高中英语必修一教案 49页

高中英语必修一教案Unit1Friendship1.Teachingaimsanddemands类别课程标准要求掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能态度(attitudes)Areyouafraidthat---?I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）Iagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）That’scorrect.Ofcoursenot.语法直接引语和间接引语(1):陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.\n一般疑问句Heasked,“Areyouleavingtonight?”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“Whendidyougotobedlastnight?”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Warmingup---Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.Learningaboutlanguage---Itteachestheimportantexpressionsandstructuresandgrammar:directandindirect\nspeeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwritingadiary.Integratingskills---ThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2)MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps\nstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3.TeachingplansforeachperiodPeriod1Warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……2)Abilitygoalsa.DescribeyourfriendsinEnglishb.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)Learningabilitygoalsa.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2.Teachingimportantpoints:a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:\na.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.Task-basedteachingandlearningb.Cooperativelearningc.Discussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……\nHe/Sheisverykind/friendly/……When/Wherewegottoknoweachother.2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books……1).______is/aremostimportanttoyou.2).Youspendmostofyourfreetimewith____.3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.Thenhavethestudentsdothesurveyinthetextbook.4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:Step4Talkingandsharing(workinpairs)1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:\nI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……Whattodo?reasons2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2.Whatfactorsmaycausethebreakdownofagoodfriendship?3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6Homework1.Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.\n1.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.Whydoyouthinkfriendsareimportanttoyou?3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.Reading1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?Why?3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediary\nisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide? Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?------3.DiscoveringusefulwordsandexpressionsStep4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Grammar1．TeachingobjectivesLearntousedirectspeechandindirectspeech\n2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules...\nStep3practice1.T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect...Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills“FriendshipinHawaii”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1Lead-in\n1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.Step2Fastreading1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3Carefulreading1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4Writingtask1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5Listening&Writing1.Teachingobjectives\nTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnn’sbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.\nStep2ListeningBesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3Post-listeningDoyouthinkMissWang’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)1.Idon’thaveenoughpocketmoney.2.I’mnotsatisfiedwithmyappearance.3.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.4.IworkhardbutIhardlymakeprogress.5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.6.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.7.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.9.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.10.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4WritingYouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.Step5HomeworkWriteastoryaboutyouandyourfriend.\nUnit2EnglishAroundtheWorldⅠ单元教学目标技能目标GoalsTalkaboutEnglishanditsdevelopment,DifferentkindsofEnglishTalkaboutdifficultiesinlanguagecommunicationLearntomakedialogueusingrequest&commandsLearntotransferfromdirectintoindirectspeechLearntogiveopinionsandorganizeideasbywayofbrainstormingLearntomakeapostershowingyourideasclearlyⅡ目标语言功能句式TalkaboutEnglishanditsdevelopmentRefertoIntroductionintheteachers’bookTalkaboutdifficultiesinlanguagecommunicationDifferentspeakermaycomefromdifferentplace,sotheymayusedifferentwordsanddialect,suchassubway-underground、left-left-hand-side、twoblockstwostreets.Makedialoguesusingrequestorcommand:Pardon?Couldyourepeatthat,please?Ibegyourpardon?Canyouspeakmoreslowly,please?Idon’tunderstand.Sorry.Ican’tfollowyou.Couldyousaythatagain,please?Howdoyouspellit,please?词汇1.四会词汇includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandylorrycommandrequestretellpolitebossstandardmid-westernsouthernSpanisheasternnorthernrecognizeaccentlightningdirectionma’amsubwayblock\n2.认读词汇ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish3.固定词组playarole(in)becauseofcomeupsuchasplayapart(in)语法Command&requestOpenthedoor.Pleaseopenthedoor.Wouldyoupleaseopenthedoor?IndirectSpeechHetold(asked)metoopenthedoor.Ⅲ.教材分析和教材重组:1.教材分析本单元的中心话题是“Englishlanguageanditsdevelopment,differentkindsofEnglish”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。1．1WarmingUp简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。1．2Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。1．3Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。1．4Comprehending主要是检测学生对课文基本内容的理解程度。1．5LearningAbouttheLanguage主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request&CommandandIndirectSpeech）。1．6UsingLanguage其中的readingand\ntalking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。2．教材重组2．1导入把WarmingUp作为一堂课。2．2精读把Pre-reading、Reading和Comprehending整合在一起作为一堂课精读课。2．3语言学习把LearningAboutLanguage和Workbook中的UsingWords,UsingStructures结合在一起。2．4写作2．5听和说把课文中的听和说整合成一堂课。2．6练习课workbookexercises&otherExx.3．课型设计与课时分配1stperiodWarmingUp2ndperiodReading&LanguageStudy3rdperiodLearningAboutLanguager&grammar4thperiodWriting5thperiodListening&Speaking6thperiodExercisesPeriod1Warmingup教学目标（teachingaims）student’sbook;warmingup1、能力目标(abilityaim)a.EnablestudentstotalkabouttheworldEnglishesb.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English2、语言目标(languageaim)morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;rubber;petrol;gas;教学重难点(Teachingimportantpoints)a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.\nb.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.教学方法(Teachingmethod)a.Individual,pairorgroupworktofinisheachtask.b.Listeningc.Discussion教具准备(Teachingaids)acomputer;atape-recorder;aprojector教学步骤(Teachingprocedure)StepI.Leading-inFuntime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit--“language”.StepII.Warmingup.1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)StepIV.SpeakingTask.Studentsmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.Period2Reading教学目标（Teachingaims）GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.\n教学内容(Teachingcontents)GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.能力目标(Abilityaim)GetsomeknowledgeofdifferentkindsofEnglish语言目标(Languageaim)Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar--theindirectspeechoftheimperativeclause教学重难点(Teachingimportantpoints)Theindirectspeechoftheimperativeclause教学方法(Teachingmethods)task-basedapproach教具准备(Teachingaids)multi-mediacomputer教学步骤(Teachingprocedure)Step1Warmingup.WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.Step2Pre-reading.Askthestudentstodiscusssomequestionsabout“English”inpairs.1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?Step3Reading.1)Thefirst-reading.Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.\n2)Thesecond-reading.Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.a.Forthefirstandsecondparagraph,studentsanswersomequestionsb.Forthethirdandfourthparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.Step4Discussions:1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?Step5ExtensionGivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish.TheformationofBritishEnglishFrom17thcentury—19thcenturyTheUKcolonizedIrelandandjoinedwithScotlandlongagoColonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslandsTheformationofAmericanEnglishAmericancolonialrulersalsobroughttheirEnglishto:Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcenturyIntroducethesituationofEnglishspeakinginChina.Tellthemsomeproperitems.Nativespeaker:ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.L1speaker:AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit\nESL:EnglishasaSecondLanguageL2speaker:AsecondlanguagespeakerofEnglishEFL:EnglishasaForeignLanguageStep6Homework1.Finishtheexerciseonpage11.2.Readpassageonpage51TheOxfordEnglishDictionaryandmakenotesaboutMurray’slife.Period3LearningaboutLanguage教学目标（teachingaims）student’sbook;Discoveringusefulstructures1、能力目标(abilityaim)a.Enablestudentstotellthedifferencesbetweenarequestandacommand.b.EnablestudentstolearnabouttheIndirectSpeech(requests&commands)c.EnablestudentstousetheIndirectSpeech(requests&commands)2、语言目标(languageaim)command;request;retell;polite;bossIndirectSpeech(requestsandcommands)教学重难点(Teachingimportantpoints)a.Studentslearnaboutthedifferencesbetweenarequestandacommand.b.StudentslearnabouttheIndirectSpeech(requestsandcommands)c.Studentscanusetheindirectspeech.教学方法(Teachingmethod)a.Individual,pairorgroupworktofinisheachtask.b.Discoveringthestructurethroughexamplesc.Practice教具准备(Teachingaids)acomputer;aprojector教学步骤(Teachingprocedure\nStep1.Warming-up(Revision)WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..Dosomeexercises:changeastatementoraquestionintoIndirectSpeech.Step2.TalkaboutRequestandCommand.1)TalkaboutthepoliteandImpolitetune.2)ChangethecommandsintoRequests.3)Learntogiverequestsorcommandsaccordingtothesituations.Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.ask(ed)sb(not)todosthtell/toldsb(not)todosthStep4.PractisechangingarequestoracommandintoIndirectSpeech.Step5.Usingthestructure.Agame:choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.Period4writing教学目标（Teachingaims）a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstormingb.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.教学内容(Teachingcontents)Writeastatement能力目标(Abilityaim)Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly语言目标(Languageaim)Ithink,Ibelieve,\nInmyopinion…WelearnEnglishtodo…教学重难点(Teachingimportantpoints)Howtoarrangesentencecorrectly.Trytouseconnectingwords.教学方法(Teachingmethods)Brainstormingway教具准备(Teachingaids)multi-mediacomputer教学步骤(Teachingprocedure)Step1LeadinginUsethebrainstormingwaytoaskstudents“Whyshouldwelive?”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.Step2PresentationAlsousethebrainstormingwaytoask“WhyshouldwelearnEnglish?”and“howcanlearningEnglishhelpChina?”Step3AposterWriteapostertocollectalltheirideas.trytousecompletelysentences,suchas:IliketostudyEnglishanduseitforbusinessinthefuture.IwanttostudyEnglishwellsothatIcanreadEnglishbooks.Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:IfIlearnEnglishwell,IcanbringintheadvancedforeigntechnologytoChina.SoChinawillbecomestronger.IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintoChinese,thenmoreChinesecanknowmorethingsabouttheworld.Step4WriteanessayThetitleis“DoweneedtolearnEnglish?”\nStep5Displaythestructureonhowtowritetheessay.1.Stateyourpointsofview.2.Showthesupportingreasons.3.GetaconclusionStep6Showthemtheconnectingwordswhichcanhelpthemtojointhesentencesandparagraphs.Illustration:Ithink,Ibelieve,Inmyopinion,AsfarasIamconcerned…Addition:firstly,secondly,then,besides,atlast…Contrast:however,but,ontheotherhand…Summary:inshort,inaword,therefore,so…Step7GivethemasimpleexamplewhichisnotcompleteDoweneedtolearnEnglish?IstronglythinkwenotonlyneedlearnEnglishbutalsolearnitwell…Whyshouldwelearnit…HowcanlearningEnglishhelpChinainthefuture?…So…Step8HomeworkMyExperienceofLearningEnglishPara1.MyproblemsinlearningEnglish.Para2.HowIcanimprovemyEnglish.Para.3.WhatIlikeaboutlearningEnglish.ParaPara4.HowIhopetomakeuseofmyEnglish.Period5Listening&speaking一、教学目标(Teachingaims)教材(Teachingmaterials)listeningmaterialsonp12andp14onthetextbook,anotheroneattached1、能力目标(abilityaim)enableSstocatchthelisteningmaterialsandunderstandthemanddistinguishBritishandAmericanEnglish,tryusingthemindialogues.2、语言目标(Languageaim)distinguishsomewordsusedinBritishandAmericanEnglish、somedialectandaccent二、教学重难点(Teachingimportantpoints)understandwordsusedinBritishandAmericanwhichhavethesamemeaningsandsomedialect\naccent三、教学方法(Teachingmethod)listeningandtalking四、教学准备(Teachingaids)taperecorderandgetstudents’answersheetprintedout五、教学步骤(Teachingprocedure)Step1ListeningListening2(textbookp14)Listentothetape,gettingtoknowAmericandialectandaccent.Step2SpeakingAfterlisteningtodifferentdialectsandaccents,seeifSsknowhowtopronouncethefollowingwords:askaftereitherneitherkilometerbox……andmorePeriod6Exercises一．教学目标：(Teachingaims)Finishtheexercisesontheworkbook1．能力目标：(abilityaim)a)Enablethestudentstocommand“commandsandrequests”b)Throughcooperativeworkfindoutcorrectanswersthemselves2．语言目标：(languageaim)Fullunderstandingofthereadings二．教学重难点(Teachingimportantpoints)Understandingthemainideasofthepassages三．教学方法(Teachingmethod)a.Fastandcarefulreadingb.Individual,pairorgroupworktofinisheachtask\nc.Discussion四．教具准备(Teachingaids)acomputer五．教学步骤(teachingprocedure)Step1.WarmingupStep2:speakingtask(Reviewcommandsandrequests)OfferthemsituationsandtrytomakedialogueswithcommandsandrequestsStep3:Dothe“Reading”onP13andanswerquestionsonitbriefly.Step4:Finishthe“ReadingTask”atp.51andcompletetheformafterit.Step5:Groupwork:Askthemtosumupwhatcodesandshortformsofwordstheyoftenusewhentheyoftenchatonthenetwithothers.Step6:checkuptheirresearchingresult.Step7:homework.Unit3TraveljournalTeachingaimsanddemandsTopic:traveling;describingajourneyVocabularyandusefulexpressions:journal,fare,transport,finally,cycle,persuade,insist,determine,valley,waterfall,plain,attitude,camp,record,familiar,prefer,graduate,finally,altitude,beneath,Changeone’smind,givein,eversince,asusualFunction:Goodwishes：Haveagoodday/time!Haveagoodjourney/trip!Goodluck!\nEnjoyyourself!Bestwishestoyou.HappyNewYear!MerryChristmas!Happybirthday!Thankyou.You,too.Thesametoyou.Meansoftransportation:walking,cycling,horseriding,takingbuses/trains/boats/planesGrammar:现在进行时表将来Whereareyougoingonholiday?IamgoingtoHawaiionholiday.Whenarewecomingback?Teachingprocedure:Period1Step1.WarmingupAsksomequestions:Doyouoftentravel?Wherehaveyoubeen?Followingthestepsofthewarm-uponpage17.Step2.Pre-readingShowsometravelingpicturesoftheteacher’s.AskSs:Whichriveristhelongestoneintheworldandwhichisthelargestone;WhichriveristhelongestoneinChina.AskSs:howpeoplewholivealongariveruseit.Step3.While-reading\nScanning:Ssreadquicklyandanswer:Whataretheygoingtodo?Skimming:Ssreadagainandfinishcomprehending1onpage19.Ssreadandgetthemainideasofeachparagraph.SslistthecountriesthattheMekongRiverflowsthrough.Step4.After-readingSsinpairsanddiscuss:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothWangWeiandWangKunthink…1.takingthistripisadreamcometrue.2.thattheywillenjoythistripalot.3.theyshouldseealotoftheMekong.4.thatmostoftheMekongwillbefoundinSoutheastAsia.WangWeibelieves…1.theymuststartinQinghaiwheretheriverbegins/seealloftheMekong.2.thattheydon’tneedtopreparemuchWangKunbelieves…1.itistoocoldandhightostartinQinghai.2.thatusinganatlasisveryimportant.Step5.AssignmentSurftheinternetandgetmoreinformationabouttheMekongRiver.Retellthepassageinyourownwords.Period2Step1.WarmingupAsksomeSstoretellthepassagethattheyhavelearntlastperiod.Step2.LearningaboutthelanguageTeacherexplainssomelanguagepointsinthetextonpage18.persuadesb.into/outofsth.:causesb(not)todosthbyarguingorreasoningwithhim\n说服或劝说某人（不）做某事Heiseasilypersuaded.WangKuncouldn’tpersuadehissistertochangehermind.persuadesb(thatclause):causesbtobelievesth;convincesb.使某人信服HowcanIpersuadeyouthatIamtellingthetruth?insist(v.):demand(sth)forcefully,notacceptingarefusal坚持或坚决要求；Sinceheinsisted,Ihadtostay.insistonsth/doingsth:requireordemand;refusetoacceptanalternative一定要（某事物），坚决主张Sheinsistsongettingupearlyandplayingherradioloud.careabout:beworried,concernedorinterested忧虑，关心，惦念don’tyoucareaboutanybody?Idon’tcareaboutwhathappenstohim.carefor/todo:bewillingoragreetodosth.;wishorliketodosth.Wouldyoucareadrink?Wouldyoucaretogoforawalk?careforsb.1).Likeorlovesb.Hecaresforherdeeply.2).Lookaftersb;takecareofsb;beresponsibleforsbWhowillcareforyourchildifyouareout?Onceshehasmadeuphermind,nothingcanchangeit.她一旦下了决心，什么也不能使她改变。once:adv.1).foronetime一次Ihaveonlybeenhereonce.2).atsometimeinthepast一度；曾经\nHeoncelivedinZambia.3).allatonce:suddenly突然Allatoncethedooropened.conj.=assoonas一旦；一……就……Onceyouunderstandthisrule,you’llhavenofurtherdifficulty.Step3.PracticeSsfinishEx1and2onpage20bythemselves.checktheanswer.SsdoEx3.onpage20.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.Step4.AssignmentLearntheusefulexpressionsbyheart.FinishWb.Ex1onpage56.FinishWb.Ex2onpage57.Period3Step1.RevisionChecktheanswersofWbEx1and2onpage56and57.Step2.Discoveringusefulstructures1.Sslookatthefollowingsentencesandunderlinetheverbs.Areyouworkingthisevening?We’rehavinganEnglishpartythisweekend.Heisleavingtomorrow.LetSsthemselvesfindtherulesandtellwhattensetheyareused.2.Ssfinishthedialogueonpage21andpayattentiontothetense.Suggestedanswers:aregoing,going,going/traveling,staying,arecoming,coming,aregoing,\n3.Ssfinishpart3onpage21.Step3.TalkingFourSsinonegroupandhaveadiscussionaboutthetopiconpage55.Ssmakealistabouttheobjects:whichisthemostusefulandwhichistheleastusefulandwhy.themostusefulobjectstheleastusefulobjectsSsshowtheirresulttotheclass.Step4.SpeakingSsworkinpairsanddiscuss:Whatdoyouthinkadamdoestoariverandthepeoplewholiveonit?Makealistofsomegoodandbadthingsadamdoes.Discussyourreportwithyourclassmatesandthenshowitinclass.Step5.AssignmentFinishWbEx1usingstructuresonpage57.Period4Step1.WarmingupAskSssomequestionsaboutJourneyDownTheMekong(I).WhatwasWangKunandWangWei’sdream?WhatcantheyseewhentheytravelalongtheMekong?Willtheyhavesomedifficultiesintheirjourney?Whatarethey?Step2.ReadingSsreadthepassage:Anightinthemountainsandanswerthefollowingquestions:HowdoesWangKunfeelaboutthetripnow?Whatdoyouthinkhaschangedhisattitude?SsmakeadialogueaboutthingshappenthenextmorningbeforeWangKunandWangWeileavetheircamp.Showthedialoguetotheclass.\nStep3.ReadingSsreadthepassage:TheEndOfOurJourneyonpage59Ssfillintheformwiththeinformationfromthetraveljournal.TopicLaosCambodiaVietnamPopulationWeatherLearningFarmingPeriod5ListeningStep1.ListeningSslistentopart3andtickthewordstheyhearonpage23.Sslistentothetapeagainandfillinthechart.TopicSouthwestChinaLaosLocalnameoftheriverUsesoftheriverWhattoseeSceneryStep2.ListeningSslistentopart4andfinishEx1and2onWb,Page55.Step3.Listeningtask1.SslistentoPart5andfinishWb.Ex1onPage58.2.Sslistentothetapeagainandfillintheinformationonthechart.\nTopicLaosTheriverMethodsoflandtransportLifeinthevillagesFoodPeriod6WritingStep1.Pre-writingSsreadthepassageandgetthegeneralideaaboutit.Ssmakealistofdetailsfromthetraveljournalthatyoubelievearerealandyoudon’tbelievearereal.Step2.While-writingSswriteashortlettertoWangWeiasoneofherfriendandaskhertodescribe:howshefeels,whatsheisdoing,andsomeplaceyouwanttoknowabout.Thenwishherwellonherjourneybyusingsomeofthefollowingexpressions:Haveanice/goodtime.Haveanice/goodtrip.Goodluckonyourjourney.Say“Hello”to…Givemylove/bestwishesto…Havefun.Takecare.Writetome.Ssreadtheirwritingandcheckthemistakesbythemselves.Ssexchangetheirwritingandcorrectthemistakes.Ssrewritetheletteragain.\nStep3.After-writingChoosesomesamplesandshowtheminclass.Tipsonwriting:Payattentiontotheformofwritingaletter.Payattentiontothetensewhilewriting.Payattentiontothestructuresofthesentences.Step4.assignmentSsingroup3-5,makeanadvertisementorfinishtheprojectonpage61.Period7Teacherscanusethisperiodfreely.Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage61.Itisveryimportanttoimprovetheirlearning.Unit4EarthquakesTeachingaimsanddemands:1.Topic:Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters2.Usefulwordsandexpressions:shake,well(n.),rise,smelly,pond,pipe,burst,canal,steam,dirt,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,shelter,fresh,percent,speech,judge,honour,prepare;rightaway,(be)atanend,digout,bringin,a(great)numberof3.Functions:Talkingaboutpastexperiences:Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.Sequence\n4.Grammar:Theattributiveclause(I)由that,which,who,whose引导的定语从句Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachingprocedures:Period1Step1.WarmingupSsdiscussandanswersomequestions:1.Whichofthefollowingmaycausepeoplethegreatestdamage?A.earthquakeB.typhoonC.floodD.drought2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?Step2.Pre-readingSsdiscussandanswer:Doyouknowwhatwouldhappenbeforeanearthquake?Whatcanwedotokeepourselvessafefromanearthquake?3.DoyouknowanythingaboutTangshanEarthquakein1976?Step3.ReadingSkimmingandfindtheanswerstothefollowingquestions:Whathappened?Whenandwheredidithappen?Ssreadagainandfillinthefollowingform:TimeWhathappened\nBeforetheearthquakeWells:Animals:Lightsandsound:Waterpipes:WhiletheearthquakeHouses,roadsandcanals:Hardhillsofrock:Thelargecity:Thepeople:AftertheearthquakeHospitals,factoriesandbuildings:Theground:Dams:Railwaytracks:Animals:Wells:Ssreadthewholepassageagainandgetthemainideasofeachpart:Part1.ThenaturalsignsofacomingearthquakePart2.ThedamageofthecityaftertheearthquakePart3.ThehelptothesurvivorsStep4.ComprehendingSsfinishEx1and2onpage27.Step5.AssignmentSurftheInternetandgetmoreinformationabouttheearthquake.Retellthetext.Period2Step1.WarmingupSssharemoreinformationabouttheearthquake.\nAsksomeSstoretellthetextbyusingtheirownwords.Step2.Languagepointslie–lay-lain(v.):tobe,remainorbekeptinacertainstate处于某种状态Thevillagelayinruinsafterthewar.Thesemachineshavelainidlesincethefactoryclosed.inruins:severelydamagedordestroyed毁坏anearthquakeleftthewholetowninruins.Hiscareerisinruins.number(n.):aquantityofpeopleorthings数目；数量Thenumberofpeopleapplyinghasincreasedthisyear.Wewerefifteeninnumber.anumberof:alotofIhaveanumberofletterstowrite.Alargenumberofpeoplehaveapplied.4.injure(v.):tohurtoneself/sb./sth.physically受伤Hefelloffthebicycleandinjuredhisarm.5.reach(v.):toachieveorobtainsth.达成；达到；获得You’llunderstanditwhenyoureachmyage.Atlastwereachedadecision.6.rescue(n.):anactofrescuingorbeingrescued搭救；解救Arescueteamistryingtoreachthetrappedmines.Rescue(v.):tosaveorsetfreefromharm,indanger,orloss解救；救出Therescuedthemanfromdrowning.7.trap(v.):inaplacefromwhichonewantstoescapebutcannot困住；陷于绝境Theyweretrappedintheburninghotel.8.all…not…=notall…:somebutnotall一些；但不是全部\nNotallthegirlsleft.=Onlysomeofthemleftearly.Notallthechildrenarenoisy.=Someofthechildrenarenotnoisy.全部否定应用:noneof…Noneofuswereallowedtogothere.Noneofthesereportsisveryhelpful.Step3.learningaboutlanguage1.SsfinishEx1,2and3onpage27and28.2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.Step4.assignmentFinishWb.Ex.1onpage63.Sstrytoremembertheusefulwordsandexpressionsbyhearts.Period3Step1.WarmingupSsreadthepassageagainandtrytofindthesentenceswithattributiveclauses.e.g.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Step2.AttributiveclauseGiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.SsfinishEx2onpage28.Somematerialsaboutattributiveclause:关系代词引导的定语从句　　关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。1）who,whom,that\n　这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：　Ishethemanwho/thatwantstoseeyou?他就是你想见的人吗？（who/that在从句中作主语）　Heisthemanwhom/thatIsawyesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语）2）whose用来指人或物，（只用作定语,若指物，它还可以同ofwhich互换）。例如：　Theyrushedovertohelpthemanwhosecarhadbrokendown.　那人车坏了，大家都跑过去帮忙。　Pleasepassmethebookwhose（ofwhich）coverisgreen.　请递给我那本绿皮的书。3）which,that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：　　Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.农村出现了前所未有的繁荣。（which/that在句中作宾语）　　Thepackage（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作宾语）Step3.UsingstructuresSsreadthepassageonpage64.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.ChecktheanswerandexplainanyquestionsthattheSsmayask.Step4.AssignmentSslearnbyheartabouthowthestructuresoftheattributiveclause.Ssdosomeexercisesabouttheattributiveclause.Period4readingStep1.WarmingupAsktheSs:DoyouknowanythingabouttheearthquakeinSanFrancisco?Step2.ReadingSsreadingthepassageandfinishWb.Ex1onpage65.\nSsreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphofthepassageonpage26.ComparethewaysbothwritersgiveyoudetailsabouttheearthquakesandfinishEx2onpage65.Listentothetapeandreadthethirdparagraphwithfeeling.Step3.ListeningSslistentothetapeandfinishtheexercise1onpage62.Sslistentothetapeagainandthencompletethefollowingform:CauseofearthquakesMovingspeedofthePacificplateIn1906thePacificplatesuddenlyjumpedThePacificplatepushesonTheIndianplatepushesonWaysofreducinglossesfromearthquakesPeriod5listeningandspeakingStep1.pre-listeningSshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:Whathappenedtothecity?What’stheresult?Step2.listeningSsreadthestatementofpart1,onpage30.Sslistentothetapeandmaketheirchoice.Sslistenagainandanswerthequestionsofpart2,onpage30.Step3.talking\nSsreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowanearthquakehappens.Sharethestoriesinclass.Step4.listeningtaskSslistentothetapeandwritedownthethree“things”thatarementionedinthepassageonpage66.Sslistenagainandgivemoredetailabouteachofthe“things”.Myearthquakeplan1stthingImustdo:2ndthingImustdo:3rdthingImustdo:Anyotheradviceyouthinkuseful:Ifyouareoutside,you:Ifyouareinthelivingroom,you:Ifyouareinthehousealone,you:Step5.talkingtaskSsinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquakebag.nowjoinwithanotherpairanddiscussyourchoices.Makeanotherlistofitemsandputthemintothefollowinglist:mypersonalearthquakebagwillcontain:1).___________2).____________3)._______________4).____________5)._____________6).____________7)._____________8)._____________Period6writingStep1.Pre-writing1.Ssreadtheletteronpage30.2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.Step2.writing\nSswritesomesentencesabouttheirspeech.Sswriteaspeechbyusingthesentences.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.Peerrevising.Showsomegoodwritinginclass.Step3.PracticeSsfinishpart4onpage31.Step4.writingtaskFourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparoundschoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebagandwhy.Ssdesignhowmanypartstheywilldividetheposter.Ssbegintowritetheirposter.Ssingroupsshowtheirposterinclass.Step5.AssignmentSsingroupsfinishtheprojectonpage68.Period7Teacherscanusethisperiodfreely.Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage68.Itisveryimportanttoimprovetheirlearning.Unit5NelsonMandela-amodernheroTeachingaims: 1.Topic Thequalitiesofagreatperson; Thelivesofsomegreatpeople. 2.Usefulwordsandexpressions: heroqualitywillingactiverepublicprinciplefightpeacefulprisonprisonerperiodlawadvise\ncontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput…inprisoncometopowersetupbesentencedto 3.Functionalitems: A.Givingopinions: Whydoyouthinkso? Whatdoyouthinkof…? What’syouropinion? Iagree/don’tagree. Ithink/don’tthink…. Iprefer…. Inmyopinion…. I’mafraid… B.Makingcomments: Goodidea! That’sanexcellentidea. 4.Structures Theattributiveclause(II) 由where,when,why,介词+which,介词+when引导的定语从句。 TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway. ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg. ThereasonwhyIgotajobwasbecauseofmyhardwork. …wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment. ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.Teachingprocedures Period1ReadingStep1.Warmingup 1.AskSssomequestions: Whatarethequalitiesyoushouldfindinagreatperson? Whodoyouthinkisagreatperson? Whatqualitiesdoyouhave? 2.Ssfinishthechartonpage33.Step2.Pre-reading\n 1.ShowSssomepicturesaboutsixgreatpersonsandletthemguesswhotheyare. 2.AskSstotellwhytheyareimportantpersonsinhistory.Step3.While-reading 1.Firstreading:Ssreadthetextandfinishcomprehending1onpage35. 2.SsreadagainandmakeatimelineofElias’lifeuntilhemetNelsonMandela. 1940______________1942______________ 1944______________1946______________ 1948______________1950_______________ 1952______________1954_______________ 3.Ssreadthewholepassageandseehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart. Suggestedanswers: PartIparagraph1-2 ThelifeofElias’beforehemetNelsonMandela. PartIIparagraph3-5 ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.Step4.After-reading Ssdiscuss: HowtheANCYouthLeaguefightstheGovernment? WhatcanwelearnfromthetextaboutNelsonMandela?Step5.Extensivereading GettheSstolearnmoreaboutNelsonMandela. Ssreadthepassage:therestofElias’storyonpage38,andanswerthefollowingquestions: 1.WhendidEliaslosehisjob? 2.DoesEliaslikehispresentwork?Homework 1.Recitethekeysentencesinthetext. 2.Retellthetext.Period2languagelearningandgrammarStep1.Revision Sstrytoretellthetext,usingtheirownwords.Step2.Languagepoints 1.ThetimewhenIfirstmetNelsonMandelawas…. 2.advise…on 3.be…away\n 4.Lessimportantthan… 5.Onlythendidwedecideto…(倒装句)Step3discoveringusefulwordsandexpressions 1.SsreadElias’storyagainandtrytofindwordsthatmeanthesameintheformonpage35. 2.Ssreadthepassageonpage36,part2andtrytocompleteitwithproperwords.Step4.Grammar:Theattributiveclause 1.Ssreadthefollowingsentencesandtrytofindtherules. ThemineswhereIgotajobwere9kmfrommyhome. ThereasonwhyIgotajobwasbecauseofmyhardwork. ThetimewhenIjoinedtheANCYouthLeaguewaslateatnight. Thegovernmentbuildingwherewevotedwasverygrand. ThedatewhenIarrivedwasthe5thAugust. 2.Practice:Ssfinishthesentencesonpage36,part2.Step5.Practice 1.SsdoWbusingstructures:exercise1. 2.Ssdotheexercise2onpage71,jointwosentencesintoanattributiveclause.Period3SpeakingStep1.Revision Dictation:TheteacherspeaksthefollowingsentencesinChinese,theSswritethemdowninEnglish. 1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife. 2.Heofferedguidancetopoorblackpeopleontheirlegalproblems. 3.IworriedaboutwhetherIwouldbecomeoutofwork. 4.Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment. 5.ItwasverydangerousbecauseifIwascaughtIcouldbeputinprison. 6.…Iknewitwouldhelpusachieveourdreamofmakingblackandwhitepeopleequal.Step2.Talking 1.Ssanswerthequestion: Whatarethequalitiesyoushouldfindinagreatperson? 2.Ssingroupstalkabouttheirhero/heroineonpage69.Whentheydiscuss,trytousethefollowingwords: Goodidea! That’sanexcellentidea! Iagree/don’tagree.\n Iprefer… Inmyopinion… Ithink/don’tthink… I’mafraid… Whydoyouthinkso? Whatdoyouthinkof…? What’syouropinion?Step3.Speakingtask Ssingroupsandtrytofinishthespeakingtaskonpage74. 1.Ssreadthepassageandgettoknowwhattheyaregoingtodo; 2.Ssingroupsandbegintodiscuss; 3.Ssshouldtakenoteswhiletheyaretalking; 4.Ssshouldchooseonetogiveatalktotheclass. Step4.Debating Ssdivideintotwopartsanddebate. Topic:MaoZedongisagreatpersoninhistory. MaoZedongisnotagreatpersoninhistory.Period4ExtensivereadingStep1.Pre-reading ShowsomepicturesandaskSstosaysomethingaboutBillGates. T:Doyouknowwhoheis? S:BillGates. T:Whocansaysomethingabouthim? S:Billsetuphisowncompany“Microsoft”. Hemakesmostpeopleintheworldusethecomputer. Hemakesuslearnabouttheworldathome. T:DoyouthinkBillGatesagreatman? Ssdiscussandanswer.Step2.Reading Ssreadthepassageonpage73andfillintheinformationsheet. InformationaboutBillGates Job Achievements Whatdidhegiveupforhisbeliefs? Whydoeshehaveenemies? Whyattackedbythegovernment?\nStep3.Discussion SsingroupsdiscusswhatkindofpersonBillGatesis. Suggestedanswers: IthinkBillGatesisagreatmanbecausehesetupthebiggestInternetcooperation“Microsoft”intheworld.Hemadealotofmoneywithhissoftwareandgavehismillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworld.Hiscooperationalsoprovidesalotofjobchances.Period5ListeningStep1.Usinglanguage-listening Ssareaskedtoreadthequestionsandmultipleanswerstofindoutthelisteningpointsfirst,thenlistentothetapethreetimestochoosethebestanswersandanswerthetwoquestions. AsktheSspaymuchattentiontotheseimportantpointswhilelistening.Andtellthemtotakenoteslikethis: Passbook:abook… Underground; Surface: Live:Step2.Listening Ssturntopage69andlistentothetapethreetimes.Beforetheylisten,askthemtoreadthequestionsfirst.Step3.Listeningtask 1.Firstlistening:Ssturntopage72andtrytoanswerthefourquestionsofpart1. 2.Sslistenagainandcompletethetablesofpart2. 3.Afterlistening:iftimepermits,asktwoSstoanswerthequestion: Whodoyouthinkcausedtheaccident? Period6WritingStep1.Pre-writing 1.AsktheSstosaysomethingaboutNelsonMandela. 2.Ssreadmoreabouthislife.Step2.While-writing 1.Sscollecttheirideasfortheletter.Writethemdowninorder. 2.Ssbegintheletterwiththeiraddressandthedate.Theymaybeginlikethis: Dearpresident, IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbe\nfree…. 3.Finishtheletterlikethis: Yourssincerely, (Yourname) 4.ChoosesomeSstoreadtheirletters. Suggestedanswers JinanNo.1MiddleSchool Shandong,China October27,2004 DearPresident, IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree. Asweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandeladevotedallhislifetorealizethisdream.In1994,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems.Theblackpeoplelovedhim. In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedtofiveyearshardlabor.Oneyearlater,asoneoftheleadersoftheANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntilnow. Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Asheisagreatman,youshouldsethimfree. Bestwishes! Yourstruly, LiHuaStep3.Writingtask AsktheSswriteagreatpersonintheireyes. GivetheSsapossibleversionaftertheyfinishit. MotherTeresa PersonalinformationWasborninYugoslavia,onAugust27,1910,anurse,gottheNoblePeacePrize HardworkAchievementHelpthepoorandcomfortingthedyinginthestreetofthecity;herworkspreadtootherspartsofIndia GoodqualitiesHard-working,kind-hearted,persistent YouropinionAwell-knownperson,worththeprize Period7\nTeacherscanusethisperiodfreely. Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourself.Itisveryimportanttoimprovetheirlearning.