unit1Alandofdiversity教学设计Word文档下载推荐.docx
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PacificOcean
CountrytothenorthofUSA:
Canada
CountrytothesouthofUSA:
Mexico
Mountainrangeinthewest:
RockyMountains
GreatLakes:
Superior,Michigan,Huron,ErieandOntario
LongestriverintheUSA:
MississippiRiver
Someimportantcities:
NewYork,WashingtonDC,LosAngeles,SanFrancisco,NewOrleans
Step2Pre—reading
1.AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc。
WhatdoyoulearnaboutCalifornia?
2.ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.
Picture1:
LifeofNativeCalifornianIndians
Picture2:
ACaliforniangoldmineraround1849
Picture3:
AtraditionalChinesebuildinginSanFrancisco’sChinatown
Step3Fastreading
1.Readthroughthepassageandgetthemainidea。
2.Readingcomprehension.
Askthestudentsthefollowingquestions:
1)Whenyoulookatthetitle,whatsoyouthinkof?
Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.
2)WhyistheUSAcalledameltingpot?
TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether。
3.BesideeachdatenotedownanimportanteventinCalifornianhistory。
Step4Detailreading
Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.
Culturalgroups
Periods
Russians
early1800s
Japanese
Early1900s
Chinese
Late1840s/early1850s
Cambodians
Fromaboutthe1970s
Africans
1800s
Koreans
Fromaboutthe1970
Italians
Late1800s
Danish
1911
Jewish
1920s
Pakistanis
Step5Post-reading
WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?
(Using3or4sentencestoexplain.)
ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeoplehavebeenimmigratingtothestateforthelast200years.Beforetheirarrival,NativeAmericanpeoplehadlivedthereforthousandsofyears.PeoplefromallovertheworldarestillcomingtosettleinCaliforniabecauseofitsgoodclimateandthelifestyleitoffers.
Step6Homework
Finish“Learningaboutlanguage”onpage4。
Period2Languagepoints
Teachingaims:
1.Learnexpressionsandphrases。
2.Learnlanguagepoints。
Teachingimportantpoints:
Languagepoints
Teachingmethods:
Presentationandpractice
Step1Revision
Retellthepassage
Step2phrases
thethirdlargeststate
第三大州
Amulticulturalstate
一个具有多种文化的州
Bymeansof
通过……工具
Inprehistorictimes
Inaddition
另外
diefrom
死于……
Inthe18century
在18世纪
Fightagainst
反对…..而战争
Themajority
大多数
Gainindependence
获得独立
Achieveone’sdream
实现某人的梦想
Makealife(forsb)
谋生
Step3Languagepoints
1。
means:
amethodorawayofdoing。
方式,方法,手段(但复数同形)
Translate:
一切可能的办法都试过了。
Allpossiblemeanshavebeentried.
=Everypossiblemeanshasbeentried。
bymeansof:
byusing依靠,凭借
2.occur:
comeintosb’smind(想起,想到)
happen,takeplace(发生)
1)Whendidtheaccidentoccur?
发生
2)Agoodideaoccurredtomeallatonce.想到
3.multi-前缀,是“多,多方面,多方向”的意思
multi-coloured
多色的
multi—racialcountry
多种族国家
multi—media
多媒体
multiparty
多党
multipartysystem
多党制
multi—purpose
多种用途
思维拓展:
mono-前缀:
one,single单
e。
g.:
amonolingualdictionary(单语词典)
bi—前缀:
two,twice,double双
e.g。
:
abilingualdictionary(双语词典)
4.Declarev.宣告,声称,宣称,申报
translatethefollowingsentences
1)Warwasdeclaredontheenemy。
2)Shedeclaredthatsheknewnothingaboutit.
3)Haveyouanythingtodeclare。
declareoneself
发表态度
declarewaron/upon
宣战
declareagainst
声明反对
declarefor
声明支持
5。
Keepup:
保持,坚持,持续
1)Themanageraskedtheworkerstokeepupthework。
2)Therainkeptupfortwodaysandtheroadswereflooded。
Step4Exercises:
translation
1.我就是想不起他的名字.(occur)
Hisnamejustdidn’toccurtome.
2.他宣称他是正确的.(declare)
Hedeclaredthathewasright.
3。
鼓起勇气,成功就属于你.(keepup)
Keepupyourcourage,andsuccesswillbeyours。
4。
他虽然不会说话,但能通过手势让别人知道他的意思.(bymeansof)
Hecouldn’tspeak,butmadehimselfunderstoodbymeansofsigns.
Step5Homework
Reviewthelanguagepoints。
Period3Grammar
Teachingaims
1.EnablethestudentstousetheNounClausesasthesubject,object,predicativeandappositive。
2.HelpthestudentslearnhowtousetheNounClauses。
Differthenounclauses。
Analysisandhavesomediscussions.
Step1Preparation
Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare。
1)WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause(主语从句)
2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters。
Appositiveclause(同位语从句)&Predicativeclause(表语从句)
3)IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(宾语从句)
Step2Discussion
AskthestudentstodiffertheNounClausesasthesubject,object,predicativeandappositive.
名词性从句
特征
主语从句
宾语从句
表语从句
同位语从句
Step3Analysis
1.高考考查热点:
1)名词性从句的语序(陈述句语序);
2)几对重要关联词的区别:
whether\if,what\that,what\whatever,who\whoever,etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句;
4)根据具体情景选用适当的关联词。
2.根据例句,讨论:
1)whether\if的区别
I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow。
II.Italldependsonwhethertheskywillclearup.
III。
Thequestioniswhetherthefilmiswellworthseeing.
IV.WhetherhewillbewelltomorrowI’mnotsure。
V.Whetheritistrueremainsaproblem。
A.引导宾语从句,位于及物动词后
B。
引导宾语从句,位于介词后
C.引导宾语从句,放句首
D.引导表语从句,主语从句或同位语从句
whether:
A,B,C,D
if:
A
2)What\that的区别
I.Ithinkthatitisunnecessaryformetospeaklouder。
II。
Hismotherissatisfiedwithwhathehasdone。
III.Thathewasabletocomemadeushappy.
IV。
Thisiswhatmakesusinterested。
V.ThereasonwasthatTodhadneverseenthemillion—poundnotebefore.
所引导的从句中是否缺主语、表语或宾语
汉语意义
能否省略
What
缺
什么;
所……的东西、事情
否
that
不缺
无意义
宾语从句中能省略
3)who\whoever;
what\whatever的区别
I.ThespokenEnglishcompetitioniscoming。
Whowillattendthemeetinghasn’tbeendecidedyet.
II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest。
Canyoutellmewhatyouwouldliketoorder?
IV.Whateverhappens,don’tbesurprised.
V。
Allthefoodhereisdelicious。
Justorderwhateveryoulike.
让步状语从句
Who
表示“谁”
/
Whoever
表示“…的任何人”
表“不论谁"
表“什么,所…的东西、事情”
Whatever
表“…的任何东西"
表“无论什么"
4)常见的it作形式主语的结构
I.Itisafactthathewonthematch。
II.ItisnecessarythatwedostudytheEnglish.
III.Itisknowntoallthatlighttravelsinstraightlines.
IV.Itseemedthathewouldcomehere.
基本句型结构
常用词语
Itis+名词+that从句
Itisafact/ashame/apity/nowonder/goodnews/…that…
Itis+形容词+that从句
Itisnecessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形
Itis+过去分词+that从句
Itissaid/reported/decided/known/…that…
It+不及物动词+that从句
Itseemed/happened/doesn’tmatter/hasturnedout/…that…
Step4Practice
1)Exs。
3&4,StudentsBookP5
2)Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.
1.Reviewwhatwehavelearnttoday.
2。
Translatesentences:
1)显而易见,英语很重要。
(主语从句)
2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period4Listeningandspeaking
Traintheirlisteningandspeakingabilities。
Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.
Pairworkandgroupwork,discussionandcooperation
Arecorder,acomputer,andablackboard
Step1Listening
1.Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly。
ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping。
4GeographicareasofCalifornia
2WhereGeorge’stourstarted
3CalifornianotasGeorgeexpected
1WhereGeorgeisnow
5Californianpeople
2.Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation。
Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails。
Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthe
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