Unit1Alandofdiversity教學設計Period1Warming-UpPre-reading,ReadingTeachingaims：1）Newwordsandexpressions:DistinctionliveonstraitbymeansofministrymakealifehardshipelectedfederalpercentageItaliankeepupboomaircraft.racial2）Importantsentences=1\*GB3①.CaliforniaisthethirdlargeststateintheUSAbuthasthelargestpopulation.=2\*GB3②ExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.TeachingImportantPoints:1)EnablethestudentstoknowmoreaboutAmericaandcangivesomecities’names2)EnabletheSstotalkaboutsomethingaboutAmerica。TeachingDifficultPoints:HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.Teachingmethods:1)Question-and-answeractivityteachingmethod2)fastreadingtogetageneralideaofthetext3)CarefulreadingtogetthedetailedinformationTeachingaids:1)amulti-functionalcomputer2)theblackboard2)ataperecorderTeachingProcedures:Stepone:Warming-upAskthestudentstodescribewhattheylearnabouttheUSA.Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups.Tips:YoumaydrawasimplemapofAmericaontheblackboardandaskastudenttofillthemap.Steptwo:Pre-readingthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?thestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoingroupswhateachpicturemeanstoyou.Picture1LifeofnativeCaliforniaIndians.Picture2ACaliforniagoldmineraround1849Picture3AtraditionalChinesebuildinginSanFrancisco’sChinatown.Stepthree:FastreadingReadthearticlequicklyandfillinthechartwithrightinformation(onPage3).Suggestedanswers:15,000yearsago

FirstsettlerscrossedtheBeringStraitfromAsia.ThesepeoplearenowknownasNativeAmerican16thcentury:

SpanishsoldiersarrivedinSouthAmerican1821

BecamepartofMexico1846

TheUSdeclaredwaronMexico1848

GoldwasdiscoveredinCalifornia1850

Californiabecamethe31ststateoftheUS.Stepfour:Detailedreading WritetheperiodinwhichthesepeoplefirstcametoCaliforniainlargenumbers(onPage3).Suggestedanswers:CulturalgroupsPeriodsCulturalgroupsPeriodsRussians

early1800sJapanese

Early1900sChinese

Late1840s/early1850sCambodians

Fromaboutthe1970sAfricans

1800sKoreans

Fromaboutthe1970Italians

Late1800sDanish

1911Jewish

1920sPakistanis

Fromaboutthe1970sVietnameseInmorerecentdecadesSpanishEarly16thcenturyStepFive.DiscussionarethechangesofNativeAmericans’lifeafterthearrivalofEuropeans?2.WhydidMexicohavetogiveCaliforniatotheUnitedStates?3.WhicheventbroughtevenlargemembersofChineseimmigrantstoCalifornia?4.Between1942and1945,whydidsomanyAfricanpeoplegotoCalifornia?Suggestedanswers:1.Thenativepeoplesufferedgreatlyandmanywerekilledorforcedintoslavery.Inaddition,manydiedfromthediseasesbroughtbyEuropeans.2.In1846,theUnitedStatesdeclaredwaronMexico.Afteritlostthewar,MexicohadtogiveCaliforniatotheUnitedStated.3.ItwasthebuildingoftherailwayfromthewesttotheeastcoastthatbroughtevenlargenumbersofChineseimmigrantstoCalifornia.4.Between1942and1945,evenmorepeoplecametoCaliforniatoworkintheshipandaircraftindustries.StepSix:HomeworkRetellthepassageinyourownwords.Newwordsrevision.FinishtheexercisesonP4.教學設計Period2Languagepoints(Pre-reading＆ReadingI)Teachingaims：1）Getstudentstounderstandthepassageagain.2）Enablethestudentsunderstandlanguagepointsofthepassagesdeeply.Focus：Enablethestudentstomastersomeimportantlanguagephenomenon.Teachingmethods:listening,readingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:Revision 根據(jù)課文內(nèi)容完成下面語法填空，注意單詞拼寫和詞語用法：Californiahasthedistinctionofbeingthemost______1_______stateintheUSA,which,atvarioustimes,hasattractedpeoplefromnearlyeverycountryintheworld.Amongthefirstsettlers,NativeAmericansarebelievedbyscientiststohavecrossedtheBeringStraitintheArctictoAmerica_______2_______alandbridgewhichexistedinprehistorictimes.AndtodaytherearemoreNativeAmericanslivinginCaliforniathanthatinanyotherstates.Over40%ofCaliforniansspeak____3_____asafirstorsecondlanguagebecauseCaliforniawasruledbySpaininthe18thcenturytill1821whenthepeopleofMexicogainedtheirindependencefromSpain.TheRussiansettlersintheearly1800swerehunters,andnowsome25,000__________4_________arelivinginandaroundSanFrancisco.MostofthepeopleattractedfromallovertheworldtoCaliforniaremainedto_______5________forthemselvesafterthe1848GoldRush,makingitamulticulturalsocietyin1850.ChineseimmigrationtothestatebeganduringtheGoldRushPeriodand______6______whentherailwayfromthewesttotheeastcoastwasbeingbuilt.Infact,beforelongCaliforniawillbecomea_____7____ofmany____8_____andcultures.Keys: 1.multicultural 2.bymeansof 3.Spanish 4.Russian-Americans 5.makealife 6.increased 7.mixture 8.races學生活動此環(huán)節(jié)主要是讓學生進一步熟悉課文的細節(jié)內(nèi)容，可以穿插學生朗讀及聽磁帶錄音核對答案。一方面學生可以找語感，進一步熟悉課文內(nèi)容，另一方面學生也在有限的時間內(nèi)容進行了朗讀和聽的訓練和敘述訓練。Steptwo.Languagepoints一：單詞精講1.bymeansof…用…辦法，借助Weexpressourfeelingsbymeansofwords.means單復數(shù)同形Allpossiblemeanshavebeentried.Thequickestmeansoftravelisbyplane.Doyoumindmyusingyourpen?Byallmeans.【拓展】means;way;method區(qū)別means方法、手段、工具，單復數(shù)同形，多和介詞by搭配。way方法，普通用語。可用于任何處理事物的方式。多于介詞in搭配。method方法，理論，指合乎邏輯或系統(tǒng)的方法。多和介詞with搭配。.：teachingmethod教學方法2.despiteprep.盡管；不管inspiteof例：______theheavyrain,theywerestillsearchingforthelostplane.A.AlthoughB.ThoughC.DespiteD.As3.majorityn.大多數(shù)…Themajority____________fortheplan.（was/were）Themajorityofstudents____hard-working.（are）Themajorityofthedamage____easytorepair.（is）bein(the/a)majority占多數(shù)、過半數(shù)單獨做主語時，若強調(diào)整體，謂語動詞用單數(shù),強調(diào)個體時，謂語動詞用復數(shù)。themajorityof+n.后可用不可數(shù)名詞，也可用可數(shù)名詞復數(shù),謂語動詞由后面的名詞決定。minority少數(shù)的……4.applicantn.申請人applicationn.申請(書)；應用；用途applyv.申請；運用，適用1).Wehad250applicantsforthejob.有250人申請這份工作。2).Asthewageswerelow,therewerefewapplicantsforthejob.因為工資低,沒有什麼人申請這份工作。[拓展]applyfor...申請…… applyto...適用……fillintheapplicationformforsth.填寫……申請表5.occurvi.發(fā)生；出現(xiàn)；存在1).Thetragedyoccurredonlyminutesaftertake-off.這一悲劇在起飛后幾分鐘內(nèi)就發(fā)生了。2).Didn’titoccurtoyouthathemightbelate?你當時沒有想到他可能會遲到嗎?[拓展]occurto...(主意)浮現(xiàn)于腦海中；被想到；被想起；（某人）想到……6.indicatevt.指出；標示；表明indicationn.指出；表明indicativeadj.指示的；暗示的1).Iaskedhimwheremysisterwasandheindicatedtheshopopposite.我問他握姐姐在哪，他指指對面的商店。2).Researchindicatesthatmenfinditeasiertogiveupsmokingthanwomen.研究表明男人感到比女人更容易戒煙。[拓展]indicatesth(tosb)指示；指出；標示 indicatethat/wh-表示……；示意……二：重點短語7.liveon繼續(xù)生活或存在Shelivedonformanyyearsafterherhusbanddied.丈夫死後她繼續(xù)活了多年。[拓展]live短語：liveonsth以某物為食；靠某種經(jīng)濟來源生活 livebydoingsth靠做某事物為生liveforsth以某事物為生活目標 livethroughsth經(jīng)歷某事物而幸存livetogether在一起生活；同居 liveuptosth依照某事物行事；表現(xiàn)出符合某事物的標準livewithsth接受或容忍某現(xiàn)象 livetobe...=livetotheageof...活到……歲livea...life過著……的生活8.makealife習慣于新的生活方式、工作等TheysettleddowninCanadaandmadealifeforthemselves.他們在加拿大定居下來，習慣新的生活方式。[拓展]life短語：bringsb/sth(back)tolife給某人/事物的活力；使復活 laydownone’slife(forsb/sth)為……獻身；犧牲生命leadadog’slife過狗一般的生活（長期憂慮、痛苦或悲傷）makeone’swayinlife在生活中有所成就takeone’s(own)life:commitsuicide自殺 putanendtoone’slife:killoneself自殺takesb’slife:killsb取某人性命 a/sb’swayoflife（某人的或某些人的）生活方式awalkoflife行業(yè)；職業(yè)；階層 tothelife逼真endone’sdays/life(insth)（處於某狀況下或在某處）度過余生9.keepup堅持；維持；沿襲古老的風俗、傳統(tǒng)等；使某人不能去睡覺1).You’realldoingasplendidjob;keepupthegoodwork!你們干得都很出色,要堅持下去!2).Idohopewe’renotkeepingyouup.我希望我們沒有耽誤你睡覺。[拓展]keep短語：keepupwithsb/sth.跟上（某人/某事物）；（與某人/某事物）同步前進或保持聯(lián)系；跟上（形勢）keep(on)doingsth.繼續(xù)做某事物；重復做某事物 keepawayfrom（使某人/事物）不靠近某人/事物keepsbbackfromsb/sth（使某人）與某人/事物保持距離 keepsth.back阻止某事物 keeponeself/sbfromsth/doingsth使自己/某人不能做某事物keepsthfromsb不將某事告訴某人keepoff(sb/sth)不接近或不接觸某人/事物 keepsb/sthout(ofsth)不讓某人/物進入（某處）keepintouchwith保持與某人的聯(lián)系 keepfit保持健康10.teamupwith（與某人）一起工作（尤指為一共同目標）；合作Thetwocompanieshaveteameduptodevelopanewracingcar.那兩個公司已合作研制新型賽車。三：重點句子1.CaliforniaisthethirdlargeststateintheUSAbuthasthelargestpopulation.(L1)形容詞最高級表示“最”，與序數(shù)詞連用表示“第幾”Maryisthetalleststudentinourclass.2.ScientistsbelievethatthesefirstsettlerscrossedtheBeringStraitfromAsiatoAlaskabymeansofalandbridgewhichexistedinprehistorictimes.

means:amethodoraway(ofdoing)方式，方法，手段。單復數(shù)同形。bymeansof:byusing依靠，憑借。1.Thethiefhadwantedtoescapebymeansofasecrettunnel,butwascaught.2.Thequickestmeansoftravelisbyplane.3.prehistorictimes史前時期pre-是一個前綴，

表示“前”，“先”，“預先”。

.prepay,preview,prejudge,predetermine.2)thousandsof成千上萬的類似的用法還有

：hundredsof數(shù)以百計的scoresof許多millionsof上百萬的dozensof許多，大量tensofthousandsof數(shù)以萬計的4.However,somesurvivedtheseterribletimes.AndtodaytherearemoreNativeAmericanslivinginCaliforniathaninanyotherstate.當比較的主體屬于被比較者里面的一員時，用other或else排除比較的主體。Maryistallerthananyothergirlsinherclass.5.SpanishsoldiersfirstarrivedinAmericaintheearly16thcenturywhentheyfoughtagainstthenativepeopleandtooktheirland.fightagainst為反對……而戰(zhàn)，和……斗爭。fightfor為（爭取）……而斗爭Youshouldbereadytofightagainstdifficulties.你們應該準備同困難作斗爭。Twodogsfightforabone,andathirdrunsawaywithit.鷸蚌相爭，漁翁得利。6.In1848,notlongaftertheAmerican-Mexicanwar,goldwasdiscoveredinCalifornia.notlongafter不久之后longafter很久之后longbefore很久以前beforelong不久以后7.Manydiedorreturnedhome,butmostremainedinCaliforniatomakealifeforthemselvesinthenewtownsoronfarms.remained:系動詞,“留下”,“逗留”.I’llremaintoseetheendofthegame.TheforeignguestsremainedinBeijingfortwoweeks.8.ItwasthebuildingoftherailwayfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.這是強調(diào)式句9…….whichtodaystillkeepsupitsDanishculture.keepup:neverstop,continuesteadily,goonThemanageraskedtheworkerstokeepupthework.fromAfricahavebeenlivinginCaliforniasincethe1800s,whentheymovednorthfromMexicohavebeendoing現(xiàn)在完成進行時,強調(diào)始于過去某時的動作持續(xù)發(fā)生到現(xiàn)在.egHehasbeenpaintingtheroom.他一直都在粉刷房間.whentheymovednorthfromMexico這是一個非限制性定語從句，對先行詞“the1800s”進行補充說明，先行詞在從句中作時間狀語，因此用關(guān)系副詞“when”引導。11.CaliforniahasbecomehometopeoplefromAsia,includingCambodians,Koreans,VietnameseandLaotians.becomehometo:成為家園Theislandhasbecomehometosnakes.Stepthree:BrainStorm學生活動：給學生幾分鐘進行本課所學語言點進行消化記憶，學生一問一答，提問內(nèi)容為本課所有講解，包括句子短語用法等。Step4Homework1)Remenberwhatwelearnedinclassandprepareforthenextlesson.2)DotheExercises1,2OnPage4and5.教學設計Period3

LearningaboutLanguage＆UsingwordsandexpressionsandUsingstructuresofWorkbookTeachingaims：1）Getstudentstounderstandtherudimentaryknowledgesuchasusefulwordsandexpressions.2）lpthestudentslearnhowtousetheNounClauses.Teachingmethods:activitiesteachingmethodactivityteachingmethodTeachingaids:amulti-functionalcomputerandarecorder,theblackboardTeachingsteps:Stepone:Warmingup 檢查預習作業(yè)：Exercises1,2OnPage4(Discoveringusefulwordsandexpressions)，復習usefulwordsandexpressions。Suggestedanswers:Exercise1：2.hardship5.Italy：2.Catholic6.8.hardships9.KoreaStepTwo:FindingReadthearticleagainandpickoutthesentencescontainingNounClauses..Suggestedanswers:…inwhatwenowknowasCalifornia…ObjectClauseHowever,itislikelythatNativeAmericanswerelivinginCalifornia…ClauseScientistsbelievethatthesefirstsettlerscrossedtheBeringStrait…Clause…thenorthwestcoastofwhatwenowcalltheUnitedStates.ObjectClauseThatiswhytodayover40%of…language.PridictiveClauseItisbelievedthatbeforelongthemixofnationalities…manyClauseStepThree:StudyingtheNONClauses名詞性從句——高考專講名詞性從句：在句子中起名詞作用的句子叫名詞性從句。名詞從句的功能相當于名詞詞組,它在復合句中能擔任主語、賓語、表語、同位語等，因此根據(jù)它在句中不同的語法功能，名詞從句又可分別稱為主語從句、賓語從句、表語從句和同位語從句。概說引導名詞性從句的連接詞引導名詞性從句的連接詞可分為三類：連接詞：that,whether,if（不充當從句的任何成分）連接代詞：what,whatever,who,whoever,whom,whose,which連接副詞：when,where,how,why以及由how構(gòu)成的詞組如howmany,howmuch,howsoon,howoften,howfar,howlong,howtall,howhigh等.四種從句的共性:1.引導詞基本一樣,,如that,whether,when,where,how.但asif引導的是表語從句.2.陳述句語序.3.疑問代詞,疑問副詞保留自身的疑問含義,如疑問代詞who在賓語從句中仍譯為是誰,疑問副詞where譯為哪里.表示選擇,that無意義5.what引導名詞性從句時在從句中充當句子成分,如主語,賓語,表語,而that在句子中只起連接作用。例如：(1)Whatyousaidyesterdayisright.(2)Thatsheisstillaliveisapuzzle.一．賓語從句就是在復合句中作賓語的名詞性從句,通常放在主句謂語動詞(及物動詞)或介詞之后。如：Idon’trememberwhenwearrived.賓語從句特點：1．有引導詞that，whether,if,who,whose,what,which,when,where,how,why.在賓語從句中的that可以省略，第2次出現(xiàn)就不能省。如：Hesaid(that)thetextwasveryimportantandthatweshouldlearnitbyheart.2.在及物動詞或介詞之后。3．陳述句語序.如:Thephotographswillshowyouwhatourvillagelookslike.4．引導詞that與what的區(qū)別。what引導賓語從句在從句中充當句子成分,如主語,賓語,表語,而that在句子中只起連接作用,無意義。例如：(1)Iknowthathewillcome.(2)Idon’tknowwhathewillchoose.與if同用,但介詞后用whether.Italldepends(on)whethertheywillsupportus.Lilywantedtoknowif/whetherhergrandmalikedthehandbag.二.表語從句在從句中作表語的從句稱作表語從句。表語從句特點：1．有引導詞that，whether,asif,who,what,which,when,where,how,why.在表語從句中的that不能省。2.放在系動詞之后,表示狀態(tài)持續(xù)，變化的系動詞有be,stay,keep,remain,get,become,seem,go,感官動詞也屬系動詞如look,sound,taste,smell,feel.等.3．陳述句語序.4．引導詞that與what的區(qū)別。what引導表語從句在從句中充當句子成分,如主語,賓語,表語,而that在句子中只起連接作用,5.表語從句可用whether引導,不用if.6.三.主語從句在從句中作主語的從句稱作主語從句。主語從句特點：1．有引導詞that，whether,who,what,which,when,where,how,why.一般情況下主語從句中的that不省略.2.為了避免頭重腳輕,往往用it代替主語從句,放在句首,如Itis+名詞/形容詞/過去分詞+主語從句如:Itisstillaquestionwhethershewillcomeornot.Itisstrangethatyoushouldlikehim.Itissaid/reportedthatheisthewinner.3．陳述句語序.4．引導詞that與what的區(qū)別。what引導主語從句在從句中充當句子成分,如主語,賓語,表語,而that在句子中只起連接作用5.whether引導的主語從句可以放在句首,if不能.6.注意：四.同位語從句一般放在名詞fact,news,idea,promise,thought,suggestion,report,hope,belief等之后,用以說明或解釋前面的名詞.如：Thenewsthatourteamhaswonthematchistrue.如:thoughtthatwemightsucceedexcitedus.ideathattheyshouldtryasecondtimeisworthconsidering.arefamiliarwiththeopinionthatallmatterconsistsofatoms.同位語從句特點：1．連接詞that雖在從句中不充當任何成分,但不省略.2．先行詞通常是一些具有一定內(nèi)容含義的概括性名詞如:conclusion,evidence,fact,hope,idea,word(news),opinion,problem,promise,reason,truth,等.3．that無實際意義,which表選擇Wordcame___ourarmydefeatedtheenemy.4.在havenoidea之后常用wh-引導同位語從句.Ihavenoideawherehehasgone./Ihavenoideawhenhedidit./Ihavenoideawhathedid.5.同位語從句與定語從句的區(qū)別：a.同位語從句與定語從句的相似之處1）、兩種從句都可以譯成定語Thenewsthatourteamhaswonthefinalmatchisencouraging.（同位語從句）我們隊取得決賽勝利的消息令人鼓舞。Thenewsthatyoutoldusisreallyencouraging.（定語從句）你告訴我們的消息真的令人鼓舞。2）、兩種從句都可以用that引導Thesuggestionthatstudentsshouldlearnsomethingpracticalisworthconsidering.（同位語從句）學生應該學些實用的東西的建議值得考慮。Thesuggestionthatisworthconsideringisthatthestudentsshouldlearnsomethingpractical.（定語從句）值得考慮的建議是學生應該學些實用的東西。b、同位語從句與定語從句的不同之處1）、從句的作用不同：同位語從句用來進一步說明前面名詞的內(nèi)容；定語從句用來修飾、限定前面的名詞。.Thenewsthatourteamhaswonthefinalmatchisencouraging.（從句說明“消息”的內(nèi)容：我們隊取得了決賽勝利。）Thenewsthatyoutoldusisreallyencouraging.（從句對“消息”加以限定：是你告訴我們的，而非來自其他渠道。但消息是何內(nèi)容卻不得而知。）2）、引導從句的關(guān)聯(lián)詞that的功能不同：that引導同位語從句時是一個純連詞，不充當任何成分；而引導定語從句的that是關(guān)系代詞，既指代先行詞又須在從句中充當成分。DadmadeapromisethathewouldbuymeCDplayerifIpassedtheEnglishtest.（that不充當任何成分）2)Dadmadeapromisethatexcitedallhischildren.（that指代promise，又在從句中充當主語。）注：名詞性從句中的whether與if的總結(jié)：①關(guān)聯(lián)詞只能用whether不能用if表示“是否”的情況如下：A)在表語從句和同位語從句中。如：Thequestioniswhetherthefilmisworthseeing.Thenewswhetherourteamhaswonthematchisunknown.B)在主語從句中，只有用it作形式主語時,whether和if都能引導主語從句,否則,也只能用whether。如:Whetherweshallattendthemeetinghasn’tbeendecidedyet.Ithasn’tbeendecidedwhether(if)weshallattendthemeeting.C)在介詞之后。(介詞往往可以省略)如:Italldepends(on)whethertheywillsupportus.D)后面直接跟動詞不定式時。如：Hedoesn’tknowwhethertostayornot.E)后面緊接ornot時。如：Wedidn’tknowwhetherornotshewasready.②關(guān)聯(lián)詞if,whether均可使用的情況如下：A)引導賓語從句。如：Iwonderif(whether)thenewsistrueornot.B)在“be+形容詞”之后。如：Hewasnotsurewhether(if)itisrightorwrong.Stepthree:PracticeStudytheunderlinednonclausesinthesesentences.Inyouropinion，Whatroledotheseclausesplayinthesentences?.(Page5).attractaspeopletoCaliforniaisitspleasantclimateandrelaxedlifestyle.ThisiseachyearagreatnumberofpeoplefromallovertheworldtrytoimmigratetoCalifornia.However,mostapplicantsknowtheyhaveverylittlechanceofgettingavisa.Suggestedanswers:1.Subjectclause2.Predicativeclause3.Objectclause]StepFour:consolidationAskthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare.Suggestedanswers:1)WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause(主語從句)2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.Appositiveclause(同位語從句)&Predicativeclause(表語從句)3)IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(賓語從句)4)Thecustomsofficeiswhereyourbaggageisinspectedwhenyouenterorleaveacountry.Predictiveclause(表語從句)StepFive:PairworkJointhetwopartstomakesentencescontainingnounclausesShepretendediswhatIwanttoknow.ItisnotsurprisingthatyougetavisabeforeyoutraveltotheUSA.Whyshedidn’ttellyouherselfwhyheliedtome.IwonderthatsomanypeopleloveCaliforniaThetroublewasiswhatIcan’texplain.Itisessentialisthatshewasasocalist.WhatGeorgediscoveredinCaliforniathatshehadlosthispassport.Wheretheygotallthatmoneywasdifferentfromwhathesawinthemovies.StepSix:Homework1.FinishofftheExercise3andExercise4onPage5offtheExercise1,2andExercise3onPage49.(workbook)教學設計Period4ListeningandListening(p46),ListeningTask(50)ofWorkbookTeachingaims：TrainSs’listeningability Teachingcontents:ListeningandListening(p46),ListeningTask(50)ofWorkbookTeachingImportantPoints:TrainSs’listeningabilityTeachingDifficultPoints:Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.Teachingmethods:1)Watch-and-listenactivity 2)Question-and-answeractivityteachingmethodTeachingaids:1)themultimediaamulti-functionalcomputer2)theblackboard3)ataperecorderTeachingProcedures:Stepone.WarmingupGeorgeisonholidayintheUnitedStatesandheistouringaroundCalifornia。Heistelephoninghisfriendlistening,lookatthepictureandgoovertheexercisesbelow.Guesswhatmightbeincludedintheconversation.Suggestedanswers:Ithinkthesethingsmightbeincludedintheirconversation:1.AtourroundCaliforniavisittoJoshua’sfeelingandreactionstowhatheisseeing.Steptwo:ListeningLookatthepictureandlistentothetapeandanswerthefollowingquestions:(OnPage6)WheredidGeorge’stourstartandinwhichdirectionshasbeentravelling?WhatsurprisedGeorgeaboutCcalifornia?WhydidGeorgehavethewrongideaaboutCaliforniabeforehewentthere?Whyaretheresomanydifferentkindsofmusic,foodandartinCalifornia?1．HestartedinnorthernCalifornia,andhehasbeentravellingsouth.2．Thefactsthatnoteverybodyisrich,notevrybodylivesonthecoast,andthedesertinCaliforniaisnotliketheresttheclimteofClifornia,surprisedhim.3．HehadwatchedtoomanyAmericanmovies.4．ManypeopledifferentcountriesmovedtoCalifornia.Theybroughttheircustoms,cultureandfood.TheyKeptthemupandsoproducedthelargevarietyoffood,music,customs,artandculturalactivities.Stepthree:ListeningagainReadthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.Suggestedanswers:DearSam,I’mhereinJoshuaTreepartofCalifornia.Havebeentravelingaroundthestateof__california___forthreeweeksnow.VerydifferentfromwhatIhaveseenin___Americanmovies____.Noteveryoneis___rich__andnoteveryonelivesnearthe__beach_____.Firsttraveledsoutheastthroughrichfarmlandthentothecentralpart.Theygroweverythinghereincluding__cotton,nuts,vegetables_____andfruit.Cattletoo.Thentraveledfurther____southeast______intomountainsandareveryfriendly,andtheyarefrommanydifferent___races_____andcultures.Everyculturehasitsown____music__,___festivals_____,foodandart.Mostinteresting.Wishyouwerehere.GivemylovetoPaula.GeorgeStepFour:ListeningonceagainTellthestudentsthatwhentheylistentothistimetheyaretofocusonwhatChristie,whoismainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudentscanwritedownherwordsaccordingtothechartonpage7.Suggestedanswers:Christie’squestionsThatisinteresting.Whereareyou?Cool.Whereisthat?YouwatchtoomanyAmericanmovies.Whatareyoudoingdownthere?Thatisinteresting.Howisthetripbeen?IwishIcouldseeitformyself.Whatisitreallylike?Thatdoesn’tsurpriseme.Suchas?Oh,Isee.Hispanic?SoundsgreatGetthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.StepFive:SpeakingWithapartnerholdatelephoneconversationaboutaplaceyouhavevisitedrecently.Sitbacktobackwithyourpartnersoyoucan’tseeeachother.PartnerA:Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthepeople,andanyotherinterestingthingsyousawordid.PartnerB:Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.3.Swaproles.PartnerBtellsPartnerAabouthis\hervisit.Samples:A:Wherehaveyouvisitedrecently?B:Singapore,athrivingindependentcity-statelocatedjustoffthesoutherntipoftheMalayPeninsula.That’smarvelous.A:Whatistheclimatelike?B:Hot,muggyanduncomfortableA:Whatdidyouthinkaboutthepeople?B:Polite,well-educated,andwarm-hearted.A:Whatotherinterestingthingsdidyousee?B:….StepSix:Listening(2)T:TurntoPage46Exercise1.Listentoaradiointerview.Beforeyouhearit,listentothefirstspeaker’sintroductionandcompletethenotes.NameofradioprogrammeTraveller’sTalesInterviewer’snameTomPriceTraveller’snameMandyLongPlacetobediscussedNewOrleansStepSeven:HomeworkWriteashortpassageabouttheplacetheyhavevisitedrecently.教學設計Period5Usinglanguage：Reading，writingandReadingTaskTeachingaims：1.newwordsandexpressionsLuggagetramapparentlyconductorslipbakeryferryhireteamupwithmarkouttakeinseagullangleagreatmanyimmigrtionapplyfornowherepunishmentjusticemourncivilauthorityreformgraspthankfulSs’extensivereadingabilityTeachingcontents:ReadingandSpeakingandReadingTaskTeachingImportantPoints:1)TrainSs’fastreadingability2)TrainSs’speakingabilityoftalkingabouttoursandexpresslikes,TeachingDifficultPoints:HowtohelpimproveSs’sfastreadingabilityandspeakingability。Teachingmethods:1)groupdiscussionandobserving2)Question-and-answeractivityteachingmethodTeachingaids:amulti-functionalcomputerTeachingAids:1)themultimedia2)theblackboard3)ataperecorderTeachingProcedures:Stepone.WarmingupLookatGeorge’sphotos.ThenquicklyreadGeorge’sdiary.Writethedayshesawthesethingsunderthephotos.Suggestedanswers:1.Wednesday14th,June2.Monday12th,June13th,June4.Tuesday13th,June5.Wednesday14th,June6.Monday12th,JuneSteptwo:IntensivereadingPleasereadthetextcarefullyandanswerthequestionsinexercise2onpage9.didAndrewHallidieinventthecablecarsystem?2.WheredidGeorgeeatlunchonhisfirstdayinSanFrancisco?3.WhydidGeorgehireacar?WhydoyouthinkhejoinedupwithTerriandPeter?4.NamethreethingsthatvisitorscandoinChinatown.5.WhatisAlcatrazSuggestedanswers:sawaterribleaccidentinwhichatramslippeddownthehilldraggingthehorseswithit.Soheinventedthecablecarsystembetterandsaferthanhorse-drawntrams.ateatFisherman’sWharf.wascheapertohireacarwithotherpeoplebecausetheycouldsharethecost.Alsoheprobablyenjoyedbeinginthecompanyofothertourists.inChineserestaurants,gotomarkets,visittemplesandmuseums.islandusedtobeaveryharshprisonforthemostdangerousprisoners.Stepthree：LanguagePoints:1.apparently據(jù)說；似乎，貌似.Iwasn’tthere,but____________itwasagoodparty.(apparently)我那時不在場,但據(jù)我所知,那次聚會搞的不錯.Shemanagedtoclimboutofthecar,____________unhurt.（apparently）她設法爬出了窗外,看上去并未受傷.2.(1)slip滑落，脫落Theglassslippedoutofhishand.玻璃杯從他的手中滑落。(2)溜走Astheyearsslippedby,Ithoughtlessabouther.隨著歲月的流逝，我已把她淡忘。3.Teamedupwithacouplefrommyhotelandhiredacar.teamupwith與…合作或一起工作,與…結(jié)成一隊.Let’steamup!讓我們聯(lián)起手來吧!It‘sapleasureto_________________suchanexcellentworker.（teamupwith）與這樣的優(yōu)秀工人合作真是件愉快事.TakeinTakein接受,接納,接待吸收,領(lǐng)會,理解改小(衣服)包含,包括欺騙4.takeinThispricetakesinthecostofalltheaccommodationandfood.Heisnottellingthetruth;heisjusttakingyouinwithhisstory.Hewashomeless,soIerestingtempleshere,anumberofmarketsandagreatmanyrestaurants.這里有一些有趣的寺廟、一些集市和許多飯店。[高考鏈接]agreat/goodmanyalargenumberofscoresofdozensofmany/few修飾可數(shù)名詞復數(shù)manya修飾可數(shù)名詞單數(shù)agood/greatdealofalarge/greatamountoflarge