“I'llgiveyouanexaminationnextMonday.”→HetoldusthathewouldgiveusanexaminationthenextMonday.解题步骤:87\n“Idon’tlikecomputers,”Sarahsaidtoherfriends.SarahsaidtoherfriendsthatIdon’tlikecomputers.shedidn’tSarahsaidtoherfriendsthatshedidn’tlikecomputers..2.一般疑问句间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序Hesaid,“Doyouhaveanydifficultywithpronunciation?”→Heasked(me)whether/ifIhadanydifficultywithmypronunciation.Hesaid,“YouareinterestedinEnglish,aren'tyou?”→HeaskedwhetherIwasinterestedinEnglish.解题步骤:Isiteasytoimprovetheconditionofthesoil?(Theyaskedhim)“Itiseasytoimprovetheconditionofthesoil.”TheyaskedhimifitiseasytoimprovetheconditionofthesoilwasTheyaskedhimifitwaseasytoimprovetheconditionofthesoil.3.特殊疑问句原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb.)来表达，语序改为陈述句语序Hesaidtome，“What'syourname?”→Heaskedmewhatmynamewas.Heaskedus,“Howmanycarfactorieshavebeenbuiltinyourcountry?”→Heaskedushowmanycarfactorieshadbeenbuiltinourcountry.解题步骤：Whendoyouharvestthewheat?(Theyaskedhim)youharvestthewheatTheyaskedhimWhenyouharvestthewheat.HeharvestedTheyaskedhimwhenheharvestedthewheat.4.选择疑问句用whether…or…表达，而不用if…or…，也不用either…or…Heasked,“DoyouspeakEnglishorFrench?”→HeaskedmewhetherIspokeEnglishorFrench.Iasked,“Willyoutakebusortaketrain?”→Iaskedhimwhetherhewouldtakebusortaketrain.二、在直接引语变为间接引语时需要注意的变化1.注意时态的变化DirectindirectPresentpastPastpastandpastperfectPresentperfectpastperfectPastperfectpastperfect2.注意人称变化。3.注意指示代词的变化this,these(that,those)4.注意时间的变化 now,today,thisweek,yesterday,lastweek,fourdaysago,the87\ndaybeforeyesterday,tomorrow,nextmonth(then,thatday,thatweek,thedaybefore,theweekbefore,fourdaysbefore,twodaysbefore,thenextday,thenextmonth)5.注意地点的变化 here( there)6.注意个别趋向动词的变化 come,bring(go,take)三、谓语动词时态变化需要注意几点：1.直接引语表述的是客观真理，变为间接引语时，时态不变Thegeographyteachersaid,“Thesunrisesintheeastandsetsinthewest.”Thegeographyteachertoldusthatthesunrisesintheeastandsetsinthewest.2.如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变Thechildrensaid,“Welovethisgame.”Theytoldusthattheylovethatgame.3.主句谓语动词的时态是现在时态，在引述时，时态不变。Shesays,“I’llneverforgetthedaysinthecountry.”Shesaysthatshe’llneverforgetthedaysinthecountry.从句时态无须改变的还有以下情况:1.当主句的谓语动词是将来时的时候2.当直接引语部分带有具体的过去时间状语时3.当直接引语中有以when,while引导的从句，表示过去的时间时4.当引语是谚语、格言时5.当直接引语中有情态动词should,would,could,hadbetter,wouldrather,might,must,oughtto,usedto,need时Step4PracticeForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.ForEx2,askthestudentstodoitbythemselves,thencheck.Exercises:1.Hesaid,“ImafraidIcan’tfinishthiswork.”2.Hesaid,“Ihaven’theardfromhimsinceMay.”3.Tomsaid“Iwillseeyounextweek.”4.“Whywereyoulateagain?”Theteachersaidtome.5.“Idon’tlikeswimming,”saidSarah.6.HisfriendsaskedhimifhewouldgotoDalian.7.“HaveyoubeentoParis?”Myclassmateaskedme.高考链接1.Readerscan________quitewellwithoutknowingtheexactmeaningofeachword.A.getoverB.getinC.getalongD.getthrough2.It’shardformetoimaginewhatIwouldbedoingtodayifI______inlove,attheageofseven,withtheMelindaCoxLibraryinmyhometown.A.wouldn’thavefallenB.hadnotfallen87\nC.shouldfallD.weretofall3.Fatherwenttohisdoctorfor_______abouthishearttrouble.A.anadviceB.adviceC.advicesD.theadvices4.Iwonderhowhe____thattotheteacher.A.daretosayB.daresayingC.notdaresayD.daredsayStep6CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.Unit2EnglisharoundtheWorldTeachingaimsanddemands:1.Topic:Englishlanguageanditsdevelopment;differentkindsofEnglish2.Vocabulary:include,role,international,native,elevator,flat,apartment,rubber,petrol,gad,modern,however,culture,actually,present(adj.),rule(v.),vocabulary,usage,government,rapidly,candy,lorry,command,polite,request,boss,standard,Midwestern,southern,eastern,southeastern,northwestern,Spanish,recognize,accent,lightning,direction,ma’ma,block3.Usefulexpressions:playarolein,becauseof,comeup,suchas,giveacommand,playapart4.Function:languagedifficultiesincommunicationPardon?Ibegyourpardon?Idon’tunderstand.Couldyousaythatagain,please?Sorry,Ican’tfollowyou.Couldyourepeatthat,please?Canyouspeakmoreslowly,please?5.Grammar:imperativesentencesanditsindirectspeechOpenthedoor.Pleaseopenthedoor.87\nWouldyoupleaseopenthedoor?Hetoldmetoopenthedoor.WarmingupTeachingAim:1.SswillbeabletoknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.2.Sswillbeabletomastersomeusagesofthewordsandphrases.Teachingprocedures:Step1Lead-in(StartwithafreechatwithSsaboutlearningEnglish.)T:HowmanyyearshaveyoulearntEnglish?Howmanylanguagesdowespeak?WhatdoyoufinddifficultinlearningEnglish?(Ssmayhavedifferentideas,buttheymayconsidervocabularyastheirmostdifficultone.)DoyouthinkitnecessaryforusSstomastersuchaforeignlanguage?(---Withthedevelopmentofglobalization,Englishhasbecomeaninternationaltoolforpeopletocommunicatewitheachother.Andwearethefutureofourhomeland,soit’sourdutytoprosperourcountry;therefore,tomasteraforeignlanguagebecomesanecessity.)InwhichcountriesisEnglishusedasthenativelanguage?DoyouthinktheEnglishesspokenallaroundtheworldareallthesame?EnjoyBBCandVOAStep2discussionActivity1.SsdiscussingroupsaboutthedifferencesbetweenBritishEnglishandAmericanEnglish,andgivesomeexamples.Activity2.SsguesswhichofthefollowingwordsisBritishEnglishandwhichisAmericanEnglish:apartment/flatbathroom/toiletcan/tincandy/sweetcheck/banknote(cheque)elevator/liftfall/autumngame/matchline/queuepenal/penfriendmad/angrymail/post87\nmom/mummovie(film)/filmpants/trousersrepair/mendsick/illcookie/biscuitcrazy/maddrugstore/chemist’sgas/petrolStep3warmingupT:Nowlet’senjoyadialoguebetweentwoforeigners.T:Whichlanguagedotheyspeak?Whydotheymisunderstandeachother?(ThereexistdifferencesbetweenEnglishes.ThedifferentEnglishesmakeuptheworldEnglishes.)Step4discussion1.DoweneedtolearnbothBritishandAmericanEnglish?2.WhatkindofEnglishwouldyouliketolearn?3.Why?Step5appreciationAppreciatethedialoguebetweenBushandBlairStep6Homework1.Previewreading2.Englishweekly3.p11ex1,2.ReadingTeachingaim:a)SswillbeabletoknowthedevelopmentofEnglishandfeeltherolethatcultureplaysinthechangeoflanguage.b)Comprehendthewholepassagec)Sswillbeabletoknowhowtogetthekeysentenceofaparagraph.Teachingprocedures:Step1leadinAskstudentsseveralquestionsintheformofbrainstorming.1.DoyouknowthecountrieswherepeoplespeakEnglish?Listthemonapieceofpaper.87\n2.WhatarethetwomaingroupsofEnglish?3.DoyouknowthedifferencesbetweenBritishEnglishandAmericanEnglish?4．DoyouknowthehistoryofEnglish?Step2fastreadingEnglishisnotonlydifferentfromcountrytocountry,butalsodifferentfromwhatitwasbefore.Readthetitle“theroadtomodernEnglish”andpredict(预测)whatthepassageismainlyabout?T:Scanthetexttofindormakeoutakeysentenceforeachparagraph.Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3-4:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph5:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.Step3.IntensivereadingT:Let’senjoythewholepassageparagraphbyparagraphagain.PayspecialattentiontothefollowingQs:HowdidoldEnglishdevelopintomodernEnglish?WhydoesEnglishchangealltheway?WhatotherEnglishesdevelopedfromtheoldEnglish?(1).GivethethreemajorperiodsofthedevelopmentofEnglish.theendofthe16thcentury--------thenextcentury------------todayWhopromotedthespreadofEnglish?People.Whentheymoved,theycarriedEnglishtodifferentplaces.(2)T:AlthoughtheyspeakEnglish,yetsometimestheycannotunderstandeachotherwell,why?---------BecausethereexistdifferencesbetweendifferentEnglishes,notonlyinvocabulary,butalsoinpronunciationandspelling.(hot/mum/honour/honor/neighbour/neighor…..)(3)T:Howdothesedifferencescomeabout?(WhydoesEnglishchangeovertime?)87\n---------Becauseofculturalcommunication.Asksstofindoutthecharacteristicsofeachtimeaccordingtothetimeaxis.AD450-1150:German1150-1500:lesslikeGerman;morelikeFrenchInthe1600’s:Shakespeare’sEnglishThetimeADELwaswritten:AmericanEnglishLater:AustralianEnglish(4)T:BesidesthecountrieswhereEnglishisusedasanativelanguage,whereelseisEnglishusedasaforeignlanguage?----------SouthAsia,India,SouthAfrica,Singapore,MalaysiaandChina.Activity1.fillinthechartAD450--1150Englishwasbasedon___________________EnglishwasmorelikeFrench.Attheendofthe16thcenturyHowmanypeoplespeakEnglish?_____________________Shakespearemadeuseofawidervocabulary.___________AmericanEnglishgaineditsownidentity.Later__________Englishhaditsidentity.Activity2. Answerthefollowingquestions(1)Whatistheclueofthepassage?(2)WhydoesIndiahaveaverynumberofEnglishspeakers?(3)WhendidpeoplefromEnglandbegintomovetootherpartsoftheworld?Activity3:Choosethecorrectanswers.Step4Post-ReadingT:FromthepassagewecanseeEnglishiswidelyacceptedasanative,secondorthirdlanguage.NowonderthenumberofpeoplelearningEnglishinChinaisincreasingrapidly.WillChineseEnglishbecomeoneoftheworldEnglishes?----------“Onlytimewilltell”.T:Howdoyouunderstandthissentence?----------Itmeansthatsomethingcanonlybeknowninthefuture.T:WhatcanyouinferfromthissentenceaboutthedevelopmentofEnglishinChina?87\n---------ItindicatesthatitremainstobeseenjusthowmuchtheChineseculturewillinfluencetheEnglishlanguageinthepresentcountry.Step5.Languagefocus:1)evenif=eventhough:inspiteofthefact;nomatterwhether:Helikestohelpusevenifheisverybusy.2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.4)bebasedon…:5)makeuseof:usesth.available6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.Step6DiscussionWorkingroups.Discussthequestionandthenasktwogroupstoreporttheiranswerstotheclass.1.WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishin87\nordertoavoidmisunderstandingwhilecommunicating.(Allpersuasivereasonscanbeaccepted.)Step7Homework1.Readthepassageasfluentlyasyoucan.2.Findoutsomewordsandsentencesyouthinkarebeautifulandrecitethem.3.p11.ex2.3.4Unit2EnglisharoundtheworldVocabularyandUsefulExpressionsWarmingup1.TheyarecalledworldEnglishesandtheyincludeCanadian,British,American,AustralianandIndian.include:v.包括，包含e.g.Thepriceincludesservice.这个价钱包括服务费。【发散思维】includingprep.包括e.g.Ihavetopreparefoodforsixpeople,includingme/meincluded.我必须准备包括我在内6个人的餐点。【趁热打铁】Whentheaccidentshappened,therewere100peopleonthebus,________A.includeateacherB.includingateacher87\nC.includedateacherD.ateacherincluded1.WorldEnglishescomefromthosecountrieswhereEnglishplaysanimportantroleasafirstorsecondlanguage,eitherbecauseofforeignruleorbecauseofitsspecialroleasaninternationallanguage.I.whereEnglishplaysanimportantroleasafirstorsecondlanguage是where引导的定语从句，修饰countries。e.g.ThisisthehousewhereIlivedtenyearsago.这是我十年前住过的房子。II.playarole:toact,taketheactor’spartinaplay扮演角色e.g.TheU.N.playsanimportantroleininternationalrelations.联合国在国际关系方面扮演着重要的角色。playapart:tobeinvolvedinanactivity参加某活动;也可以表示“扮演角色”。e.g.Sheplayedanactivepartinthelocalcommunity.她积极参与地方活动。（相当于takeanactivepartin）Sheplayedanimportantrole/amajorpartinwinningthematch.她对这场比赛的胜利起了重要作用。III．becauseofprep.byreasonof(sb/sth)；onaccountof87\n因为…，后接名词或代词。e.g.Hedidn’tattendthemeetingbecauseofthebadweather.他由于天气不好而没有参加这个会议。【同义词辨析】because:forthereasonthat因为。because是连词，引导原因状语从句。becauseof：是介词，后接名词或代词。【趁热打铁】Theycamehere___________.A.becauseusB.becauseofusC.becauseofweD.becauseweIV.internationaladj.国际的；世界的e.g.Theysignedaninternationalagreementonnuclearwaste.他们签定了关于核废料的国际协议。V.native1）adj.本国的；本土的nativecustoms当地风俗HisnativelanguageisGerman.他的母语是德语。PotatoisnativetoAmerica.马铃薯是美洲产的。ManyforeignershavegonenativeinChina.许多外国人在中国已入乡随俗。2）n.[C]本国人；本地人；土著人anativeofLondon(Wales/India/Kenya)伦敦人（威尔士人/印度人/肯尼亚人）Reading1.Wouldyoupleasecomeuptomyflatforavisit?请到我的公寓来坐坐，好吗？comeup：1）ifsomeonecomesuptoyou,theycomeclosetoyou,especiallyinordertospeaktoyou.走过来，走近e.g.Oneoftheteacherscameupandstartedtalkingtome.一位老师走过来，开始和我谈起话来。87\nAmancameuptohimandaskedforhelp.一个人走到他前面，向他寻求帮助。Whydon’tyoucomeuptoNewYorkfortheweekend?为何不去纽约过周末呢？2）ifasubjectcomesup,peoplementionitanddiscussit.(话题议题)被提出e.g.Hisnamecameupintheconversation.Thesubjectofsalariesdidn’tcomeup.他的名字在谈话中被提起。没有提薪水。1.SowhyhasEnglishchangedovertime?那么英语在一段时间里为什么会起变化呢？over:throughout(aperiod);during贯穿（一时间段）。e.g.Overtheyearshehasbecomemorepatient.这几天他越来越有耐心。【趁热打铁】Shehasbeenillinbed_____thepastweek.A.atB.onC.overD.above[答案：C]【点击高考】Theyhadapleasantchat______acupofcoffee.[NMET2003年，北京，33]A.forB.withC.duringD.over[答案：Dover在…时。他们在喝咖啡时进行了一次愉快的谈话。]2.Alllanguageschangewhenculturescommunicatewithoneanother.当不同文化互相沟通时，所有的语言都会发生变化。culture:thebeliefs,wayoflife,art,andcustomsthataresharedandacceptedbypeopleinaparticularsociety.文化e.g.Inourculture,itisrudetoasksomeonehowmuchtheyearn.在我们的文化中，问他人挣多少钱是不礼貌的。Iloveworkingabroadandmeetingpeoplefromdifferentcultures.87\n我喜欢在国外工作，这样可以接触到不同文化的人。1.Actually,itwasbasedmoreonGermanthanpresentdayEnglish.实际上，当时的英语更多的是以德语为基础的，而现代英语不是。I.actuallyinfact;asamatteroffact事实上e.g.Actually,heistellingalie.事实上，他在撒谎。II.base:tousesthasgrounds,evidence,etcforsthelse,常用于basesthonsth结构以及其被动结构中，表示以某事物为另一事物的根据，证据等。e.g.Hebasedhishopesonthegoodnewswehadyesterday.他把希望寄托在我们昨天得到的好消息上。III.present:adj.1）thepresentdayalsothepresentinthetimenow,ormoderntimes现在的，目前的，当前的Thecustomhascontinuedfromthe5thcenturytothepresentday.这风俗习惯从5世纪流传到目前。2）inaparticularplace。出席的，在场的，与absent相对。常用于bepresentat/inAlotofstudentswerepresentatthemeeting.很多学生出席那个会议。(3)tobefeltstronglyorrememberedforalongtime.（事物等）留存（在心中）Thememoryofherbrother’sdeathisstillpresentin/tohermind.她弟弟的去世仍然记在她的心中。2.ItbecamelesslikeGerman,andmorelikeFrenchbecausethosewhoruledEnglandatthattimespokeFrench.它不那么像德语，而更像法语了，因为那时英国的统治者讲法语。.rule:tohavetheofficialpowertocontrolacountryandthepeoplewholivethere.统治（国家，国民）QueenVictoriaruledEnglandfor64years.维多利亚女王统治英国64年。3.Itbecameclosetothelanguageyouarelearningnow.它变得更接近你们正在学习的这种语言。closeto:靠近，接近Ourhouseisclosetothebusstop.我们的房子离公共汽车站很近。4.Inthe1600’s,Shakespearemadeuseofawidervocabularythaneverbefore.莎士比亚用的词汇量比以前任何时期都大。87\nI.inthe1600’s:在17世纪。也可以写作：inthe1600s.Inthe1980’sgreatchangestookplaceinChina.在二十世纪八十年代，中国发生了巨大的变化。【趁热打铁】1）Throughheis________(60多岁),heisstilllearningEnglish.2）HecametoChina________（在二十世纪60年代）。[答案：1)inhissixties;2)inthe1960’s]II.makeuseof:touse利用，使用Studentsshouldmakefulluseoftheirtime.学生应该充分利用时间。III.vocabularyallthewordsthatsomeoneknowsoruses.词汇Readingisoneofthebestwaysofimprovingyourvocabulary.阅读是提高你的词汇量的最好的方法之一。IV.thaneverbefore：比以前…HeisstudyingEnglishharderthanever(before).OnebigchangeinEnglishusagehappenedwhenNoahWebsterwrotetheAmericanDictionaryoftheEnglishLanguage,givingAmericanEnglishitsownidentity.英语用法发生了大变化，那就是诺厄·韦伯斯特编撰《美国英语辞典》的那个时期，这本辞典体现了美国英语的特色。identity:n.本人，身份；相同，一致；个性e.g.Whydidsheneedtoconcealheridentity?她为什么需要隐藏她的身份呢？1.EnglishisalsospokeninmanyothercountriesinAfricaandAsia,suchasSouthAfrica,SingaporeandMalaysia.在非洲和亚洲许多其他国家，比如：南非，新加坡，马来西亚等国人们也说英语。suchas:usedwhengivinganexampleofsomethinge.g.CartooncharacterssuchasMickeyMouseandSnoopyarestillpopular.像米老鼠和唐老鸭一样的动画人物仍然很受欢迎。2.TodaythenumberofpeoplelearningEnglishinChinaisincreasingrapidly.目前在中国学习英语的人数正在迅速增长。LearningEnglishinChina:在句子中作people的定语。87\ne.g.Therearealotofparentswaitingfortheirchildrenatthegateofourschool.有许多家长在我们学校门口等着孩子。【点击高考】Thepicture_______onthewallispaintedbymynephew.[NMET2000年春，北京]A.havinghungB.hangingC.hangsD.beinghung[答案：Bhang在该句中是不及物动词，现在分词hanging作picture的定语，表示一种状态。]Unit2EnglisharoundtheWorldUsinglanguageTeachingAim:Sswillbeabletoknowthattherearealotofdifferentdialectsinthesamelanguage.TeachingproceduresStep1WarmingupEnjoyaclipoffilm.T:Whatdoyouthinkofthefilm?Whenwatchingthefilm,canyouunderstanditwell?S:….T:Whatmadeitdifficultforyoutofullyunderstandthefilm?S:Thedifferentlanguagesspokeninthefilm.T:Howmanylocallanguagesdidyouhearinthisfilm?S:Sichuanhua,GuangtongneseandPutonghua.87\nT:InChina,differentareashavetheirdifferentdialects.Canyoutellmesomeofthem?T:Andpeopleindifferentcitiesspeakdifferentdialects.Canpeoplefromdifferentcitiesrecognizeeachother’sdialects?S:Sometimespeoplehavesomedifficultyinrecognizingeachother’sdialects.T:Howtosolvethisproblem?IstherestandardChineseinChina?Whatisit?PutonghuaisregardedasstandardChinese.Althoughindailylife,localpeoplespeaktheirowndialects,insomeoccasions,theywillhavetousePutonghuatocommunicatewithpeoplefromotherareas.(Givemorehintstohelpthestudents.)T:Whatkindoflanguageisusedinourclassnow?S:English.T:Englishisanotherkindoflanguage.Whatyousaidisofcourseright,whilewhatIsaidisalsonotwrong.Why?BecausewhatyousaidisBritishEnglishwhilewhatIsaidisAmericanEnglish.AreBritishEnglishandAmericanEnglishthesame?No,therearesomedifferencesbetweenBritishEnglishandAmericanEnglish.Thenwhatarethedifferences?Doyouknow?NowI’lltellyou.BritishEnglishandAmericanEnglisharedifferentinpronunciation,inspellingandinwordsandexpressions.Infact,ineachEnglish-speakingcountry,Englishhasitsownidentity.Eveninthesamecountry,peopleindifferentareasspeakalittledifferentdialects.ThenforpeoplewholearnEnglishasasecondlanguage,whatkindofEnglishshouldtheylearn?AmericanEnglish,BritishEnglish,AustralianEnglishorCanadianEnglish?IstherestandardEnglish?Today,we’regoingtolearnapassageaboutstandardEnglishanddialects.Step2SkimmingT:Readthepassagequicklyandfindoutthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasstandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.87\nStep3ScanningT:Readthetextagaintolocateparticularinformation.1.DoyouknowwhatstandardEnglishisfromthetext?ManypeoplebelievetheEnglishspokenonTVandtheradiosisstandardEnglish.(iewhatisheardontheBBC)Butbelieveitornot,infactthereisnostandardEnglish.²believeitornot信不信由你e.gBelieveitornot,Johncheatedintheexams.Believeitornot,theexaminationtomorrowiscancelled.2.Whatisadialect?Whenpeopleusewordsandexpressionsdifferentfrom“standardlanguage”,itiscalledadialect.3.WhydoesAmericanEnglishhavesomanydialects?1)Peoplehavecomefromallovertheworld.2)Geographyalsoplaysapartinmakingdialects.²Playapart/arole(in)在……中担任角色；在……中起作用e.gHewillplaythepartofthedoctorinmylatestfilm.TheUNplaysanimportantpartininternationalrelations.Step4Post-readingT:Fromthepassage,weknowtheUSisalargecountryinwhichmanydifferentdialectsarespoken.Thendoyouthinkpeoplefromdifferentareascanunderstandeachother?Why?Differentdialectsarejustlikebranchesofatree.Englishisjustlikethetrunkofatree.Branchescan’tlivewithouttrunk.SopeoplefromdifferentareasinAmericacanunderstandeachother.87\nStep5SummaryT:Languageisrichandchanging.Asalearner,weshouldknowaboutitasmuchaspossible,keepupwithitsdevelopmentandenjoyitsbeauty.Step6Homework1.DotheexercisesinENGLISHWEEKLY2.Keepaneyeondialectsinourlife.Listening1.ListenforthefirsttimeT:Next,let’senjoyoneofthemostrepresentativedialectsinAmerica---Southerndialect.(Justlistentotheboy’stalkinginListeningpartonP14)T:Canyouunderstandwhattheboyistalkingabout?Whatdoyouthinkofitspronunciationandintonation?S:It’sdifficult./Thewayofspeakingsoundsstrange------T:Itdoesn’tmatter.It’sreallydifficultfornon-nativespeakerstounderstandtheEnglishdialects.Luckily,wehaveanotherspeakerwhointerpretsthedialectintosimpleandstandardEnglish.Sopleaselistentoitandgraspthegeneralidea.Andansweronequestion:Whoisthesecondspeaker?S:Sheistheboy’steacherJane.T:Verygood.2.ListenagainandanswerthesixquestionsT:Ok,nowpleaselistentowhattheboyistalkingaboutandtrytofindtheanswerstothefollowingquestions.(StudentsmaybeallowedtolookatthescriptofdialectonP14;theyshouldlaymoreemphasisontheJane’stalking)T:Couldyoufindtheanswerstothesixquestions?Ss:Yes.T:Good.WhatdoesBufordthinkofTexas?Howdoyouknowit?87\n_________________________________________________________________T:Howlargewasthecatfish?_________________________________________________________________T:WhydidLestergetoutofthewaterfastaslightning?_________________________________________________________________T:WhydidBufordandBigBillyBoblaugh?_________________________________________________________________T:CanyouanswerQuestion5?_________________________________________________________________T:Welldone!Bufordsays“Hey,y’all”togreetyou.Whatdoesthesecondspeakersaytogreetyou?_________________________________________________________________3.Listenforthethirdtime,identifythewordsindialectandfindouttheirstandardEnglishequivalents.T:You’vedoneagoodjob.I’msureyouhaveunderstoodthemainideaofthestory.Itcontainsalotofwordsindialect.Pleaseturntopage14,listenagainandpleasetrytoidentifythemandfindouttheirstandardEnglishequivalentsaccordingtothethirdlisteningandyourunderstanding.Thenfinishthetable.(Playthetapeforthethirdtimewiththehelpofthescripoftheboy’talkingonp14)WordsindialectStandardEnglishy’allain’twhole’notheryastory’boutswimmin’jumpin’feelin’87\ncatfish’boutAlrightthinkin’goin’sure’noughShouldaOuttaLISTENINGTEXTHello,everyone,IamBuford’steacher,Jane,fromBritain.Perhapsyoudidn’tquiteunderstandeverythingBufordsaid.HesaidthathelivesinHouston,acityinTexas.Hewantseveryonetoknowthathedoesn’tbelieveTexasisastateintheUSAbutadifferentcountry.Bufordsaysthathewouldliketotellyouastoryabouthimwhenwasasmallchild.Onehotsummer’sdayhewasswimmingwithBigBillyBobandLester.Theywerejumpingintothewater,whichfeltgood.Thenhesaysthattheysawacatfishalmostthesizeofahousebut,headds,thatthecatfishwasreallysmaller.BufordsaysthatLesterthoughthewasgoingtobeeatenbythecatfish.Hesays,goodness,youshouldhaveseenLester!HesaysthatLestergotoutofthewaterfasterthanlightingandclimbedupatree.BufordandBigBillyBobjustlaughedalot.Tothisday,hesays,Lesterwon’tvisitthatplace.Unit2EnglisharoundtheWorldGrammarandUsefulStructure1．TeachingaimsSswillbeabletousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.87\n5.TeachingproceduresStep1.Discoveringusefulwordsandexpressions1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.2.Revisethephrasesbedifferentfrom,payarole(part)in,becauseof,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,Step2.DirectandIndirectSpeechRevisethegrammarofunit1Pleasechangethedirectspeechintoindirectspeech1.Hesaid,“I’mgoingtoBeijingtomorrow.2.“Whatalovelygirl!”theysaid.3.Heasked,“Areyouateacher?”4.“ThisisthecraziestthingIhaveheardofsofar,”shethought.5.MrWangsaid,“IwasborninChinainSeptember,1972.”6.Shesaid,“TheyhadleftwhenIarrivedthere.”7.Shesays,“LiuFangisgoodatEnglish.”8.Hesaid,“Theplanetakesoffat6:30am.”9.Hesaid,“Wherethereisawill,theisaway.”10.“Howmuchdoyouthinkitwillcost?”hesaid.Step3DiscoveringusefulstructuresⅠ.RequestandcommandOpenyourbooks-------------commandPleaseopenyourbooks.------request(polite)Canyouopenyourbooksplease?--------request(polite)Could/wouldyoupleaseopenyoubooks?--------request(polite)1.Makeclearthedifferencebetweencommandsandrequestsandfinishthefollowingexercises:1）Goandcollectthewoodrightnow.2）Couldyougoandgettheshoppingbags,please?87\n1）Shutthedooratonce.2）Goandgetmycoat.3）Wouldyoupleasegetthatbookforme?2.SummarycommandsrequestsClosethedoor!Please………..Getmesomethingtoeat!Wouldyouplease…….Speaklouder……….Couldyouplease……3.Changethecommandsintorequests.Closethedoor!Speaklouder!Keepsilent!GetmesomethingtodrinkⅡ.ChangeacommandintoanIndirectSpeech.toldsb(not)todosth“Openthewindow,”theteachersaidtothestudents.---------Theteachertoldthestudentstoopenthewindow.“Don’topenthewindow,”theteachersaidtothestudents.----------Theteachertoldthestudentsnottoopenthewindow.Ⅲ.ChangearequestintoanIndirectSpeechask(ed)sb(not)todosth“Openthewindow,please,”theteachersaidtothestudents.--------Theteacheraskedthestudentstoopenthewindow.“Don’topenthewindow,please,”theteachersaidtothestudents--------Theteacheraskedthestudentsnottoopenthewindow.特别提醒1.祈使句变为间接引语，主要使用动词不定式。2.谓语动词要做一定变化。•表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用advise。Step4Practice1.“Shutup,”shesaidtohim.2.“Speaklouder,please,”hesaidtoher.“Canyouspeaklouder?”heaskedher87\n3.“Trythelift,”shesaidtoher.4.“Don’twaitforme,”hesaidtothem.5.“Stopwastingthetime,”shesaidtohim.6.“Canyoutellmeastory?”thegirlaskedherfather.7.“Followhisinstructions,’shesaidtome.8.“Pleasecouldyoucometothereceptiondesk?”sheaskedhim.9.“Changeyourdirtyuniform!”hesaidtotheclerk.10.“Canyoulendmefiveyuan?”heaskedme.11.TheEnglishteachersaidtous,“Don’tspeakChinese,speakEnglish.”12.Shesaidtohim,“Don’tplayatrickonmeagain.”Step5Groupwork1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.Youmayfollowthesesteps.1)Chooseonewhoistogivethefirstcommand.2)Askanotherpersoninyourgrouptotellsomebodywhatyousaid.3)Thethirdpersonwillchangetherequestorcommandfromdirectintoindirectspeech.4)Changerolesothateachpersongetsthechancetogivecommandsandturnthemintoindirectspeech.Example:T:Pleasedon’ttalkinclass.S1:Whatdidourteachertellus?/Whatdidourteachersay?S2:Hetold/askedusnottotalkinclass./Shesaidnottotalkinclass.Step6Homework1.作业本AUnit3TraveljournalWarming-upTeachingaims1.Sswillbeabletolearnthingsrelatedtotravel,e.g.theplacethefaresandtransport,etc.Teachingimportantpoints1.Totalkabouttravel.Emotiongoals:87\nTherearesomanybeautifulplacesinChinaandthewholeworld.Weshouldloveourcountry,lovethewholeworldandlovenature.TeachingaidsacomputerTeachingprocedures:Step1WarmingupShowthephotosofsomebeautifulplacesvisitedbymyson,asksstoguesswheretheyare.ShowthephotosofsomebeautifulplacesonthePowerPoint.（TheGreatWall;YuanmingYuan;BudalaPalace;Venice;TheLibertyStatueinNewYork,America;Fujiyama.）Askstudentswhethertheyknowwheretheyare.T:Doyouliketraveling?T:Whydoyouliketraveling?Enjoybeautifulscenery;Increaseourknowledge;Makefriends;Begoodtohealth…T:Howwillyoupreparefortraveling?(includingthetime,theplace,themeans,thecost,thethingsyou’lltakealong,…oftraveling)1.time:theSpringFestival;NationalDay;MayDay;weekend;summer(winter)vacation…2.destination:Enjoysomebeautifulpicturesoffamousplaceswiththewholeclass:3.Whattodo:Rockclimbing;rafting;bengee;skiing;hiking4.travelcost:talkwiththeSsquickly.5.thingstotake:IDcards(身份证)passports;money(cash);abookofmaps;等。6.meansoftransportation:onfoot;bybike;bybus;bycar;byplane/byair;byboat/byship/byseaWhatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?Talkaboutadvantagesanddisadvantages.7.backgroundinformation:history;customs;culture;language;religion;politics;weather;…8.Pointsforattention:Don’tthrowawaywaste;Don’tparkyourbikeorcarinthewrongparkinglot;Don’tmakeafirefreely;Don’tfeedanimal;Protectanimalsandplants;Doastheguidetellsyoudo;….Step2practice87\nWhileyouarediscussingwithyourpartner,askeachotherthefollowingquestions:Whenareyouleaving?Whereareyougoing?Howareyougoingto…?Howlongareyoustayingin…?Whenareyouarrivingin/at…?Whenareyoucomingback?Step3discussionImagineyouaregoingtoanisolatedislandtodoresearchwork,makealistofthefollowingthingsyouaregoingtotake.Listfromthemostimportanttotheleastimportant,andstateyourreasons.Step4homeworkPreviewthetextUnit3TraveljournalWarmingUp_Pre-readingandReadingTeachinggoals1.LearnsomethingabouttheMekongRiverthroughreading.2.Studentscanusewhattheyhavelearnedtodescribeatrip.3.Studentsshouldrealizeiftheywanttobesuccessful,whatpersonalitiestheyshouldhave.Teachingimportantanddifficultpoints:1.Understandthetextwell.2.Trytomastertheusefulnewwords&expressionsinthisperiod.Teachingaids:acomputer&aprojectorTeachingproceduresStep1warmingupDoyouliketravelingalongariver,agreatriver?Asweallknow,therearealotofriversintheworldandalsotherearemanygreatrivers.Nowlookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarelocationswheretheriverslie.Pleasematch87\nthem.Whatroledoesariverplayinpeople’slife?Inotherwords,howdopeoplewholivealongariveruseit?Thesuggestedanswers:Peoplecandrinkthewaterinariverorwashtheirclothes.Peoplecanswiminariverinsummer.Peoplecanusearivertoirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver.Step2LeadInIfyouplantotravelalongariver,whatwillyoudo?Step3Pre-readingT:HaveyouvisitedtheMekongRiver?Ifno,let’slearnsomethingaboutit.Enjoyaclipofvideo.2.CanyoulistthecountriesthattheMekongRiverflowsthrough?1.EnjoythebeautifulsightsalongtheMekongRivertoarousetheirinterestofit.2.ThecountriestheMekongRiverflowsthroughStep4ReadingInthisstep,getthestudentstoreadthetextandfinishsometasks.Task1:Scanthetextquickly,thenanswersomequestions•1.Whowilltravelinthetext?•2.Wherearetheygoing?•3.Howaretheygettingthere?•4.WhatdidWangWeiprepareforthetrip?1)Twoyearsago,…bought…2)Then,…persuaded…3)Lastyear,…visited…4)Severalmonthsbeforeourtrip,…wentto…•5Whatdidn’tsheprepareforthetrip?•（1）。Shedidn’tknow87\n（2）.Shehadn’t（3）.Shedoesn’t•WhatkindofpersonisWangWei?Whichansweriswrong?A.stubbornB.determinedC.carelessD.careful•5.IsitadifficultjourneytocyclealongtheMekong?Why?6.WhatcanyouseewhenyoutravelalongtheMekongRiver?Task2:Listentothetapeandpayattentiontothepronunciation,thendotheTorFexercise.1.Wangkunisahighschoolstudent.2.BothDaoWeiandYuHangareDaiandtheygrewupineasternYunnanprovince3.ThesourceofMekongisinQinghaiprovince.4.FinallyWangKunagreedwithhissistertocyclewithher.5.TheyfoundfewatlasandbooksaboutMekongRiverinlibrary.6.MekongriverbeginsatglacieronaTibetmountain.thewaterthereisclearbutnotcold.7.OnlyasmallpartoftheriverisinChina.8.AsitentersSoutheastAsia,itmovesslowly.Task3:CarefulreadingReadthetextagainandtrytocompleteaform.theirdreamTheirjourneyTheirpreparationThedetailsoftheMekongRiver•1.Itbegins…•2.Asitpassesthroughvalleys…•3.Itenters…•4.Afteritleaves…87\n•5.Asitenters..•6.ItsTask4:ConsolidationFillintheblanksWangKunandWangWeihave______abouttakingagreatbiketrip.whenthey__________fromcollege.They_________to_________alongtheMekongRiverwiththeir________.WangWeiisvery_______.Oncesheis__________todosomethingshewillnever__________hermind.AlthoughitisdifficulttotravelalongtheMekongRiverbybike,she________thattheyfindthe________oftheriverandbegintheirjourneythere.Step5Post-readingTask1:MakecomparisonAnattitudeiswhatapersonthinksaboutsomething.MakelistsofWangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip.Task2:DebateWhichcharacterdoyoulike,WangKunorWangwei?Why?Task3:UnderstandtwomottosLifeisjustaseriesoftryingtomakeupyourmind.SuccessbelongstotheperseveringTask4:discussionIfyouandyourfriendswanttogoforatravel,whatwillyouprepare,andwhy?Differenttravelersmayhavedifferentpurposestotravel,whataboutyouwhenyouplantotravel?DoyouknowXuXiake?Doyouthinkhiswayoftravelingismeaningful?Why?Step6Homework1．Readthetextagain.2．WriteapassageaboutMeKongRiverUnit3TravelJourneyVocabularyandUsefulExpressionsStep1Homeworkchecking1.p20,ex2(checkonebyone),ex3(readthepassagesentencebysentenceindividuallyonebyone87\n2.Retelling,get2-3SstoretellStep2Languagepoints1.SsgivethephrasesandexpressionsaccordingtotheChineseTgives2.SsraiseQsonsomedifficultpointstheyfoundwhilereadingthetextWarmingup:1.one-wayfare/single-wayfare(单程票价),round-wayfare(往返/双程票价)2.differentkindsoftransport(Br.E)/transportation(Am.E)Readingtext:3.journeydowntheMekong湄公河之旅有“沿着”之意,相当于“along”,1)由北向南,由西向东用down,反之用up;2)由城镇向农村时用down,反之用up;3)依门牌号码,由大数字向小数字行进时,应用down,反之用up;4)由上而下,如:沿着山坡而下,沿着江河顺流而下,从楼上到楼下由住宅街上，应用down,反之用upPara.1:4.dreamof/aboutdoing梦想，梦见（后接名词，代词，动名词）e.g.Whatasmallworld!Iwouldn’tdreamofmeetingyouhere.Theyoungsoldiersometimesdreamsofhishometown.dreamn.have/dreamadream,realizeadream5.takeabiketrip*6.getachancetodo*7.finally,adv.最后，终于finaladj.最后的，n（常用复数）决赛，期末考试e.g.Wewaitedandwaited,andthetrainfinallyarrived.Whatisthefinalscoreofthetabletennissingleformen?Howareyoupreparedforyourfinals?8.cyclealong*9.goforbikerides*10.inthecountryside*11.persuadesb(not)todo,说服某人（不）做…persuadesbthat+clause使某人相信Thenshepersuadedmetobuyone.=Thenshesucceededinaskingmetobuyone.e.g.Thesalesmanpersuadedustobuyhisproduct.Hetriedtopersuademethathewashonest.persuadesbtodosth指成功地说服,“说而不服,或说而无果”应用advisesbtodosth/trytopersuadesbtodo12.atthecollege/university*13.get/makesbinterestedin=interestsb,showinterestinsth/sbget+n./pron.+adj.=make+n./pron.+adj.e.g.Theydidn’tgethomeafterschoolasusual,whichgot/mademotherworried.Para.2:14.Althoughshedidn’tknowthebestwayof…although“虽然,但是”,引导让步状语从句,不与but连用though一般可与although互用，引导的让步状语从句有时用倒装语序.作副词时,“然而,可是”,通常放于句尾,并用逗号与句子隔开e.g.Youngthoughheis,heisveryrich.87\nHesaidhewouldcome;hedidn’t,though.15.awayofdoing/todo*e.g.Shedidn’tknowthebestwayofgettingtoplaces.=Shedidn’tknowthebestwaytogettoplaces.16.insist(若insist后面宾语从句的主语与主句的主语不一致,谓语由加动词原形构成,其中should可省略)insistthatsb(should)do坚持认为，坚持说insiston/uponsth/doing坚持做，坚决做e.g.Weinsistedthatfather(should)giveupsmoking.Sheinsistedon/upongoingtoBeijingbyair.17.careabout,carefor,caretodocareabout关心,忧虑carefor喜欢,照顾caretodo愿意/同意做某事e.g.Idon’tcare(about)whathappenstohim.Wouldyoucareforadrink?Wouldyoucaretogoforawalk?18.givesbadeterminedlook,determined坚定的,坚决的e.g.Theyweredeterminedtodrivetheenemyawayfromtheircountry.=Theydeterminedtodrive…determinetodo=makeupone’smindtodo,decidetodo19.changeone’smind,mind此处解“意见，想法”，[C]makeupone’smind下定决心,拿好主意e.g.Oncehehasmadeuphismind,nothingcanbedonetochangehismind.20.ataaltitudeof…*在海拔…米处ataaltitudeof10,000feet21.beexcitedabout*22.breathetheair,takeabreath23.experience[U]“经验，感受”haveexperiencein/atdoing[C]“经历，体验”e.g.I’dpreferaladywithrichexperiencein/atlookingafterbabies.HisexperiencesinAfricaareinteresting.24.givein屈服，投降，让步giveintosb向某人让步，屈服于某人giveup放弃giveupdoing/sthe.g.Themothergaveinandboughtatoyforherchild.Don’tgiveup.Youstillhavechancestowininthematch.Para.3:25.passthroughthrough指从两边穿过或穿过空间内部,across指从一定范围的一边到另一边“横跨”表面26.besurprisedtodo*Step3Sentencefocus:1.Itwasmysisterwhofirsthadtheidea…强调句型：Itis/was+被强调部分+that/who+其余部分注意：强调句中it不能更换，is/was与“其余部分”的时态一致，数不受被强调部分单复数的影响，被强调部分可以是除谓语以外的任何成分，被强调部分是人可用that/who，其它一律用that.被强调若是原句的主语，who/that之后的谓语动词在人称和数上与该主语一致。e.g.IsawJohninthestreetthismorning.----ItwasIwho/thatsawJohninthestreetthismorning.（强调主语）87\n----ItwasJohnthat/whomIsawinthestreetthismorning.（强调宾语）----ItwasinthestreetthatIsawJohnthismorning.（强调地点状语）----ItwasthismorningthatIIsawJohninthestreet.（强调时间状语）2.Shegavemeadeterminedlook---thekindthatsaid…,thekind=thekindoflookthekind是alook的同位语,后面是that引导的定语从句,其中say指“指明,表明”e.gTheclockonthewallsaidaquartertoten.3.Onceshehasmadeuphermind,nothingcanchangeit.=Whenshehasmadeuphermind,nothingcanchangeit.onceconj.一旦……(就),一经……便……,相当于assoonase.g.Onceyouunderstandtherule,youwillhavenodifficulty.Translation:钱一旦用完，我们该怎么办?Whatwillwedooncethemoneyisgone/usedup?一旦做了，就要把事情做得最好.Onceyoudoit,youshoulddoitbest.4.Itbecomesrapidsasitpassesthroughdeepvalleys,travelingacross…traveling是现在分词作伴随状语e.g.OnebigchangeinEnglish…..AmericanDictionaryoftheEnglishLanguage,givingAmericanEnglishitsownidentity.Step4Homework1.Reciteparagraph2ofthetext2.Listeningp55,ex1,2.p56,ex.1,p57,ex2,p21,ex1,2,33.Readp80-82,notesofUnit3,EnglishWeekly,p24.findoutallthesentencesinthepresentcontinuoustenseexpressingthefutureinthetext.Unit3TravelJourneyListening,SpeakingandWritingTeachinggoals:1).ToreadthepassageANIGHTINTHEMOUNTAINS2).Tousethelanguagebyreading,listening,speakingandwriting.Teachingimportantanddifficultpoints:1).Improvethestudents’writingability.2).Enablethestudentstounderstandthepassagebetter.Step1Lead-in1.Enjoythemusic“青藏高原”2.AppreciatethebeautyofTibet.3.Askstudentsseveralquestionsaboutthepictures,e.g.Whatdoyouthinkofthesepictures?87\nWhat’stheweatherlikethere?Doyouwanttogothere?etc.1.TalkingaboutTibet.HaveyoueverbeentoTibet?DoyouwanttotravelinTibet?CanyoutellmesomethingaboutTibet?TibetliesontheQinghai-TibetPlateauofthesouthwestborderofChina.Theaverageheightofthewholeregionismorethan4,000metersabovesealevel,forwhichTibetisknownas“RoofoftheWorld”.ThehighestpeakofTibet,alsothehighestinHimalayasandinthewholeworld,isEverestPeak,whichisashighas8,846.27metersabovesealevel.AlthoughapartofChina,Tibethasauniquecultureofallitsown.ItismainlyinhabitedbyTibetans,aminoritynationalityofoldandmysteriouspeople.TouristattractionsincludethePotalaPalaceinLhasa,JokhangTemple,andanumberofBuddhistsacredplaces.Tibet(XiZanginChinese)istothesouthofXinJiangUygurAutonomousRegionandQingHaiProvince,tothewestofSichuan,tothenorthwestofYunnanandtothenorthofIndiaandNepal.Itspopulationof2.3millionpeoplecomefromavarietyofethnicgroupsincludingTibetan,Han,MonbaandLhota.ItscapitalcityisLhasa.NorthwestTibet,mainlyQingHaiplateau,ishometoavarietyofunusualanduniqueanimals.AcrossthenorthernexpanseofTibet,youcanseevastgrasslandswherehorses,yakandsheeproamfreely.Theworld'slowestvalley,theGrandYarlun-tzanpoRiverValleyliesineastTibet.Itisfreezingcoldinmosttimeoftheyear.MosttouristscometovisitTibetonlyinthewarmestseasons,June,July,AugustandearlySeptember.Step2ReadingWeknowWangWeiandWangKunhavetraveleddowntheMekong.TodaytheyhavereachedtheTibetanMountains.Theywillstaythereforanight.Nowlet’slookatthepassage“Anightinthemountains”onpage22.Readitquicklytofindthemainidea.Showsomequestions.1)HowdoesWangKunfeelaboutthetrip?(Heisstartingtolikethetrip.)2)Whatdoyouthinkhaschangedhisattitude?(seeingthebeautifulland)3)IsitnaturalforWangKunnottofeellonely?(Yes.BecausethesceneWangKunsawisbeautiful.Theskywasclearandthestarswerebright.Alsotheircousinsarewaitingforhim.)4)Wouldyoufeelthesamewayinthissituation?Whyorwhynot?(Youmayhavedifferentopinionsaboutthis.Justspeakitoutandletusshareyouridea,willyou?)87\nListening&ExtensiveReadingStep1revision1.Checkhomework2.revisepart1andpart2Step2lead-inLet’sgoonwithJourneyDownTheMekongRiver(part3)withWangWei.Thenextdaythetravellersseeagirlwalkingalongtheroad.WangKunspeakstoher.Turntopage23anddothelisteningtext.Beforelisteningtothetape,pleasereadthewordsfast,thentickthewordsyouhearonthetape.Ex1,2,3Step3.Readingreadthepassage:TheEndOfOurJourneyonpage59Task1Fastreading1.DochildreninCambodiahaveagoodeducation?2.WhydidWangKunsaythathefeltlucky?3.What’sthedifferencebetweenVientianeandPhnomPenh?4.Whichcountryislarger,CambodiaorVietnam?5.Howmanytimesdidthefarmergrowanewricecropeveryyear?Task2Ssfillintheformwiththeinformationfromthetraveljournal.TopicLaosCambodiaVietnamPopulationHalfthepopulationofCambodiaTwicethepopulationofLaosSeventimesthepopulationCambodiaWeatherDryandcoolinautumnWarmerinthesouth,coolerinthenorthLearningHalfofitspeople87\ncan’treadorwriteFarmingRiceandfishRiceandfishRice,fishandfruitHomework:Englishweeklyedition6Reflection:Unit3TravelJourneyGrammarandUsefulStructuresTeachingaims1.SswillbeabletousethePresentContinuousTensetoexpressfutureactions.2.SswillbeabletodiscoverandusesomeusefulwordsandexpressionsTeachingimportantpointsthePresentContinuousTensetoexpressfutureactions.TeachingdifficultpointsHowtousethePresentContinuousTensetoexpressaplanorsomethingtobedoneaccordingtoplan..TeachingaidsaprojectorandacomputerTeachingprocedures:Step1RevisionRevisethewordsandphraseslearntlastperiod.Step2Lead-inWhatareyougoingtodothisweekend?I’mdoingWecanseethattheverbsareallusedinthe“-ing”form.Theyare“thepresentcontinuoustense”,buttheyexpressfutureactionsorplans.ThePresentContinuousTensemaybeusedtodenoteanactionthatcanbepre-plannedorprearrangedinsteadofthefutureindefiniteincolloquialEnglish.Butpleasenotethat,notallverbscanbeusedinthe“-ing”formtoexpress87\nfutureactions.Suchverbsascome,go,leave,fly,walk,ride,drive,stay,meet,die,see,have,arriveetc.aremainlyusedinthe“-ing”formtoexpressfutureactions.Step3Practice1.Lookatthefollowingdialogueandunderlinetheverbsinthistense.A:Areyouworkingthisevening?B:No.We’rehavinganEnglishparty,don’tyouknow?A:Yes,Ido.Andwe’regivingsomeperformanceattheparty.Whatareyougoingtodo?B:I’msingingsongwithmyclassmates.2.DoingexercisesNo.2and3onpage21Nowturntopage21anddoexercise2.InthedialogueanewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?Let’scontinuetodoexercise3.Doyouhaveanyplansforthefutureyourselves?Ifyouhaveany,pleaseusethePresentContinuousTensetoexpressyourfutureactions.Giveasmuchinformationasyoucan.Step4Dialogue1.Firstshowanexample:Whereyougoingonholiday?A:Yanzi,whereyougoingonholiday?B:I’mgoingtoLaos.A:Whenareyouleaving?B:NextSunday.A:HowareyougoingtoLaos?B:I’mtakingaplane.A:Howlongareyoustayingthere?B:Abouttwoweeks.A:Great.Haveagoodtrip.B:Thanks.Farewells:Haveagoodtrip/journey;Haveagoodday/time;Enjoyyourself;Bestwishes;Havefun;Goodluck;Takecare!Step5HOMEWORKDoexercisesonPage56,57Unit4EarthquakesWarmingUp,Pre-readingandReading87\nTeachinggoals:Knowledgeaims:1.Sswillbeabletomasterthefollowingusefulnewwordsandexpressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,fresh,organize,bury,atanend,digout,coalmine,inruins2.SswillbeabletoknowthebasicknowledgeaboutEarthquakeAbilityaims:DevelopSs’readingability.Emotionalaims:1.Sswillbeabletoknowdamagesearthquakebringaboutandthewaystoreducelossesofanearthquake.2.Sswillbeabletoknowhowtoprotectoneselfandhelpothersinearthquakes3.Sswillbeabletobeawareofterribledisasters,meanwhilegetthemtofaceit,treatitinaproperway,andnevergetdiscouraged.Teachingimportantpoints:1.Mastertheusagesoftheusefulwordsandexpressionsabove.2.Improvethestudents’readingability.Teachingdifficultpoints:1.Theusagesofsomewordsandexpressions.2.Howtotrainthestudents’readingabilityinlearningthetext.Teachingmethods:1.Explanationtogetthestudentstohaveaclearidea.2.Discussiontogetthestudentstounderstandthetexteasier.TeachingAids:AcomputerandataperecorderTeachingprocedures:I.WarmingupWarmingupbylookingGoodmorningclass.Haveyoueverexperiencedanynaturaldisasters?Lookatthepictures,canyounameallthedisasters?volcanofiresandstorm87\ntyphoonhailstonethunderstormfloodhurricaneearthquakeHaveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?(Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.)WarmingupbydiscussingNow,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.(beautifulcities;broadroads;tallbuilding;largepopulation.)Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?Canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.87\nStep1.Lead-in1.enjoyapartoffilmofearthquake.(1)whatotherdisastersdoesithave?(flood/drought/earthquake/fire/typhoon/diseaseandsoon)showsomepictures(2).whichdisastermaycausetheworstdamage?(earthquake)2.Haveeverheardastoryofanearthquake?(showvideoofTangshanandSanFranciscoearthquake)3.Haveyouexperiencedanearthquake?Ifyouhave,tellmeyourexperience.Ifno,justimaginewhatwillhappenbeforeanearthquake?4.Theearthquakeiscoming,ifyou’retrappedintheearthquake,howwillyoufeel?Whatwillyoudo?Willyouleaverightaway?Ifyouhavetimetotakeonlyonething,whatwillyoutake,why?5.Whatkindofdamagecananearthquakecause?(buildingsaredestroyed;peoplearekilled;familiesarebroken…)Step2.FastreadingToday,we’lllearnatext“ANighttheEarthdidn’tsleep”First,let’slookatthetitleagain,whytheearthdidn’tsleepforanight?Whathappened?Whatdoesthepassagemainlytalkabout?Exchangeyourunderstandingofthepassagewithgroupmembersandworktogethertofindthemainideaofeachpart.Mainideaofeachpart:Part1(para.1):Strangethingswerehappeningbeforetheearthquake.Part2(para.2-3):Thedisasterhappenedandcausedalotofloss.Part3(para.4):Allhopewasnotlost.Step3carefulreading1.Readcarefullyandtrytogetmoreinformationtofillintheblanks.Part1:Strangethingsthewaterinthevillagewellsroseandfellthewellwallshaddeepcracksandasmellygascameoutthechickensandpigsweretoonervoustoeatmiceranoutofthefields,lookingforplacestohidefishjumpedoutofthebowlsandponds2.Individualwork.Part2:a).Getthestudentstofindsomedetailsofthispart.Details:1.At3:42am,thegreatestearthquakeofthe20thcenturybegan.2.Steamburstfromholesintheground.3.Hardhillsoftherockbecameriversofdirt.4.Brickscoveredthegroundlikeredautumnleaves.87\n5.Twodamsandmostofthebridgesfell.6.Therailwaytrackswerenowuselesspiecesofsteel.7.Sandnowfilledthewellsinsteadofwater.8.Water,food,andelectricitywerehardtoget.b).Fillintheblankswiththedatav1/3ofthenationfelttheearthquake.vAhugecrackthatwas8kilometreslongand30metreswidecutacrosshouses.vIn15terriblesecondsalargecitylayinruins.v2/3ofthepeoplediedorwereinjuredduringtheearthquake.vThenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.vAllofthecity’shospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.1.GroupworkPart3:Howwerethepeoplehelpedbythearmy?*Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.*Minerswererescuedfromthecoalmines.*Shelterswerebuiltforsurvivorswhosehomeshadbeendestroyed.*Freshwaterwastakentothecity.Letthegroupshaveadiscussionwiththeirpartnersaboutmorewaystohelpthepeopleintheearthquake.Step4.Post-readingTrueorFalse1.TherewereonemillionpeopleinTangshanatthattime.T2.Theearthquakebegan10kilometresdirectlybelowthecity.F3.Notonlythepeoplebutalsotheanimalswereshockedgreatly.T4.Therewasonlyonequakeatthattime.F5.Beforetheearthquaketherewasn’tanythingstrangehappening.F6.Workersrescuedmostofthe10,000coalminerstothesouthofthecity.F7.AlmosteverythinginTangshanwasdestroyed.TStep5Discussions.Whatshallwedoornotdoifanearthquakehappens?DosDon’ts1.Stayinasmallroom,such1.Beclosetotheoutsidewallaskitchenorbathroom2.Hideunderthetableor2.Stayonthebalconybed,ifyouhaven’ttimetoescape,youmaystand3.Jumpoutofthetallbuildingsclosetotheinsidewallwithsomethingscoveringonthe4.Usethelifthead.3.Ifyoustayintheopenair,keepoffthetallbuilding,andgotothefieldswithouttrees.87\nStep6SummarySeveraldaysbeforeJuly28,1976,manystrangethingshappenedinTangshan.Theyweresignsfortheearthquake.At3:42amthatday,theearthbegantoshake,whichdestroyedthecity.Laterthatafternoon,anotherbigearthquakestruckTangshan.Morepeoplewerekilledorinjuredandmorebuildingsfelldown.Soldierswerecalledintohelptherescueworkers.TeamswereorganizedtodigoutthetrappedandburythedeadStep7homework1.Surftheinternettofindmoreinformationaboutearthquakes.2.Finishthe“learningaboutlanguage”partonpage27.Step8reflectionUnit4EarthquakesVocabularyandUsefulExpressions●从容说课ThisperiodmainlydealswiththeimportantlanguagepointsthatappearintheReadingpassage.Butatfirst，teachershouldcheckhowwellthestudentshaveunderstoodthepassagebyaskingsomedetailedquestionsbasedonthepassage.Whiledoingthispart，studentsshouldkeeptheirtextbooksclosed.TherearealotofnumbersintheReadingpassage.SonextthestudentsshouldfinishonetaskinLearningaboutLanguage（Part3）toknowhowtoreadthesenumbersinEnglish.Thentheteacherwilldealwiththeimportantpointsinthepassage.Thepurposeofthisstepistohelpstudentsbetterunderstandsomedifficultsentencesandmastertheusageofsomeimportantwordsandexpressions.Sotheteachershouldgivethestudentsseveralminutestolookforthedifficultpointsatfirst.Inthisway，theteachercanhelpthestudentsremovetheobstaclesinreading.Afterthattheteacherwillexplainthewordsandexpressionsandthenshowthestudentssometypicalexamplestohelpthemunderstand.Sometimestheteacherwillcomparethewordsorexpressionswithsomesimilarones.Afterthisstep，asconsolidation，thestudentsareaskedtofinishtwoshortpassagesusingthewordsandexpressionsthattheyhavejustlearnedintheunit.Anothermoredifficulttaskissettomeettheneeds，thatis，totranslatesomesentencesfromChinesetoEnglishbyusingthewordsandexpressionsinthebrackets.●三维目标1.Knowledge：（1）Words：crack，burst，ruin，injure，destroy，shock，last的具体用法。（2）Phrases：atanend，rightaway，digout的用法（3）Sentencepatterns：Allhopewasnotlost.（部分否定句）2.Ability：（1）Trainthestudents’abilitytoreaddifferentnumbersinEnglish.（2）Learntheusageofsomedifficultwordsandexpressions.（3）Trainthestudents’abilitytoremovethedifficultieswhilereading.3.Emotion：87\n（1）Trainthestudents’abilitytocooperatewithothers.（2）Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.（3）LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.●教学重点（1）Trainthestudents’abilitytoreaddifferentnumbersinEnglish.（2）Trainthestudents’abilitytocooperatewithothers.●教学难点（1）Theexplanationofsomedifficultwordsandexpressions.（2）Trainthestudents’abilitytoremovethedifficultieswhilereading.●教具准备（1）ataperecorder（2）aprojector（3）theblackboard●教学过程Step1GreetingsGreetthewholeclassasusual.Step2RevisionT：Inthelastperiod，welearnedsomethingabouttheterribleTangshanEarthquakein1976，whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.T：WhatdidpeopleinTangshanseeintheskybeforetheearthquake？S1：Theysawbrightlightsinthesky.T：Whatdidpeoplehear？S2：TheyheardthesoundofplanesoutsideTangshanevenwhennoplaneswereinthesky.T：Whatdidpeoplenoticeinthewells？S3：Peoplenoticedthewellwallshaddeepcracks，andasmellygascameoutofthecracks.T：Didpeoplepayanyattentiontotheseabnormalphenomena？S4：No.Theywenttobedasusualthatnight.T：Whendidtheearthquakebegin？S5：At3：42inthemorningofJuly28.T：Howmanypeoplewerekilledorinjuredinthequake？S6：Morethan400000people.T：Couldtheinjuredpeoplegotohospital？S7：No，theycouldn’tbecauseallofthecity’shospitalsweregoneinthequake.T：Werethereanyaftershocks？S8：Yes.Laterthatafternoon，anotherbigquakeshookTangshan.Manyrescueworkersanddoctorsweretrappedundertheruins.T：Didthesurvivorsdenythecityandgotoliveinotherplaces？S9：No.Theydidtherescueworkwiththehelpof150000soldierssentbythearmy.SlowlythecityofTangshanbegantobreatheagain.T：Iamverysatisfiedwithyourwork.Step3LearningaboutNumbersT：MaybeyouhavealreadynoticedthattherearealotofnumbersintheReadingpassage.Toreadthemcorrectlyisveryimportant.SometimesthereisatestonnumbersinListening.87\nT：NowturntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.（AllowSsseveralminutestofinishthetask.）T：Nowlet’scheckyouranswers.S：A.90%ninetypercentB.10000tenthousandC.1000000onemillionD.150000onehundredandfiftythousandE.75%seventy-fivepercentF.1/3one-thirdG.500000halfamillionH.2/3two-thirdsStep4ImportantpointsT：IntheReadingpassageofthisunit，therearesomeimportantwordsandexpressions.Iwillfirstgiveyoufiveminutestopickoutthedifficultwords，expressionsandsentencepatterns.Youmayworkwithyourpartner.（Afterfiveminutes.）S1：Inthefirstparagraph，“...thewaterpipesinsomebuildingscrackedandburst.”Howcanweunderstand“burst”？T：Ifsomethingburstsorifyouburstsit，itbreaksopenorapartsuddenlyandviolentlysothatitscontentscomeout.e.g.Youaregoingtobursttheballoon，ifyouarenotcareful.S2：Inthefirstparagraph，“Farmers’wivesnoticedthatthewellwallshaddeepcracksinthem.”andinthesecondparagraph“Ahugecrackthatwaseightkilometerslongandthirtymeterswide.”Dothetwo“cracks”havethesamemeaning？T：Youareverycareful.Yes，theyhavethesamemeaning.Bothofthemarenouns.“Crack”meansaverynarrowspacebetweentwothingsortwopartsofsomething.“Crack”canalsobeaverb，meaningtobreakormakesomethingbreaksothatitgetsoneormorelinesonitssurface，asinthesentence“Inthecity，thewaterpipesinsomebuildingscrackedandburst.”e.g.Shefelloffherbikeandcrackedaboneinherleg.S3：Howcanweunderstandthissentenceinthesecondparagraph“Itseemedthattheworldwasatanend.”？T：Inordertounderstandthissentence，youhavetoknowthemeaningofthephrase“beatanend”.Itreferstoasituationinwhichsomethingisfinishedornolongerexisted.e.g.Thelonghotsummerwasatlastatanend.Otherexamplesare“cometoanend”，“putanendtosth.”.T：Sonowwhocanexplainthesentenceinourtext？S4：Letmehaveatry.Theearthquakewassoterriblethatnearlyeverythingwasdestroyed.Sopeoplethoughtitwastheendoftheworld.T：Excellent.Andthissentenceusesexaggeration.S5：Inthesecondparagraph，“Infifteenterriblesecondsalargecitylayinruins.”Whydon’tweuse“ruin”insteadof“ruins”？T：“Ruin”canbeanuncountablenoun，whichmeansasituationinwhichyouhavelostallyourmoney，yoursocialposition，orthegoodopinionthatpeoplehadaboutyou.87\ne.g.Withthecollapseofgrainprices，smallfarmersareonthebrinkoffinancialruin.While“ruins”meansthepartofabuildingthatisleftaftertheresthasbeendestroyed.e.g.theruinsofabombed-outofficeblockS6：Inthesecondparagraph“Two-thirdsofthepeoplediedorwereinjuredduringtheearthquake.”Canweuse“wound”totaketheplaceof“injure”？T：No.Toinjuresomeonemeanscausingphysicalharmtosomeone，forexampleinanaccidentoranattack.Towoundsomeonemeansinjuringsomeone，especiallybymakingacutorholeintheirskinusingaknife，gun，etc.e.g.（1）Oneoftheplayersinjuredhiskneeandhadtobecarriedoff.（2）Gunmenkilledtwopeopleandwoundedsixothersinanattacktoday.S7：Inthethirdparagraph“Everywheretheylookednearlyeverythingwasdestroyed.”Canweusetheword“ruin”totaketheplaceof“destroy”？T：No.“Destroy”meanstodamagesomethingsobadlythatitnolongerexistsorcannotberepaired.Ifyou“ruin”somethinggoodoruseful，itthenusuallyexists，butnolongerhasitsgoodqualitiesorfeatures.e.g.（1）Theschoolwascompletelydestroyedinthebigfirelastnight.（2）Toomuchsugarcanruinyourteeth.S8：Inthethirdparagraph，“Peoplewereshocked.”What’sthemeaningofthesentence？T：“Shock”heremeanstomakesomeonefeelverysurprisedandupsetandunabletobelievewhathashappened.e.g.Themurderofsuchayoungchilddeeplyshockedthewholecommunity.S9：Sothesentenceinourtextmeanspeopleweresurprised.T：Yes.Butthereisaslightdifferencebetween“shock”and“surprise”.Ifsomethingis，comesas，orgivesyouashockitisunexpectedandoftenverybad.e.g.Itcameasagreatshocktohearshewasleavinghome.Butasurpriseissomethingthatisunexpected，butisnotnecessarilybad.e.g.Whatanicesurprise!Ididn’teventhinkyouwereinthecountry!S10：Inthethirdparagraph，“Peoplebegantowonderhowlongthedisasterwouldlast.”Whatdoestheword“last”meaninthissentence？Isitanadjective？T：No，itisnotanadjectivebutaverb.“Last”heremeanstocontinueforaparticularlengthoftime.e.g.ThehotweatherlastedforthewholemonthofJuly.Asaverb，“last”couldalsomeantomanagetoremaininthesamesituation，evenwhenthisisdifficult.e.g.Theywon’tbeabletolastmuchlongerwithoutfreshsupplies.Theword“last”canalsobeusedasalinkingverb.Itmeansbeingenoughforsomeonetouse.e.g.Weonlyhad$50tolastustherestofthemonth.S11：Inthelastparagraph，“Allhopewasnotlost.”Whatisthemeaningofthissentence？T：Thissentenceisapartialnegative.Ithasthesamemeaningwith“Notallhopewaslost.”e.g.（1）Allthestudentsdonotagreetotheplan.（2）Notallthestudentsagreetotheplan.Thesetwosentencesmeansomeofthestudentsagreetotheplan，butsomedon’t.Step5ConsolidationT：Nowaftertheexplanationsofthewords，expressionsandsentencepatterns，let’sdosome87\nexercises.PleaseturntoPage28andlookatPart2inLearningaboutLanguage.Completethepassagewithsomeofthewordsinthetext.（Afterseveralminutesteacherasksoneofthestudentstoreadtheshortpassage.Correctanymistakesifthereareany.）Step6HomeworkT：Inordertomastertheusageofthesewordsandexpressions，pleasedosomerelatedexercises.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.●板书设计Unit4EarthquakesTheThirdPeriodImportantWords：1.burst（v.）2.crack（n./v.）3.ruin4.injure/wound5.destroy/ruin6.shocked7.last（vi.）ImportantExpressions：1.Itseemedthattheworldwasatanend.2.Allhopewasnotlost.（部分否定句）●活动与探究Story-tellingCompetition：Formostofhumanhistory，peoplecouldonlyimaginewhatcausedearthquakestohappen.Sostoriesweretoldtoexplainthisnaturaldisaster.AstoryfromIndiasaysthatfourverybigelephantsholeuptheearth.Theelephantsstandonthebackofabiggerturtle.Theturtlestandsonanevenbiggersnake.Whenanyofthesehugemagicalanimalsmove，theearthbeginstoshake!1.Inpairsmakeupastorytoexplainhowanearthquakehappens.2.Shareyourstorywithyourclassmates.3.Choosewhichoneisthemostinteresting.Giveareason.●备课资料知识点归纳：1.shake用法归纳（shake，shook，shaken）（1）抖动，震动，常作不及物动词，也作及物动词。Thehouseshookwhentheearthquakestarted.当地震发生时，房子震动了。Shewasshakingwithanger.她气得发抖。Hisheavystepsshooktheroom.他沉重的脚步使房子都震动了。Shewasbadlyshakenbythenews.她对这个消息大为震惊。（2）摇动，作及物动词Shakethebottlebeforetakingthemedicine.服药前摇匀。87\n（3）颤动，作不及物动词Hishandsshookalittleashewrote.他写字的时候手有点发抖。Hisvoiceshookwithemotion.他很激动，声音都有些颤抖了。（4）shakeproofadj.防震的，抗震的（5）常用短语：①和某人握手shakehandswithsb.shakesb.’shandshakesb.bythehandHeshookhandswarmlywithme.Heshookmyhandwarmly.Heshookmewarmlybythehand.他和我热情地握了手。②摇头shakeone’shead（6）辨析shake系常用词，指“上下来回短促而急速地摇动”。Shakebeforetaking.（药瓶标签上）服前摇匀。tremble指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。Shetrembledatthelion’sroar.听到狮吼，她浑身发抖。quake可与tremble换用，但较为正式，指“强烈地颤动”。Theearthquaked.地震了。quiver指“轻微而急速地颤动、摇动”。Theleavesquiveredwiththebreeze.树叶随微风摆动。shiver指“由于寒冷、恐惧或生病而发抖”。Heshiveredwithcold.他冻得发抖。2.strike用法归纳（strike，struck，struck/stricken）（1）打，击，敲，常表示用力打，可以是一次或多次。Strikewhiletheironishot.趁热打铁。hit比strike稍弱，指一次性的打或击中。beat指连续多次地打，也指有节奏的击打，心脏跳动用beat。（2）触（礁），撞Hisheadstruckthetableashefell.他摔下时头撞在了桌子上。（3）发起进攻，袭击Ourtroopsstrucktheenemycampatdawn.我们的部队在黎明时分袭击了敌营。87\n（4）擦（火柴）Istruckamatchandheldittohiscigarette.我擦着了一根火柴来点燃他的香烟。（5）（钟）敲Ileftimmediatelytheclockstrucktwelve.钟一敲12下，我就离开了。（6）（某种想法）突然出现，忽然想起Itstruckmethatweoughttomakeanewplan.我突然想起我们得制订个新计划了。（7）给（人）某种印象或感觉，给人深刻的印象（常用于被动结构）Howdoestheplanstrikeyou？你觉得这个计划怎么样？Iwasdeeplystruckbyherbeauty.她的美给我留下了深刻的印象。（8）罢工Theyarestrikingforhigherpay.他们在为争取高工资而罢工。3.rise（rise，rose，risen）（1）太阳、月亮、星星升起，出现Thesunroseatseveno’clock.太阳七点钟升起。（2）升高Theriverisrisingaftertherain.雨后河水涨了。Priceshaverisensteadilyduringthepastdecade.过去十年间物价一直在上涨。（3）起床；立起；站起来（4）晋升rise，raise和lift辨析：三个词都有“升起、抬高”的意思。lift举起，抬起。常指将物体，尤其是重物，从地面或较低的位置抬高或举起，是及物动词。Heliftedtheheavyboxforme.他帮我提起了那个重箱子。raise举起，升起，抬高，提高。是及物动词。可与lift互换，但raise强调动作的姿势；此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。raiseone’svoice提高嗓门raiseprices提高价格raiselivingstandards提高生活水平Thenationalflagisraisedeverymorning.每天早晨升国旗。rise升起，上涨，站起来。是不及物动词。常指由低而高的变化过程。ThenextmorningIwasthefirsttorise.第二天早上，我是第一个起床的。87\n4.seem用法归纳（1）似乎，好像（vi.）①seem+不定式的一般形式Heseemstolikethebirthdaypresentverymuch.他似乎很喜欢这份生日礼物。②seem+不定式的完成形式Weseemtohaveseenyousomewherebefore.我们似乎在哪里见到过你。③seem+不定式的进行形式Severalpeopleinthecrowdseemedtobefighting.人群中似乎有几人正在打架。（2）看来，似乎是（什么样子）（link-v.）①seem+形容词Thedoctorseemsverycapable.看来这个医生很能干。②seem+分词Hisfirstmemoriesseemedconnectedwithwork.他的第一记忆似乎与工作相连。③seem+名词Itseemsapleasantcity.看来这是一个令人愉快的城市。④seem+介词短语Youseeminhighspiritstoday，Mary.玛丽，看来你今天兴致挺高的。（3）用于下面结构①Itseems/seemedthat...Itseemsthattheyarelookingforsomething.他们仿佛在寻找什么东西。Itseemedtohimthathehadneverworkedsohardinhislife.他似乎一辈子都没有这么努力地工作过。Itdoesn’tseemthatwecangetourmoneyback.=Itseemsthatwecannotgetourmoneyback.看来我们的钱弄不回来了。②Itseems/seemedasif....Itseemsasiftheweatherisimproving.看来天要好转了。③Thereseems（tobe）....Thereseemstobenoworkforyoutodohere.看来这儿没有工作需要你做了。5.injureinjure，hurt和wound辨析：injure伤害，损害（感情），毁坏（名誉）。常指各种性质的身体上或精神上的伤害，常用于意外受伤。是及物动词。IhopeIdidn’tinjureherfeelings.我希望我没有伤害她的感情。87\nThefootballplayerwasinjuredinhisrightleg.那位足球选手的右腿受了伤。hurt伤害。没有injure正式，常用于口语。可用于指大、小伤害，也可指精神上的痛苦或感情上的伤害，可用作及物或不及物动词。Hehurthisfootwhenjumpingoverthefence.他在跳篱笆时伤了脚。Hiswordshurtme.他的话伤了我的心。Myheadhurtsbadly.我头疼得厉害。wound受伤，伤害，损害。一般指打伤、刀伤等外伤，尤指战场上负伤；还可用于比喻，指精神上的创伤。是及物动词。Thesoldierswoundedinthebattleweretakencareofbythenurse.战斗中受伤的战士们由护士在照料。Hefeltwoundedinhishonour.他觉得他的荣誉受到伤害。Unit4EarthquakesListening,SpeakingandWritingListeningTeachinggoals:1.      Getageneralideaofearthquakesandsomeothernaturaldisasters;2.      Trainstudents’listeningabilityandtrytoimprovetheirpronunciation;3.      Knowthedamagethatanearthquakeandotherdisasterscouldbringaboutandwaystoreducethelossesofanearthquake.Teachingimportantpoints:Trainthestudents’listeningabilityandimprovepronunciation.Teachingaids:Ataperecorder;theblackboard;CIA课件Teachingprocedures:Step1.Lead-in----videoofdifferentnaturaldisastersT:Ourhometownisaplacefullofakindofdisasters.Whatisit? Typhoon,earthquake,hurricanetsunami,flood,tornado,drought…areallcallednaturaldisasters.Q.whatdamagewilltheybringabout? ----everythinginruins/death/losses…Step2.IntroductionofEarthquakes(Letstudentsgetthegeneralideaofearthquake)Q:whatdoyouknowaboutearthquake?Whatcausesquakesandwheredotheyoftenhappen?             Howtopredictanearthquake?Q:Howtoavoidbeinghurt??----throughgamesQ:Haveyouheardofanylandearthquakes?87\n----Twopicturesinwarming-up:TangshanEarthquakeandSanFranciscoEarthquake.Q:Whatdoyouknowaboutthesetwoearthquakes?Step3:Listening1.      Pre-listening----briefintroductionofSanFranciscoEarthquakeQ:Whendidthequakehappen?----1906Q:whatdamagedidbringabout?----About700peoplediedintheearthquakeandthefires.Andasmanyas250,000peoplelosthomes…2.      While-Listening----accordingtotheexercisesinthetextbook3.Post-listening ----Howcanwereducethedamageofearthquake?Whatcanwedo?Step4:Homework----previewthereading“ANighttheEarthdidn’tSleep”andlearnnewwordsofthisunitSpeakingTeachingAims:1.      Enablethestudentstomakeaspeech2.      LetthestudentsenjoysomefamousspeechesTeachingImportantandDifficultPoints:1.      Reviewsomethingaboutdisasters2.      HowtomakeaspeechTeachingMethods:1.      Individualwork2.      groupworkTeachingAids:Computer,blackboardTeachingProcedures:Step1Lead-in(Teachershowsaseriesofpicturesofsomedisastersonthescreen,letthestudentstalkabouttheirfeelingsoranythingtheyfeelaboutthepictures.)(Thepicturesare:fire,hurricane,typhoon,tsunami,earthquake…)T:Inthisunit,welearnalotaboutdisasters.Weknowdisasterisnotagoodthingtous.Weoftenfeelsadorsorryifadisasterhappens.T:Rightnow,youhavejustseensomeofthedisasters.Doyoufeelworriedabouttheserefugees? Ss:Yes.Step2DiscussionT:Yes,everybodywillfeelsorryforthem.Butwhoisthemostworriedpeoplewhenadisasterhappens?87\n Ss:familiesandfriends/governmentandpresident / ……..T:Suppose,thereisanearthquakehappensomewhereinChina,andyouhaveafriendhappenstobethere.Youareveryworried.Whatwillyoudowhenyouhearthatanearthquakehappensthere?(Letthestudentsdiscusswiththeirpartner) Ss:Iwillfeelveryworried.IwillmakesuremyfriendisOkassoonaspossible.IwillmakeacalltoseeifheisOk.T:Again,supposeyouareapresidentofacountry,andanearthquakehappensinyourcountry.Whatwillyoudo? Ss:Itismydutytocomforttherefugeesandthesociety.SofirstIwillmakealivespeechtothewholecountry,tellingmypeoplethatIknowitandIwilltrymybesttoorganizetherescueworkandtherebuildingworkaftertheearthquake.T:Yes,youareveryclever.Infact,arealpresidentwilldojustasyousaid-----tomakeaspeech.Nowjustlet’slistentoarealspeechmadebyPresidentBushafterabigearthquakehitIndiaonthefirstdayofNewYear.(Playthetaperecordforthestudents)Step3SpeechT:Rightnowwe’vejustlistenedtoaspeechmadebyPresidentBush.Doyouknowsomethingabouthowtomakeaspeech?Canyoutellmewhenshouldwemakeaspeech? Ss:aspeechcompetition/election/thebeginningofanewyear/theopeningofsomeactivity/anniversary…..T:Yes,peopleneedtomakespeechesatthosetimes.Thendoyouknowhowtomakeaspeech?Whatshouldwecontainwhenwemakeaspeech? Ss: Introduction:Giveastrongfirstimpression&previewyourspeechBody: ExplainyourideasandsupportthemConclusion:Reviewyourspeechandleavealastingfinalimpression.     Step4TextT:Itseemsthatyouknowalotaboutmakingaspeech.Irememberwesaythatwemayneedtomakeaspeechwhenitissomeimportantanniversary.T:Youknow2006isthe30thanniversaryofTangShanEarthquake.Hereisaninvitation,invitingyoutomakeaspeechaboutit.Youcanlookattheletteronyourtextbook.T:Youcanincludethesepointsinyourspeech;1.      thankMrZhangShaandthecitygovernmentforinvitingyoutospeak2.      thankthevisitors,especiallythesurvivors3.      thankthosewhoworkedhardtosavesurvivors4.      listsomeofthethingstheworkersdidtohelpthesurvivors5.      thankthosewhoworkedhardtobuildthecity6.      describeyourfeelingaboutthecity,whichisknownasthe“BraveCityofChina”.7.      encouragethepeopletobealwaysproudoftheircity.8.      thankthevisitorsforlisteningtoyourspeech.T:Sotrytogiveaspeech,usingthesepoints.NowIwillgiveyou5miniutestofinishthespeech.(after5minutes)Step5Speechcontest87\nT:Timesup.Haveyoufinishedyourspeech?Ok,Ithinkitistimeforustoholdaspeechcontest.Wehave4groupsinourclass.Eachgroup,pleasechooseonecontestanttorepresentyourgroupandjointheclassspeechcontest.…,…and…willbethejudges.(Askeachgrouptogiveaspeechandthechosenjudgeswillchoosethewinner.)T:Congratulationstothewinner!Step6ConclusionT:Inthislessonwelearnedalotaboutspeechandwealsomadeaspeechbyourselves.Sodoyouknowhowtomakeaspeechnow?T:Attheendoftheclass,let’senjoyaveryfamousspeechinhumanhistory.(AbrahamLincoln  GettysburgAddress)   NewsWritingTeachingaims:1.      Getstudentstolearnhowtowritenews;2.      Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;3.      LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.Teachingdifficulties:1.      Howtomakestudentslearnwritinginamorepracticalandeffectiveway;2.      Howtohelpstudentsunderstandthetipsforwriting.Teachingprocedure:Step1:Lead-in----The30thanniversaryofTangshanearthquake(news)T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?Step2:Presentationofstudents’newswriting(homeworkoflastclass) ----pointoutthemistakesinnewswritingaccordingtothreeaspectsT:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.  ----Threeaspects:headline;contentandlanguageT:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?Step3:Tipsforwriting1.     Preparation----anoutlinePreparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.  Outline:Aheadline;alistofmainideas;Alistofimportantdetails2.     Headline⑴AppreciationofheadlinesNewbusinessregulations;   87\nNewtaxonhousingsalesANighttheEarthdidn’tSleep;CyclistsReadytoGoontheRoadforBlindKids;ChinaMarks30thAnniversaryofTangshanEarthquake;DoesBeijingsnackchangeitsflavor?MemoriesofquakediehardforTangshansurvivors;ChaoChien-mingreleased.         ⑵characteristicsofheadlinesQ:what’sthecharacteristicofheadlines?⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven  Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork. PLAcelebrates79thbirthday----TheChinesePeople'sLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate. QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesia'sNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli. Railway'simpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.3.Content ----Howtoorganizeyourcontentofnews⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven        Awoman;        riftsonthewall;        earthquakemeasuring5.1degrees;        Wen'anCounty,northChina's     HebeiProvince;        11:56a.m.Tuesday,July4,2006;        thequake’sepicenter--about110kilometersfromBeijingand80    kilometersfromTianjin; casualty–notknownAwomanpointsattheriftsonthewallofa villageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWen'anCounty,northChina'sHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromTianjin.Nocasualtywasreportedatpresstime.87\n4.LanguageTips----clear;objective;brief;accurate;writtenEnglish…Step4:Appreciationofnews    Radio----VOAnews:“Aidfortsunamivictims”    Newsreport----“TangshanQuake30thAnniversary”  Step5:Improvementofstudents’writing  ----ImproveyournewswritingaboutTangshanearthquake  Unit4EarthquakesGrammarandUsefulStructuresTeachingAims:1.ReviewtheAttributiveClauseandlearntousetherelativepronouns:who,whom,whichandthat.2.Learntherelativepronouns:whoseTeachingImportantPoints:ReviewtheAttributiveClauseandtrytomastertherelativesbetter.TeachingDifficultPoints:HowtohelpthestudentsmastertheAttributiveClausebetter.Teachingmethods:!.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbefore.2.Individualworkorpairworktomakeeverystudentworkinclass.Teachingaids:computerTeachingprocedures:Step1gameGuessthename:1.HeisaChinesescientistwho/thatmadethefirstseismograph.Zhangheng2.HewasagreatChinesenavigatorwho/thatmadesevenvoyagestotheIndianOcean.ZhengHe3.Itistheonlycountrythatcoversanentirecontinent.Australia4.HeisaChinesebasketballplayerwhowasborninShanghai.Yaoming5.Chinalauncheditsfirstlunarprobeon24th,October,whichmarksanewmilestoneinthecountry'sspaceexplorationhistory.Chang’eIStep2leadin1.Showsomepicturesofourschool.JinQinghighschoolisaschoolwhich/thatisverybeautifulThisisournewschoolwhich/thatweloveverymuch.Thisisourdormitorybuildingwhich/thatisbeautifulandclean.2.DiscusswithyourpartnerthefollowingquestionsWhatkindofteacherdoyoulikebest?Ilikeateacherwho/that…WhatkindofstudentsdoesMr.Zhanglikebest?87\nThestudents(that/who/whom)Mr.Zhanglikebest…3.presentthefollowingsentences.Westudyinaschoolwhoseenvironmentisverybeautiful.ThisisthedininghallwhosefoodisverydeliciousThemanusedtobeafootballplayer.Hislegwashurtinamatchtwoyearsago.Themanwhoselegwashurtinamatchtwoyearsagousedtobeafootballplayer.4.practice:jointwosentencesintoone.Doyouknowthegirl?Herhairisveryshortinourclass.Doyouknowthegirlwhosehairisveryshortinourclass?Heisthestudent.Ibrokehispencilyesterday.HeisthestudentwhosepencilIbrokeyesterday.MrKingwasquicklytakentohospital.Herlegswerebadlyhurt.MrKing,whoselegswerebadlyhurt,wasquicklytakentohospital.WeshallmakeadecisionaboutMsKing.Ihavetoldyouherstory.WeshallmakeadecisionaboutMsKing,whosestoryIhavetoldyou.5.关系代词用法关系代词　指代在从句中的作用that人／物主／宾which物主／宾who人主／宾whom人宾whose(=ofwhich)人／物定语Step3Practice1.Pleasemakesentenceswiththepicturesandthegivenkeywords,usingtheAttributiveClauses.Showsomepicturesaboutsportsmeeting.2.fillintheblanks.1.Theman_________cametoourschoolisMr.Wang.2.Thegirl_________________ImetisLucy.3.Achild_______parentsaredeadiscalledTom.4.Ilikethebook____________youboughtyesterday.5.Weshallneverforgetthedays____________wespenttogether.6.Iliketheperson_________youjusttalked.7.Ihavearoom________windowfacessouth.3.MakeareportaboutthetyphoonTherewasatyphoon______attackedTaizhouonOct.7ththisyear.Itwasastrongtyphoon___________stayedinZhejiangforalongtime.Itbroughtstrongwindandheavyrain,______causedalotofdamage.Morethan5millionpeoplewentthroughthetyphoon,among______87\nmanypeopleweretrappedorinjured.Manybuildingsfelldown.Itcausedfloodandmud-rockflowinmanyplaces,_____resultedinalossofmorethan4.5billionmoney.Teamswereorganizedtorescuethose______weretrappedandhelpwasgiventothose______sufferedfromthetyphoon.Luckily,itwasreportedthatnoonewaskilled.4.Translatethefollowingproverbs:1.Hewholaughslastlaughsbest.2.HewhodoesnotreachtheGreatWallisnotatrueman.3.Allthatglittersisnotgold.4.Thehandsthatpushcradlesarethehandspushtheworld.5.Hewholovesothersisconstantlylovedandhewhorespectsisconstantlyrespected6.Thosewhoclimbhighoftenhaveafall7.Godhelpsthosewhohelpthemselves. 8.Alliswellthatendswell.9.Nothingintheworldisdifficultforonewhosetshismindtoit.10.Hewhoknowsothersislearned,andhewhoknowshimselfiswise.11.Truefriendshipislikesoundhealth,thevalueofwhichisseldomknownuntilitislost.Homework:class2:1.ExercisebookAP34-362.Englishweeklyp4part3Class12:1.Englishweeklyp4part32.Englishbookp29Ex2Reflection:Unit5NelsonMandela---amodernheroWarmingUp,Pre-readingandReading一、TeachingAims　教学目标TeachingcontainsFrompage33-351.Targetlanguage语言目标a.重点词汇和短语period,advise…on,continue,fee,fare,gold,beworriedabout,outofwork,stage,vote,position,accept,violence,asamatteroffact,blowup,putinprison,equal,make+O+adj,imagine,inoneway,blankets,degree,allowsbtodo,guard,stopfrom,educated,cometopower,begfor,terror,fear,cruelty,reward,rights,beproudtodo.b.重点句子Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.P34Aftertryinghard,Igotajobinagoldmine.P34HetoldmehowtogetthecorrectpaperssoIcouldinJohannesburg.P342.Abilitygoals能力目标TalkaboutgreatpeopleExpressyourpointsofviewUsetheAttributiveClausewithprep.OrtheRelativeAdverbs:Where,when,andwhyLearntowriteapassageaboutagreatperson.3.Learningabilitygoals学能目标87\nImprovetheSs’abilitiesoflisteningandspeaking.EnabletheSstounderstandtheimportanteventscompletely.EnabletheSstogetagoodmasteryofsomewordsandexpressions.EnabletheSstolearnabouttheexpressionsofsomefamouspeopleEnablethestudentstolearnhowtotalkaboutthefamousgreatpeople.二、.Teachingimportantpoints教学重点Understandtherealmeaningofthehero/heroineWhoisyourhero/heroine?Whydoyoulikehim/hersomuch?三、Teachingdifficultpoints教学难点TheAttributiveClause(2)---where,when,why.UsetheAttributiveClausewithprep.OrtheRelativeAdverbs:Where,when,andwhyLearntowriteapassageaboutagreatperson.四、Teachingmethods教学方法FastreadingandcarefulreadingAskingandansweringactivitytocheckthestudent’sunderstandingofthetext.Individual,pairorgroupworktofinisheachotherDiscussion五、Teachingaids教具准备Slideprojector,Tape-recorder,computer六、Teachingproceduresandways教学过程Step1RevisionGooverwhathasbeenlearnedinthelastperiod.Whodoyouadmiregreatly?YaomingLuxunNewtonStep2BackgroundaboutsomecharactersWilliamTyndaleWilliamTyndale(1484-1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.AlthoughnumerouspartialandcompleteEnglishtranslationshadbeenmadefromthe7thcenturyonward,Tyndale’swasthefirsttotakeadvantageofthenewmediumofprint,whichallowedforitswidedistribution.BesidetranslatingtheBible,healsoheldandpublishedviewswhichwereconsideredheretical,firstbytheCatholicChurch,andlaterbytheChurchofEnglandwhichwasestablishedbyHenryVIII.BecausehisBibletranslationalsoincludenotesandcommentarypromotingtheseviews.Histranslationwasbannedbytheauthorities,andhehimselfwasburnedatthestakein1536,attheinstigationofagentsofHenryVIIIandtheAnglicanChurch.GandhiGandhi(Oct,21869-Jan,30,1948)wasoneofthefoundingfathersofthemodernIndianstateandaninfluentialadvocateofpacifismasameansofrevolution.HehelpedbringaboutIndia’sindependencefromBritishrule,inspiringothercolonialpeoplestoworkfortheirownindependenceandultimatelydismantletheBritishEmpireandreplaceitwiththeCommonwealth.Hisprincipleofsatyagraha,oftenroughlytranslatedas“wayoftruth”,hasinspiredgenerationsofdemocraticanti-racistactivitiesincludingMartinLutherKing,JrandNelsonMandela.Heoftenstatedhisvaluesweresimple:truthandnon–violence.NeilAldenArmstrong87\nNeilAldenArmstrong(Aug,51930)isanAmericanpilot,astronaut,andthefirstpersontowalkonthemoon.HewasborninWapakoneta,OhioandservedintheKoreanWarasajetfighterpilotfortheUS.Navy.HeattendedPurdueUniversity,wherehewasamemberofafraternity,PhiDeltaTheta,andreceivedaBachelorofSciencedegreein1955.ThehebecameaciviliantestpilotforNASAandpilotedthe4000mi/hX-15rocketplane.From1960to1962hewasapilotinvolvedinthecancelledU.SDuringtheactualmission,hetookmanualcontroloftheLunarModuleEagleandpiloteditawayfromarockyareatoasafelanding.SeveralhourslaterheclimbedoutoftheLMandbecamethefirstpersontoflublineonthemoon,withthewords“That’sonesmallstepforaman,onegiantleapformankind.”AbrahamLincolnPresidentAbrahamLincoln,thesixteenthpresidentoftheUnitedStates(1861-1865)AlbertEinsteinAlbertEinsteinisoneofthegreatestscientistsofthecenturyintheworld.HewasborninGermany.Histheoryinphysicshelpedtheworldtoknowmoreabouttheuniverse.SohewasgiventheNoblePrizein1921.However,in1930s,becauseofHitler’srule,hewasforcedtoleavehishomelandandgototheU.S.A.Helivedtherestofhislifethereanddiedin1955,attheageof76.MarieCurieMarieCurie(1867-1934),Polishscientist,wsborninWarsaw,onNov7th,1867,anddiedinFrance,on4thJuly1934.ShegraduatedinMathematicsandPhysicalScienceandgotmarriedin1895withtheFrenchphysicist,PierreCurie.Duringherwork,theCuriecouplediscoveredanewradioactiveelementnamedpoloniuminhonortoMarie’shomeland.TogetherwithBecquerel,sheobtainedtheNoblePrizeforPhysicsin1903.ShefoundedtheRadiumInstituteofParis,andwasthemainresponsibleuntilherdeath.In1911shewasawardedtheNoblePrizeforChemistry.SunYatwenSunYatwen(SunYixian,SunZhongshan,SunWen1866-1925)isconsideredthefoundingfatherofmodernChina.Borninapeasantfamily.Hewasaccordedtheappellantof“pioneeroftherevolution”QianXuesenHeiswidelyconsideredasthe“fatheroftheChinesespaceprogram”.AsoneoftheleadingrocketengineersattheCaliforniaInstituteofTechnology.Inthe1990s,he,whohadworkedontop-secretprojectsallhislife,becomeoneofthemostwell–knownintellectuals.Step3ReadingGetthestudentstocomprehendthepassagequicklyandaccurately,andmeanwhilehelptheSstoformagoodhabitofreading.ReadthepassageonP34togettheanswerstoPart1andPart2ofcomprehending.SilentreadingReadthetextthroughin3mins,andthentrytofindthemainideaofthetext:Ittellsussth.thathappenedbeforeReadthepassageonPage34togettheanswerstoPart1andPart2ofcomprehending.(5mins)Understandingideas1.WhydidEliassupportNelsonMandela?2.WhatproblemsdidEliashave?87\n1.Whydidhesupportviolencewhenhedidnotagreewithit?2.WhatwouldyouhavedoneifyouwereElias?DiscussionofideasHerearesomepossiblequestionsstudentscouldtalkabout:1.WhydidthewhitepeoplenottreatblackpeoplefairlyinSouthAfrica?2.Howdoyouthinkthewhitepeoplestoppedtheblackpeoplefrombeingtreatedfairly?3.Isitrightforsomepeopleinonecountrytotreatotherpeopleinthesamecountrydifferently?GiveareasonReadthetextagainandsummarizethemainideaofeachpart.(workingroupoffour).AsktheSstopayattentiontothefirstsentenceofeachparagraph.Howmanypartscanthistextbedividedinto?(2parts)GivethemainideaofeachparagraphPart1:(Para.1----2)ThelifeofElias’lifebeforehemetNelsonMandela.Part2:(Para.3and5)ThechangeofEliaslifeafterhemetNelsonMandelaandwhatMandeladid.DoExercises1,2and3CarefulstudyReadthetextagaincarefully,afterthat,answerthefollowingquestionsStep4ExtensiveReadingGettheSstolearnmoreaboutNelsonMandelafromP38FinishtherelatedexerciseWhodoyouthinkisagreatperson?WhatdoyouthinkIshoulddothen?Whichfooddoyouthinkishealthyandwhichisunhealthy?Choosetheanswerwhichyouthinkiscorrectinthefollowing.Areyouwillingtodopublicserviceworkwithoutpay?Step5Speaking&talkingTalkaboutyourhero/heroineDiscussinpairstotalkaboutthequalitiesgreatpeoplehave.Sa:Inmyopinion,agreatpersonissomeonewhoshouldbehardworking,determined,unselfishandgenerous.Ifhe/sheworkshard,nomatterhowgreatthedifficultyhe/shemeets,he/shewilltrytodealwithit.Ifhe/sheisunselfishandgenerous,he/shewillhelpotherswithoutpayandgetrespectfromothers.Ifhe/sheisdetermined/shewillneverloseheartwhenhe/sheisintrouble.Sb:AsfarasIknow,agreatpersonissomeonewhoshouldbekind,brave,determinedandconfident.Asagreatperson,hefirstshouldbekind-hearted.Onlywhenheiskindhearted,hecanhelpotherswhentheyareintrouble.Second,heshouldbebrave.Whenheisfacingdanger,fearorterror,hewouldnobeafraid.Andheshouldbedeterminedandconfident.Whenhehasconfidencehewillneverloseheartinfrontoffailure.T:Ithinkbothofyousaidareverygood,thankyou.Step6Languagepoints1.bewillingtodosthbewillingforsb.todosth.willn.意志,意愿wishn.心愿,愿望87\nI’mwillingtohelpyou.I’mquitewillingforyourbrothertojoinus.Wherethereisawill,thereisaway.It’smybestwishtoyou!2.Doyoueasilyloseheartwhenyouareintrouble?loseheart(不可数)灰心,泄气loseone’sheartto爱上,喜欢Pleasedon’tloseheart,youstillhavemorechances.Shelostherhearttohimassoonasshesawthehandsomesoldier.atheart从内心来说heartandsoul全心全意breakone’sheart心碎putone’sheartinto把全部心思放在learn/knowbyheart记熟3.introubleaskfortrouble自寻麻烦maketrouble制造麻烦taketroubletodosth.费心做某事getintotrouble遇到麻烦havetrouble(in)doingsth.做某事有困难save/sparetrouble省事1)Henevercameexceptwhenheis__________(有麻烦)2)Don’timaginethatyou’retheonlyperson_________(不幸)3)Theboy_______(出事了)whenhelefthometoliveinLondon.4)That’snoneofyourbusiness.Pleasedon’t_______(自寻麻烦)Keys:1.introuble2.introuble3.gotintotrouble4askfortrouble4.hefoughtagainsttheGermanNazisandJapaneseinvadersduringWorldWarfight+n.与------作战/打架fightfor为了-----而战fightagainst与------作战/斗争fightwith与------作战/并肩作战fightback还击,忍住fightabattle.战斗fightone’swayback(out)费很大劲恢复,打回去Theytoldtheworkerstofightfortheirrights.Wewillhavetofightagainstdifficulties.Iftheenemycomes,we’llfightback.5.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.giveup放弃givein让步Shehasgivenupherlifetonursingthesick.Don’tgiveuphalfway.87\nYoucan’twinthegame,soyoumayaswellgivein.5.Hefoughtfortheblackpeopleandwasinprisonforthirtyyears.beinprison在狱中gotoprison入狱put-----inprisonsend----toprisonthrow----intoprison把-----投入监狱betakentoprison被关进监狱Theybrokeintoprisonandsetfreethesoldierswhohadbeenimprisoned.Hehasthrowninprisonforfiveyearsandyoumayseehimathomenestyear.注意:以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词7….onlythendidwedecidetoanswerviolencewithviolence.当修饰状语位于句首时,句子采用部分倒装的结构,而修饰主语时句子不用.OnlybypracticingafewhourseverydaywillyoubebeabletomasterEnglish.OnlywhenthewarwasoverwasheabletoreturnhomeOnlyinthiswaycanyouhopetomakeimprovementintheoperatingsystem.8.advisevt.advise+n.advisesb.todoadvisedoingadvisesb.onsth.advise+wh-+todoadvise+that(should)+dothat-----apieceofadvice1.Weareoftenadvised_____notesinclass,butfewdoso.A.takingB.takeC.totakeD.took2.MysisteradvisedmethatI______acceptthejob.A.wouldB.mightC.couldD.should3.Theoldmanoftenadvisedtheyoungworkerson______themachineandtheylearnedquickly.A.tooperateB.howoperateC.howoperatingD.howtooperate4.Iadvised_____untiltherighttimebuttheywouldn’tlisten.A.towaitB.waitingC.waitedD.onwaitKeys:CDDB9.Wechoosetoattackthelaw.choose+n.选中choosefrom/between从------选择choosesb.+as/for选某人当-----choosesb.sth.=choosesth.forsb.为某人选物choose+wh-+todocannotchoosebutdo只好做----1.Somepeoplesaythatthey_______toliveinthecountryside.A.enjoyB.feellikeC.chooseD.don’tto2.Nodoubtherhusbandcouldhavetoldher,buthedidn’t______.A.chooseB.choosetoC.choosefromD.choosetodo87\n3.Therearefivepairs_______,butI’matalosswhichtobuy.A.tobechosenB.tochoosefromC.tochooseD.forchoosingKeys:CBBStep7同义词比较firstofallatallafterallfirstofall表示“首先，第一”。atall表示“根本，到底”，常用于否定句或疑问句中afterall表示“毕竟，到底，终究”。请比较：Ifyouwanttopassthenexttestfirstofallyoumustworkharderthanbefore．如果你想通过下次考试，首先你就要比以前下更多的功夫。Theladylikesclassicalmusicbutshedoesn’tlikepopmusicatall．那位女士喜欢古典音乐，但她一点都不喜欢流行音乐。Youmustlethimtryonceagain．Afterallhehasdonethisjobforthefirsttime．你一定要让他再试一次，毕竟他是第一次做这种工作。questionproblem；trouble；matter四个名词都可译为“问题”。question指主观存在的疑虑，疑问problem指客观存在和遇到的疑难问题trouble表示“麻烦，问题”，指客观存在并且有点棘手的问题matter表示“事情，麻烦”，指具有某种特征的事例。请比较：Thefatherwonderedhowtoanswerhisson’squestion．那位父亲不知道该如何回答儿子的问题。PeoplestillhavemanyproblemswhentheywanttocureSARSnow．现在，人们要想治愈“非典型性肺炎”仍然还有许多问题。Theyoungmanhasgotsometroublewhileheiswalkingacrossthefield．那个年轻人在横穿田地时惹了一些麻烦。Itisstillaseriousmatterthatsomepeopledriveafterhavingdrunk．一些人酒后驾车仍然是一个严重的问题。besidesexceptexceptforbut这四个介词或短语都表示“除了”。但是besides强调包含在内，意为“除了……以外还有”except强调排除在外，不包含在内，表示“除……外”exceptfor表示“除了”，引出一个相反的原因或事例but也表示“排除在外，不包含在内”，相当于except，但它通常与某些不定代词如nothing，all，anything，noone，anyone等连用。请比较：BesidesfootballJohnlikesplayingbasketballandvolleyball．除了踢足球以外，约翰还喜欢打篮球和排球。AlltheboystookpartinthisactivityexceptLiMing．HewenttoHefeiwithhisparentsthen．除了李明，所有男生都参加了这次活动。他那时和他的父母一起到合肥去了。Yourcompositionisverygoodexceptforsomespellingmistakesinit．你的作文写得很好，除了里面有一些拼写错误。NobodybutMrWuwilltalktotheman．除了吴先生，没有谁愿意跟那个男子谈话。DiscussionofideasRetellthetextaccordingtothemeanidea87\nHomeworkExercise1and2onpage71CopytheleftnewwordsandexpressionsUnit5NelsonMandela—amodernheroVocabularyandUsefulExpressions●从容说课Thisisthefifthperiodofthisunit.Inthisperiod，studentsaredesignedtodiscusswhatkindofpersonBillGatesis.ThepurposeistogivestudentsachancetopracticetheiroralEnglish，atthesametime，theycanhaveathoroughideaofqualitiesgreatpeoplehaveincommon.Inthisperiod，thereisareadingpassagetopracticereading.ThisistheendofElias’story.Inordertoarousethestudents’interestsinreadinganddeveloptheabilityofprediction，itisimportanttohaveadiscussionaboutthepossiblefinalresultbeforereading.What’smore，therearesomenewwordsandexpressionsinthepassage，soitisnecessarytodealwiththenewwordsandexpressionsofthispart，soastomakeiteasyforstudentstounderstandthecontents.●三维目标1.Knowledge：Learnandmasterthenewwordsandexpressionsinthisperiod.Words：blanket，degree，guard，educated，terror，fear，cruelty，reward，right，criminal，leaderPhrases：cometopowerSentences：IfeltbadthefirsttimeItalkedtoagroup.Wereadbooksunderourblanketsandusedanythingwecouldfindtomakecandlestoseethewords.Astheywerenotclevererthanme，butdidpasstheirexams.2.Ability：（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.（2）Doreadingpracticetoimprovethestudents’readingabilities.（3）Learntothinkaboutapersonorasituationindifferentrespects.3.Emotion：（1）Learnaboutsomegreatpeopleandqualitiestheyhaveincommon.（2）Developthestudents’moralquality.●教学重点（1）Haveadiscussionaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.（2）Enablethestudentstograspthemainideaofthepassage.（3）Improvethestudents’readingability.●教学难点（1）Howtoexpresstheirownopinionsandideas.（2）Howtograspthemainideaofatextorapassage.87\n●教具准备Themultimediaandtheblackboard.●教学过程Step1GreetingsGreetthewholeclassasusual.Step2NewwordsT：Todaywewilllearnanotherpassage“TherestofElias’story”.Beforethat，let’sfirstlearnnewwordsinthispassage.Pleasehavealookatthekeywordsontheblackboard.Doyouknowthemeaningsofthem？Ifnot，youcancheckthemonPage97.（Givethemseveralminutesforthemtogettoknowthemeaningsofthesewords.）T：Let’sreadthesenewwordstogether.Step3Lead-inT：Well.Fromthefirstpassage，weknowsomeinformationaboutElias.Inthelastparagraphofthefirstpassage，Eliastoldusthatalthoughhedidnotlikeviolence，butin1963hehelpedNelsonMandelablowupsomegovernmentbuildingsbecausehethoughtitwastorealizetheirdreamofmakingblackandwhitepeopleequal.Butasweallknow，itbrokethelaw.Whatwouldhappentohim？Youcanhaveadiscussionaboutthisquestionwithyourpartner.（Twominuteslater.）S1：Inmyopinion，hewascaughtandputinprisonforyears.S2：Ithinkhewasveryluckytoescapebeingpunished.S3：Ibelievethathewascaughtandbesentencedtodeath.T：Yes.MaybedifferentstudentshavedifferentopinionsaboutElias.Todaywe’llfinishreadingthestory.Afterthisperiod，youwillknowwhatactuallyhappenedtohim.Step4ListeningT：Nowpleaselistentothepassagecarefullyandfindtheanswertothisquestion：WhathappenedtoElias？（Showthequestiononthescreenandplaythetapeforthestudentstolisten.）T：Whowouldliketoanswerthequestion？S4：EliaswassenttoRobbenIsland.T：CanyoutellmesomethingaboutRobbenIsland？S4：Yes.Itwasaprisonfromwhichnooneescaped.Thesoundofitsnamemadepeopleafraid.Step5ReadingT：Good.PleaseopenyourbooksandturntoPage38.Readthepassagecarefullyandthenchoosethebestanswertocompleteeachsentence.（Showthefollowingsentencesonthescreen.）Choosethebestanswertocompleteeachsentence.1.Eliaswasunhappyintheprisonbecause____________.A.hewaskeptwiththecriminalsB.theprisonguardsstudiedwithhimC.hehadtostudyD.hecouldnotstudyforadegree2.NelsonMandelashowedhowgoodaleaderhewasbecause____________.A.hefoughttheguardsinprison87\nB.herefusedtolettheguardsstudyinhisschoolC.helettheguardsstudyinhisschoolbutnottaketheexamsD.helettheguardsstudyeventhoughtheprisonerscouldnottaketheexams3.LifeforEliaswasnottoobadinprisonbecause____________.A.hehadtostudyB.hecouldstudywiththeguardsC.hewantedtostudyD.hecouldstudyandgetadegree4.AsleaderofSouthAfrica，NelsonMandelahelpedprisonersofRobbenIslandby________.A.givingthemaneducationB.givingthemmoneyC.puttingtheguardsinprisonD.givingthemajobT：OK.Everyone，areyouready？Ss：Yes.（Thestudentsbegintoread.Afewminuteslater，teacherbeginstochecktheirunderstandingofthetext.）T：Nowpleasecheckyouranswerswithyourpartner.Atlast，I’llchecktheanswers.（Suggestedanswers：DDBA）T：Youalldidagoodjob.Now，you’veunderstoodthepassagebetter.Nowpleasereadthepassageafterthetape.Step6RetellingT：Well，IthinkuptonowyouhaveknownalotofinformationaboutElias.NowsupposeyouareElias’friend，pleaseintroducehim.I’llgiveyousomeminutestoprepare.Maybeyoucanbeginwithyourintroductionlikethat：Eliasismygoodfriend.He....（Someminuteslater.）T：OK.Timeisup.Who’dliketohaveatry？S6：I’dliketo.Eliasismygoodfriend.HewasapoorblackworkerinSouthAfrica.Hebeganschoolatsix.Buttwoyearslater，hehadtoleavebecausehisfamilycouldnotcontinuetopaytheschoolfeesandthebusfare.Sohecouldnotreadorwrite.Afterthathegotajobinagoldmine.ButbecausehewasnotborninJohannesburg，hedidnothavethepassbook.Atthattime，hefirstmetNelsonMandela.NelsonMandelatoldhimwhattodoandhowtogetthecorrectpaperssohecouldstayinJohannesburg.WhenNelsonMandelaorganizedtheANCYouthLeague，hehelpedNelsonMandelablowupsomegovernmentbuildingsbecauseheknewitwastorealizetheirdreamofmakingblackandwhitepeopleequal.Unluckily，hewassenttoRobbenIsland，whichwasaprisonfromwhichnooneescaped.ButwhenhegotthereNelsonMandelawasalsothere.NelsonMandelabeganaschoolforprisonerswhohadstudiedverylittle.Eliasbecameagoodstudentbutcouldnotstudyforadegree.Whenhefinishedthefouryearsinprison，hehadfoundajobbutbecausethepolicetoldtheimportantmeninhisbusinessthathehadbeentoprisonforblowingupgovernmentbuildingshelosthisjob.WhenMrMandelaandtheANCcametopowerin1993，hegaveEliasajobtakingtouristsroundhisoldprisononRobbenIsland.That’sall.T：Agoodjob.Nowlet’sdealwiththelanguagepointsinthispart.（1）IfeltbadthefirsttimeItalkedtoagroup.thefirsttime起连词的作用，引导时间状语从句。ThefirsttimeImethim，Ithoughthimnice.（2）Wereadbooksunderourblanketsandusedanythingwecouldfindtomakecandlestoseethewords.87\nwecouldfind是定语从句，修饰anything。tomakecandles及toseethewords是目的状语。（3）Astheywerenotclevererthanme，butdidpasstheirexams.didpass是强调结构，强调谓语动词时，在动词原形前加do/does/did。Idohopeyouhaveanicetrip.HedoesspeakEnglishwell.Step7ReadingtaskT：Verygood.Nowyouaregoingtolookatafamousman，BillGates.Usetheskillsyouhavelearnedaboutexpressingpointsofviewanddecidewhetheryouthinkheisagreatman.Ifyouhaveanopinionaboutthatalready，pleasefinishthissentence.（Showthissentenceonthescreen.）IthinkBillGatesis/isnotagreatmanbecause____________.Possibleversion：1.IthinkBillGatesisnotagreatmanbecausehedidn’tchangetheworldandmaketheworldfairer.2.IthinkBillGatesisagreatmanbecausehewillchangetheworldbyhelpingtheeducationandhealthofmanychildrenaroundtheworld.T：Justnow，youjustexpressedyourpointofview.NowpleasereadthroughtheevidenceandfillintheresearchnoteonPage74.Don’taddanythingorleaveanythingout.T：Now，pleasereadthepassagequicklyandmakenotesaccordingtothesheet.（Givethestudentssomeminutestoprepare.）T：Nowtimeisup.Let’scheckyouranswerstogether.Step8ReadingaloudT：Nowpleasereadthepassageafterthetape.Paymoreattentiontotheunderlinedsentencesandtheirpause.Step9DiscussionT：NowyouhavetodecidewhatyouthinkofBillGates.Heisasuccessfulandrichmanbutisheagreatman？Hashegivenupanything（notmoney）inhislifetohelpotherpeopleandmakethingsfairerintheworld？Nowpleasediscusswithyourpartner.（Givestudentsthreeminutestodiscuss.）T：OK.Stophere，please.What’syouropinion，Mary？S1：IthinkBillGatesissuccessfulandrichbutheisnotagreatman.Ofcourse，heisverycleverandhasalotofmoney.Hehasgivenmillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworld.Buthedidn’tchangetheworldandmaketheworldfairer.Inaword，heisnotagreatmanbutagoodman.T：Doyouagreewithher？S2：No.Inmyopinion，itisnoteasytogivemillionsofmoneytohelpotherpeople，butBillGatesdidso.Heisverygenerous.Bymeansofhelpingtheeducationandhealthofmanychildrenaroundtheworld，hewillchangetheworldbecausechildrenarethefutureowneroftheworld.T：You’rebothverygood.ButperhapsdifferentpeoplehavedifferentopinionsaboutBillGates.Itisnatural.Youcanhaveadeepdiscussionafterclass.Step10SummaryT：Inthisclass，wehavereadtwopassages.OneistherestofElias’story.TheotherisapassageaboutBillGates.Inthefirstpart，welearnedsomenewwordsandexpressions.After87\nthat，wehadadiscussionaboutBillGates，whichhelpstounderstandwhatqualitiesagreatpersonshouldhave.Step11HomeworkLookupsomeotherinformationaboutBillGatesandhiscareerafterclass.●板书设计Unit5NelsonMandela—amodernheroTheFifthPeriodblanketdegreeeducatedterrorfearcrueltyreward1.IfeltbadthefirsttimeItalkedtoagroup.2.Wereadbooksunderourblanketsandusedanythingwecouldfindtomakecandlestoseethewords.3.Astheywerenotclevererthanme，butdidpasstheirterrorexams.●活动与探究Nowyourateyourpartner’slisteningskills：Howoftendotheydothefollowing？Onascalefrom1to5，givethemascoreasfollows：1=never，2=rarely，3=sometimes，4=often，5=veryoften.behaviorscoreMypartneravoidsstayingonasubjectuntilitissolved.Mypartnermakeassumptionsaboutmyfeelingsorthoughts.Mypartnercommentswith，“Yes，but...”tomysuggestionsoropinions.Mypartnerbringsuppastissuesduringcurrentdisagreements.Mypartnerinterruptsmyconversation.MypartnerusesarcasmorjokestorespondwhenItalk.Mypartnerrespondstomycomplaintswithacomplaint.Mypartnerinsultsandcriticizesme.Mypartnerrespondstomewithphraseslike，“That’sridiculous.”Mypartnerseesonlyhispointofview.TOTAL（Addupthescoresforyourpartner.）●备课资料BillGatesWilliam（Bill）H.GatesischairmanandchiefsoftwarearchitectofMicrosoftCorporation，theworldwideleaderinsoftware，servicesandsolutionsthathelppeopleandbusinessesrealizetheirfullpotential.MicrosofthadrevenuesofUS$36.84billionforthefiscalyearendingJune2004，andemploysmorethan55000peoplein85countriesandregions.BornonOct.28，1955，GatesgrewupinSeattlewithhistwosisters.Theirfather，WilliamH.GatesⅡ，isaSeattleattorney.Theirlatemother，MaryGates，wasaschoolteacher，University87\nofWashingtonregent，andchairwomanofUnitedWayInternational.GatesattendedpublicelementaryschoolandtheprivateLakesideSchool.There，hediscoveredhisinterestinsoftwareandbeganprogrammingcomputersatage13.In1973，GatesenteredHarvardUniversityasafreshman，whereheliveddownthehallfromSteveBallmer，nowMicrosoft’schiefexecutiveofficer.WhileatHarvard，GatesdevelopedaversionoftheprogramminglanguageBASICforthefirstmicrocomputer—theMITSAltair.Inhisjunioryear，GatesleftHarvardtodevotehisenergiestoMicrosoft，acompanyhehadbegunin1975withhischildhoodfriendPaulAllen.Guidedbyabeliefthatthecomputerwouldbeavaluabletooloneveryofficedesktopandineveryhome，theybegandevelopingsoftwareforpersonalcomputers.Gates’foresightandhisvisionforpersonalcomputinghavebeencentraltothesuccessofMicrosoftandthesoftwareindustry.Toprow：SteveWood（left），BobWallace，JimLane.Middlerow：BobO’Rear，BobGreenberg，MarcMcDonald，GordonLetwin.Bottomrow：BillGates，AndreaLewis，MarlaWood，PaulAllen.December7，1978.UnderGates’leadership，Microsoft’smissionhasbeentocontinuallyadvanceandimprovesoftwaretechnology，andtomakeiteasier，morecost-effectiveandmoreenjoyableforpeopletousecomputers.Thecompanyiscommittedtoalong-termview，reflectedinitsinvestmentofapproximately$6.2billiononresearchanddevelopmentinthe2005fiscalyear.Gateshasdonatedtheproceedsofbothbookstonon-profitorganizationsthatsupporttheuseoftechnologyineducationandskillsdevelopment.Inadditiontohisloveofcomputersandsoftware，GatesfoundedCorbis，whichisdevelopingoneoftheworld’slargestresourcesofvisualinformation—acomprehensivedigitalarchiveofartandphotographyfrompublicandprivatecollectionsaroundtheglobe.HeisalsoamemberoftheboardofdirectorsofBerkshireHathawayInc.，whichinvestsincompaniesengagedindiversebusinessactivities.PhilanthropyisalsoimportanttoGates.Heandhiswife，Melinda，haveendowedafoundationwithmorethan$27billion（asofMarch2004）tosupportphilanthropicinitiativesintheareasofglobalhealthandlearning，withthehopethatinthe21stcentury，advancesinthesecriticalareaswillbeavailableforallpeople.TheBillandMelindaGatesFoundationhascommittedmorethan$3.2billiontoorganizationsworkinginglobalhealth；morethan$2billiontoimprovelearningopportunities，includingtheGatesLibraryInitiativetobringcomputers，InternetAccessandtrainingtopubliclibrariesinlow-incomecommunitiesintheUnitedStatesandCanada；morethan$477milliontocommunityprojectsinthePacificNorthwest；andmorethan$488milliontospecialprojectsandannualgivingcampaigns.GateswasmarriedonJan.1，1994，toMelindaFrenchGates.Theyhavethreechildren.Gatesisanavidreader，andenjoysplayinggolfandbridge.87\nUnit5NelsonMandela-------amodernheroListening_SpeakingandWriting一、教学目标TeachingaimsImprovethestudents’listeningability1.教学内容TeachingcontentsP37,P69,P72Listeningtask.2.能力目标AbilityaimsTelltheSs’howtogettheinformationaboutlisteninginadvance.Accordingtothecontentsoflistening,letthestudentsgettheskillsoflistening.3.语言目标Languageaimsa.词组和短语Elias,ANC,Youthleague,underground,Bible.b.重点句子Whatdoesa“pointofview”mean?Whydidthetwospeakershavedifferentideasaboutthecauseoftheaccident?二、教学重难点TeachingimportantpointsListentothethreematerialsaboutElias,BibleandAccidentsandchoosethecorrectanswers.Worktogetherwithpartnersandwritedowntheirreasonsofaccidents.三、教学方法TeachingmethodsListeningandcooperativelearning四、教具准备TeachingaidsArecorder,tapes&aprojects五、教学步骤TeachingproceduresStepI:RevisionGettheSs’toretellElias’storywiththeirownwordsStepII:Listening(P37)Ss’areaskedtoreadthequestionsandmultipleanswerstofindoutthelisteningpointsfirst,thenlistentothetapethreetimestochoosethebestanswersandanswerthetwoquestions.T:PleaseopenyourbooksandturntoPages.Beforeyoulistentothetape,pleasereadfirstthequestionsandmultipleanswerstofindoutyourlisteningpoints.Payattentiontotheseimportantpointswhilelistening.Now,I’llplaythetapetwice.Pleaselistencarefullyandpaymuchattentiontotheimportantpoints.Youmaychoosethebestanswerswhilelisteningthesecondtime.Checktheanswerstogether.T:Listentothetapeathirdtimeandthefollowingtwoquestions:1.DoyouthinkEliaswasrighttojointheANCYouthLeague?Giveyourreason2.ImagineyouareElias,whatwouldyoudo?Giveyourreason.AsksomeSstoanswerthem..StepIII:ListeningT:Let’scometoPage69,lookatthequestionsbeforeyoulistentothetext,andanswerthem..Playthetapethreetimes.StepIV:ListeningTaskListenandanswerthequestionsinPart1.87\nT:NowturntoPage72..Inthelisteningtask,therearefourquestions.Youshouldformthehabitofgoingthroughthequestionstogettheimportantlisteningpoints.Andmakenotesifnecessary.Afterlistening,checktheSs’work.Theteachergivestheanswers.T:NowlookatthetwotablesinPart2.I’llplaythetapeathirdtime.Afterlistening,theSschecktheiranswerswiththeirpartners.StepV:Homework:Writedownthecauseoftheaccident.PreviewWritingUnit5NelsonMandela---amodernheroWriting一、教学目标Teachingaims1．教学内容（Teachingcontents）Writingonpage39andpage752．能力目标Abilityaims1)Learntowriteashortpassageofagreatman2)Letthemknowhowtochooseagreatpersonintheireyesandhowtowriteashortpassage.3．语言目标Languageaims1)TeachtheSshowtochoosetheirwordstowriteashortpassageofagreatman.2)Teachthemtoknowhowtowriteapersuasionletter.3)Usewhattheyhavelearntinthisunitintheirspeakingandwriting.二、教学重难点TeachingimportantpointsLetthestudentsknowhowtochooseagreatpersonintheireyesandhowtowriteashortpassage.三、教学方法TeachingmethodsTask-basedmethod,groupwork四、教具准备Teachingaids:Aprojectorandacomputer五、教学步骤TeachingproceduresStepI.Greeting:GreetingsStepII.LeadinAskthestudentstoplayagame.（Thiswillgetthestudentstoknowhowtodescribeaperson.)Showsomepicturesofsomeimportantorgreatpeopletothewholeclass.87\nEachgroupwillchooseonestudentstandingwithhisbacktotheblackboard.Ifheorshecanguessthenameofthepersonbylisteningtootherstudents’description,heorshewillgetonepoint.(Wecanaskthestudentstochooseonlysomeofthepicturesdescribe.)StepIII.Writing(p.39)1.TelltheSssomestepswhenwriting:Beforewritingyoucanfollowthesesteps:•collectideasfortheletter•writethemdowninanyorder•Sortthemoutinanorder•Putthoseideaintoaformsothatyoucaneasilyseethem•Usetheformtohelpyouasyouwrite.2.Showthemhowtogetsomeideasbeforewriting:1)Inthisunitwehavelearnedalotaboutthemodernhero---NelsonMandela.Canyougivemesomeinformationabouthim?2)AftertheSsgivesomeinformationaboutNelsonMandelawiththehelpofthetext,theteachermayaddsomemoreinformationinaform.3)Enjoythesampleletter.SuggestedanswerJinanNo.1MiddleSchoolShandong,ChinaMay27,1989DearPresident,IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree.Asweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandeladevotedallhislifetorealizethisdream.In1944,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems.Theblackpeoplelovedhim.In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedto5yearshardlabor.Oneyearlater,asoneoftheleadersofANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntilnow.Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Asheisagreatman,youshouldsethimfree.Bestwhishes!Yourstruly,LiHua4)Afterreadingthesample,askthemtotellmehowtowriteapersuasionletter.5)Tellthemthestructureofapersuasionletteringeneraltomakethewritingeasy.StructureofsuchlettersPart1.Asmallparagraph(Reasonfortheletter)87\nPart2.Bodyparagraphs(reasonsindetail)PersonalinformationHardworkachievementsGoodqualitiesPart3.Closingparagraph(youropinion)StepIV.WritingTaskAskthemtotrytowriteapersuasionletter1.SupposeyouaregoingtowritealettertotheseniororganizersoftheNobelPrizetopersuadethemtogivetheNobelPeacePrizetoMotherTeresa.2.Readtheinformationgivenbelow.MotherTeresaPersonalinformationWasborninYugoslavia,onAugust27,1910,anurse,HardworkachievementHelpthepoorandcomfortingthedyinginthestreetofthecity;herworkspreadtootherpartofIndiaGoodqualitieshard-working,kind-hearted,persistentYouropinionAwell-knownperson,worththeprize3.Payattentiontothestructureofsuchletters.4.Givethemsometimeandasktowritetheletteringroups.5.Sharetheirideaswiththeclassbyreadingtheirlettersaloud.6.Correctthewritingstogether.Suggestedanswers:Dearseniororganizers:IamwritingtoaskyoutogivetheNobelPeacePrizetoMotherTeresa.HerearesomereasonswhyIthinksheshouldbegiventheprize.MotherTeresawasborninYugoslavia,onAugust27,1910.Whenshewas20yearsold,shewenttoIndia,Whereshebegantobeateacher.Afterthetraining,shewassenttoCalcutta,whereshetaughtgeographyataschoolandsoonaftershebecameheadmistress.However,althoughshelovedteaching,in1946MotherTeresalefttheschoolandtrainedtobecomeanurseinPatna,andthenbeganherworkhelpingthepoorandcomfortingthedyinginthestreetsofthecity.Slowlyotherscametohelpher,andherworkspreadtootherpartsofIndian.Shebecameawell-knownperson.Whenshetravelstheworld,sheopensmanynewschoolsandhospitalsinpoorcountries.Sheisknownformanygreatachievements.becauseofherhardwork,kindnessandpersistence.Ithinksheisreallyagreatpersoninmyeyes.WeshouldgivehertheNobelPeacePrize.StepV.Homework:Readapassageaboutagreatpersonorwriteashortpassageaboutagreatpersoninyourhometown.Unit5NelsonMandela---aModernHero87\nExtensiveReading一.教学目标Teachingaims:Integratingskillsonreading1.教学内容Teachingcontents:Page38,Reading:TherestofElias’story.Page73,Readingtask.2.能力目标Abilityaims:HelptheSstocomprehendthetextthroughdifferentwaysofreadingskills.3.语言目标Languageaims:1).GetthestudentstolearntherestlifeofEliasandmoreaboutNelsonMandela.2).Accordingtothetwopersons’words,guidetheSstodecidewhetherBillGatesisagreatmanornot,helptheSstolookupusefulinformationabouthim.二．教学重难点Teachingimportantpoints:1.Thegeneralideaofthetext.2.Enlargetheknowledgeofthedifferentgreatpeopleindifferentfield.3.LettheSstalkaboutthegreatpeopleindifferentfields.三．教学方法Teachingmethods:Skimming,fastreadingandcomprehension,task-based,explaining.四．教具准备Teachingaids:Acomputer,arecorder,aprojectorandsomeslides.五．教学步骤Teachingprocedure:StepI.GreetingsStepII.ExtensiveReading1.Lead-inquestion:Whatdoyouthinkthepeopleintheprisonwilldo?Haveadiscussioningroups.2.GetthestudentstolearnmoreaboutNelsonMandela.ReadthetextonPage38,thendotheexercisesandcheckitout.3.AnswersomequestionsaboutElias.1).HowdidMr.MandelahelpEliasintheprison?2).WhendidEliaslosehisjob?3).DoesEliaslikehispresentwork?StepIII.Leadingin.GettheSstoknowwhetherBillGatesisagreatmanornot.ShowthepicturesofBillGatesonthescreen,asktheSswhethertheyknowandwhattheyknowaboutthemanonthescreen.AsktheSstoanswerwhetherheisagreatmanornot.StepIV.ReadingTask.WhetherBillGatesisagreatmanornot,lettheSskeeptheirideaandreadthepassagecarefullyinpage73.Afterreadingthepassage,finishtheinformationsheet.Fiveminuteslater,checktheanswerstogether.StepV.AfterthoughtsAsktheSstothinkaboutthequestionagain,whetherBillGatesisagreatmanornotintheireyeafterthereadingoftwoevidencegiving.87\nStepVI.Homework.1.Recitethekeysentencesinthetext.2.FindmoreinformationaboutBillGatesafterclass.Unit5NelsonMandela—amodernheroGrammarandUsefulStructures●从容说课Thisisthethirdperiodofthisunit.Inthisperiod，studentsareplannedtogoovertheattributiveclause，includingthedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause，theuseoftherelativepronounsandrelativeadverbsandthedifferencesbetween“that”and“which”.Intheperiodofhighschool，theattributiveclauseisnotonlydifficultbutalsoimportant，soitisnecessarytograsptheusageoftheattributiveclause.Inordertomakesenseoftheusageoftheattributiveclause，itisimportantforthestudentstomakeasummaryofthembythemselves.Inthisperiod，thereshouldbesomeexercisesdesignedforstudentstoconsolidatetheusageoftheattributiveclause.●三维目标1.Knowledge：（1）RevisetheAttributiveClause，includingtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.（2）Revisetheuseofrelativepronounsandrelativeadverbs.2.Ability：ExpandtheknowledgeoftheAttributiveClause.3.Emotion：Developthestudents’qualityofovercomingdifficultiesinstudy.●教学重点Theusageoftherelativepronounsandrelativeadverbs.●教学难点Helpthestudentstomasterthewayofchoosingarelativepronounorarelativeadverbcorrectly.●教具准备Themultimediaandtheblackboard.●教学过程Step1GreetingsGreetthewholeclassasusual.Step2RevisionandLead-in（Teacherchecksthehomeworkexercisesfirstandthenshowsthefollowingonthescreen.）1.Heisafamousscientist.2.Who’sthatgirlinred？3.I’vereadallthebooksthatyoulentme.87\n4.Ihavelostmypen，whichIlikeverymuch.T：Nowpayspecialattentiontotheunderlinedparts.Isthereanythingincommonbetweenthem？Ss：Yes.Theyallidentifythenouns，whichareusedwiththem.Eachparttellsuswhichthingorpersonthespeakeristalkingabout.T：Thatistosay，thefunctionofeachunderlinedpartisthesame.Eachofthemisusedasanattributetodescribeeachnoun.Well，arethereanydifferencesbetweenthem？S1：Yes.Inthefirstsentence，theattributeisanadjectiveandputbeforethenoun；thesecondisaprepositionalphraseputafterthenoun；thethirdandfourthsentencesarefullsentencesputafterthenouns.T：Youareright，whatdowecallthesentencesputafterthenoun？Ss：TheAttributiveClause.T：Quiteright.Inacomplexsentence，theclausemodifyinganounorapronouninthemainclauseiscalledanAttributiveClause.ThenounorpronouniscalledAntecedent.Thewordthat/whichintroducestheclause（betweenthenoun/pronounandtheclause）iscalledRelativePronounorRelativeAdverb.Therelativepronounsoradverbsdotwojobsatonce.Theycanbeusedassubjects，objects，attributesoradverbials；intheclause，atthesametime，theyjoinclausestogether.Abouttheuseofthem，we’llhaveparticularrevisionafterawhile.Nowlookatthesentencesonthescreen.（Teachershowsthefollowingonthescreen.）Completethesentenceswithsuitablerelatives.1.Iknowthereason_______________hecamelate.2.Doyouknowthewoman，____________sonwenttocollegelastyear？3.Thehouse_______________colourisredisJohn’s.4.Thisisthebestfilm_______________I’veeverseen.5.Thatisthetown_______________heworkedin1987.T：Who’dliketotellmewhatshouldbefilledinthefirstsentence？S2：Ithink“why”shouldbefilled.Becausetheantecedentis“thereason”andtherelativeisusedastheadverbialofreasonintheAttributiveClause.T：Yes.Howaboutthesecondsentence？（Teachergoestoanotherstudentandasksher/himtoanswer.）S3：Ifill“whose”here.Becausetheantecedentis“thewoman”andtherelativeisusedastheattributeintheAttributiveClause.T：Right.Sitdown，please.Nowlet’slookatthethirdsentence.Suggestedanswers：1.why2.whose3.whose4.that5.whereStep3SummarizetheuseoftheNon-restrictiveAttributiveClauseT：TheNon-restrictiveAttributiveClauseisaclause，whichgivesextrainformationtotheantecedent.Soweuseacommatointerruptthesentence.WhentheNon-restrictiveAttributiveClauseiscutoff，thesentencestillhasafullmeaning.Nowlookatthesentencesonthescreen.（Showthefollowingonthescreen.）1.Ihavetwobrothers，whoarebothsoldiers.2.Nextweek，whichyou’llspendinyourhometown，iscoming.87\n3.I’vetriedtwopairsofshoes，neitherofwhichfitsmewell.T：Payattentiontotheunderlinedparts.Therearecommastointerruptthesentencesand“that”cannotbeusedintheNon-restrictiveAttributiveClause.Youshouldpaymoreattentiontothestructure“IndefinitePronoun/Numbers/Noun/Superlative+ofwhich/whom”isoftenusedintheNon-restrictiveAttributiveClause.Step4TheusageoftheRelativePronounsandtheRelativeAdverbsT：Asweknow，relativepronounsoradverbsplayimportantpartsintheAttributiveClause.Nowlet’smakealistofthemontheblackboardfirstandthenrevisetheirusagewiththehelpoftheformsonthescreen.（Bb：therelativepronouns：who，whom，that，whose，which；therelativeadverbs：when，where，why）（Teachercollectsthemfirstandthenshowsthefollowing.）Form1：TherelativepronounsReferringtoFunctionintheclausewhopeoplesubject/objectwhompeopleobjectthatpeople/thingsubject/objectwhichthingsubject/objectwhosepeople/thing（ofwhom/which）attributeForm2：TherelativeadverbReferringtoFunctionintheclausewhen（=at/in/onwhich）timeadverbialoftimewhere（=in/atwhich）placeadverbialofplacewhy（=forwhich）reasonadverbialofreason（Teacherexplainsthetwoformsseparatelyandaddsthefollowingwithexamplesonthescreen.）T：1.Whenarelativepronounisusedasasubjectintheclause，theverbmustagreewiththeantecedentinpersonandnumber.1.Thosewhowanttogotothecinemamustbeattheschoolgateby3：30p.m.2.Hewhodoesn’treachtheGreatWallisnotatrueman.2.Whentheantecedentisthestructureof“oneof+n.（pl.）”，theverbintheclausemustbepluraltoagreewiththepluralform.However，ifthereis“the”or“only”before“one”，theverbintheclausemustbesingular，agreeswiththeword“one”.1.SheistheonlyoneofthegirlswhohasbeentoBeijing.2.Heisoneoftheboyswhohaveseenthefilm.3.Whentheantecedentisanounfortimeorplace“when”or“where”isnotalwaysusedtointroducetheclause.Itdependsonthefunctionoftherelativewordintheclause.1.Thetimewhen/thatIwenttoTokyoisin1982.2.I’llneverforgetthetimewhich/thatIspendatcollege.3.TheshopthatIboughtisbig.4.Theshopwhere/inwhichIboughtthebookisbig.Step5Thedifferencebetween“that”and“which”T：Asweknow，both“that”and“which”canbeusedforthings，buttheuseofthemisnot87\nalwaysthesame.Let’slookatthesentencesonthescreen.（Showthefollowingonthescreen.）1.ThisisthesecondarticlethatIhavewritteninEnglish.2.Itisthebestfilmthathehaseverseen.3.ThisistheverybookthatIwanttoread.4.Allthattheytoldmesurprisedme.5.Theytalkedabouttheteachersandschoolsthattheyhadvisited.6.Whoisthecomradethatwasthere？7.Thereisabedintheroomthatisstillvacant.8.Ourvillageisnolongertheplacethatitusedtobe.T：Fromthesentencesonthescreen，wecanmakeasummaryoftheuseof“that”and“which”.Lookatthescreenagain.（Showthefollowingonthescreen.）1.Infollowingcases，“that”isoftenused.（1）Afterordinalnumberandsuperlatives.（2）Afterthefollowingwords：all，only，little，few，much，very，none，last，just，any（thing），every（thing），some（thing），no（thing）.（3）Aftertwoormoreantecedents，referringtobothpeopleandthings.（4）Afterinterrogativepronouns“which”or“who”.（5）Whentherelativepronounisusedasapredictiveintheclause.（6）Whenthemainclausebeginswith“Therebe”.2.Infollowingcases，“which”isalwaysused.（1）Afterprepositions.（2）TointroduceaNon-restrictiveAttributiveClause.（3）Thewholemainsentenceisthe“antecedent”oftherelativeclause，andthereisalwaysacomma.Step6PracticeT：Nowlet’sdosomeexercises.Lookatthescreen.Fillintheblanks，choosingproperrelativepronounsorrelativeadverbs.（Showthefollowingonthescreen.）1.____________haveplentyofmoneywillhelptheirfriends.A.ThosewhoB.HewhoC.ThatwhoD.Youwho2.Thisisthelongesttrain____________Ihaveeverseen.A.whichB.thatC.whatD.whom3.____________weallknow，swimmingisaverygoodsport.A.WhichB.ThatC.AsD.Who4.Ishallneverforgetthoseyears____________Ilivedinthefarm____________youvisitedlastweek.A.when；whereB.which；whichC.when；whichD.which；where5.Theradioset____________lastweekhasgonewrong.A.IboughtitB.whichIboughtitC.IboughtD.whatIbought6.Hepaidtheboy$10forwashingtenwindows，mostof____________hadn’tbeencleanedforatleastayear.A.theseB.themC.thatD.which87\n7.Thedaywillcome____________thepeopleallovertheworldwillwinliberation.A.thatB.whereC.whichD.when8.MrHerpinisoneoftheforeignexpertswho____________inChina.A.worksB.isworkingC.areworkingD.hasbeenworking9.Theytalkedforaboutanhourofthingsandpersons____________theyrememberedintheschool.A.whichB.thatC.whoD.whom10.Myglasses，____________Iwaslikeablindman，felltothegroundandbroke.A.whichB.withwhichC.withoutwhichD.thatSuggestedanswers：1~5ABCCC6~10DACBCStep7TestT：Nowlet’shaveatest.Lookatthescreen.Dothisexercisebyyourself.AfewminuteslaterI’llgiveyoutheanswers.（Showthefollowingonthescreen.）1.Pleaseputtheletter____________hecaneasilyfindit.A.inwhichB.whereC.theplacewhereD.intheplace2.Thehouse____________thereisabigtreewasbuiltmorethan1000yearsago.A.whichB.thatC.inthefrontofwhichD.infrontofwhich3.Antarctic，____________weknowverylittleiscoveredwiththickicealltheyearround.A.whichB.whereC.thatD.aboutwhich4.Thereason____________Iwasawayfromschoolis____________Iwasillyesterday.A.that；thatB.why；whyC.why；thatD.that；why5.Itwasameeting____________importanceIdidn’trealizeatthattime.A.whichB.ofwhichC.thatD.whoseSuggestedanswers：1~5BDDCDStep8Homework1.ReviewtheAttributiveClause.2.DoWBP71.Ex1.2.●板书设计Unit5NelsonMandela—amodernheroTheThirdPeriodTheAttributiveClause1.ThedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.2.Theuseoftherelativewords：（1）Relativepronouns：who，whom，whose，that，which87\n（2）Relativeadverbs：where，when，why3.Thedifferencesbetween“that”and“which”.●活动与探究Thisactivityisdesignedtomakeadeepresearchintotheattributiveclause.Thestudentsareaskedtodesignsomeexercisesabouttheattributiveclause.Andthentheycanexchangeexerciseseachotherandcheckthemselves.Thepurposeofthisactivityistohelpthestudentsmakesenseoftheusageoftheattributiveclause.●备课资料Ⅰ.SomeexercisesabouttheAttributiveClause1.Afootballfan（球迷）is____________hasastronginterestinfootball.A.athingthatB.somethingthatC.apersonwhoD.what2.Thehouse，____________wasdestroyedintheterriblefire，hasbeenrepaired.A.theroofofwhichB.whichroofC.itsroofD.theroof3.Canyoulendmethenovel____________theotherday？A.thatyoutalkedB.youtalkedaboutitC.whichyoutalkedwithD.youtalkedabout4.Thematter____________youwerearguingaboutlastnighthasbeensettled.A.thatB.whatC.whyD.forwhich5.Who____________hascommonsense（常识）willdosuchathing？A.whichB.whoC.whomD.that6.Alltheapples____________felldownwereeatenbythepigs.A.thatB.thoseC.whichD.what7.Theyaskedhimtotellthemeverything____________hesawatthefront.A.whatB.thatC.whichD.where8.I’lltellyou____________hetoldmelastnight.A.allwhichB.allwhatC.thatallD.all9.Achild____________parentsaredeadiscalledanorphan.A.whoB.who’sC.whoseD.which10.Isthisthemuseum____________youvisitedtheotherday？A.thatB.whereC.inwhichD.theone11.Isthismuseum____________someGermanfriendsvisitedlastWednesday？A.thatB.whereC.inwhichD.theone12.—Howdoyoulikethebook？—It’squitedifferentfrom____________Ireadlastmonth.A.thatB.whichC.theoneD.theonewhat13.Thetrain____________shewastravelingwaslate.A.whichB.whereC.onwhichD.inthat14.Hehaslostthekeytothedrawer____________thepapersarekept.A.whereB.onwhich87\nC.underwhichD.which15.It’sthethirdtime____________latethismonth.A.thatyouarrivedB.whenyouarrivedC.thatyou’vearrivedD.whenyou’vearrived16.Heoftenhelpsthestudents____________hethinksarenotquickattheirstudies.A.whomB.whoC.whenD.because17.TheSecondWorldWar____________millionsofpeoplewerekilledendedin1945.A.whenB.duringthatC.inwhichD.which18.MrCrossettwillneverforgettheday____________hespentwithhisvariousstudents.A.whenB.whichC.duringwhichD.onwhich19.Thisisjusttheplace____________Iamlongingtovisittheseyears.A.thatB.whereC.inwhichD.towhere20.WearegoingtospendtheSpringFestivalinGuangzhou，____________livemygrandparentsandsomerelatives.A.whichB.thatC.whoD.whereSuggestedanswers：1~5CADAD6~10ABDCA11~15DCCAC16~20BCBADⅡ.Theattributiveclause定语从句1.“介词＋关系代词“是一个普遍使用的结构（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词”结构中的介词可以是in，on，about，from，for，with，to，at，of，without等，关系代词只可用whom或which，不可用that。（2）fromwhere为“介词＋关系副词”结构，但也可以引导定语从句。Westoodatthetopofthehill，fromwherewecanseethetown.（3）像listento，lookat，dependon，payattentionto，takecareof等固定短语动词，在定语从句中一般不宜将介词与动词分开。Thisistheboywhomshehastakencareof.2.关系副词引导的定语从句（1）关系副词也可以引导定语从句关系副词在从句中分别表示时间、地点或原因。关系副词when在从句中充当时间状语，where充当地点状语，why充当原因状语。（2）that可引导定语从句表示时间、地点或原因，that有时可以代替关系副词when，where或者why引导定语从句表示时间、地点或原因，在that引导的这种定语从句中，that也可以省去。3.限制性定语从句与非限制性定语从句（1）二者差异比较限制定语从句紧跟先行词，同先行词之间一般不加逗号，仅修饰先行词，可以由关系代词、关系副词或that来引导。非限制性定语从句仅作补充或说明，用逗号与主句隔开，既可修饰先行词，又可修饰整个主句，不可用that引导。（2）关系代词和关系副词的选择依据87\n弄清代替先行词的关系词在从句中作什么成分，作状语的应选用关系副词，作主语、宾语或表语的可选用关系代词。（3）先行词与定语从句隔离。定语从句一般紧跟在先行词之后，但定语从句与先行词之间有时也会插入别的成分，构成先行词与定语从句的隔离。Hewastheonlypersoninthiscountrywhowasinvited.4.as在定语从句中的用法（1）引导限制性定语从句和非限制性定语从句（1）as多与such或thesame连用，可以代替先行词是人或物的名词。（2）as也可单独使用，引导非限制性定语从句，作用相当于which。Theelephant’snoseislikeasnake，asanybodycansee.（3）thesame...that与thesame...as在意思上是不同的。2.as引导的非限制性定语从句的位置。as引导的非限制性定语从句位置较灵活，可以位于主句前面、中间或后面，一般用逗号与主句隔开，但which所引导的非限制性定语从句只能放在主句之后。Asisexpected，theEnglandteamwonthefootballmatch.Theearthrunsaroundthesun，asisknownbyeveryone.87