Using LanguageⅡ名师教学设计2

Unit 1 A land of diversity 目标语言

功

能

句

式

Talk about (going) places

Where have you visited recently?

When did people first live there? What is the climate like?

Why is it so warm / cold / dry / wet there? What’s the population of...? How many nationalities live there? What did you think about the people?

What is the most important festival there?

How do they celebrate it? What other interesting things did you see? That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful! You’re exciting / wonderful. Good / Creative /Fantastic / Super job!

1．

四会词汇

Strait

distinct

Arctic

means

majority

ministry Catholic

hardship elect

federal rail

percentage

Italy Denmark boom aircraft Korea

Korean

Pakistan

immigration

racial crossing

vice

nephew

词

pole

applicant

customs

socialist

occur

cattle

indicate luggage 汇

shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert 2．认读词汇

illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz 3．词组

Live on, the Arctic, by means of, make a life, keep up, back to back, team

up with, mark out, take in a great/good many, apply for 结

Learn to use the Noun Clauses

构

重

点

句

子

1. However, it is likely that Native Americans were living in California... P2 2. Of the first Spanish to go to..., the majority were... P2 3. That is why... P2 4. Some died or returned home, but... P2 5. Although Chinese immigrants..., it was the building of... P2 6. It is believed that before long... P3 7. Built in 1873... was invented by... P8 8. It’s a... that takes in... P8 9. He was noticed by... and to find... P51 10. He spoke publicly about..., using his fame to help... P51

教材分析和教材重组

1. 教材分析

本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。

本单元旨在通过对世界各地的名胜古迹、风土人情的研究与学习，丰富学生的世界地域文化知识，开扩视野，培养他们热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操。

Using Language由Reading and writing, Listening and speaking组成，通过对学

生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。

The Fifth Period Using Language Teaching goals教学目标

1.Target language 目标语言

a. 重点词汇和短语

luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good many b. 重点句式

Talk about traveling to some places

Where have you visited recently? What is the climate like? What did you think about the people? What other interesting things did you see? That’s interesting / terrific / marvelous / cool / lovely! You’re exciting / excellent. Good / Creative / Fantastic / Super job! 2. Ability goals能力目标

Enable students to talk about places and learn to write an email or a postcard. 3. Learning ability goals 学能目标

Help students learn how to talk about places and learn to write an email or a postcard. Teaching important points 教学重点

How to talk about places. Teaching difficult points教学难点

How to write an email or a postcard. Teaching methods教学方法

Listening, speaking and discussion. Teaching aids 教具准备

A projector, a computer and a recorder.

Teaching procedures & ways教学过程与方式

Step Ⅰ Revision Check the homework. Sample answers to Activity 2:

1. A clause is called a noun clause when an entire clause takes the place of a noun in another clause or phrase. I know that Latin is no longer spoken as a native language. Where they are going is unknown. Whoever broke the vase will have to pay for it. The Toronto fans hope that the Blue Jays will win again. 2. A clause is called an attributive clause when a dependent clause which takes the place of an adjective in another clause or phrase. The books that people read were mainly religious. Some firefighters never meet the people whom they save. Did I tell you about the author whom I met? They are searching for the one who borrowed the book. Then ask them to sum up all the conjunctions used in noun clauses, comparing them with the conjunctions used in attributive clauses and tell the differences between them. Fill in the given chart in groups of 4. Then check the answers.

T: Last class we learned the usage of noun clauses. Have you finished the exercises about the noun clauses? Ss: Yes. T: Attributive clauses share conjunctions with noun clauses. What are the differences between them? Now please fill in the given chart in groups of 4. Show the following on the screen. Conjunctions Whose Noun Clauses Only refer to a person Attributive Clauses Refer to a person or a thing Whom Can’t be omitted Can be omitted

Which That Can’t be omitted Can be omitted Can be omitted in the Can be omitted

object clauses Meaningless Don’t play a role in clauses Have meanings Play a role in clauses What Containing meanings and Can’t be used functions

If / whether As if / though, Because Containing meanings Containing meanings; Only used in the predicative clauses Who, how, when, where, why Containing meanings and functions; can’t be omitted Step Ⅱ Listening and speaking Listening Ask the students to listen to a conversation about the George’s tour around California. Then ask them to practice Activities 1~4 on pages 6~7. For the first time, ask the students to number the things they talk about.

T: Today we’re going to listen to a conversation about the George’s tour around California. He is phoning home to talk to his friend Christie. What are they talking about? Now listen and find out. Then number the things you hear on the tape. Then ask them to complete the postcard George wrote. T: Now listen again and complete the postcard George wrote. Check the answers by asking some students to read the completed postcard.

Ask the students to listen to the tape and discuss the questions in pairs and write some of the things Christie says in pairs. Check the answers.

Speaking

For Activity 5, let them discuss in groups of 4 and later ask some of them to give their opinions.

Show the following.

1. The function of comments and questions: · Encourage and stimulate others to further efforts; · Follow up correct or incorrect answers; · Arouse others’ imagination and creation; · Motivate others to search out new knowledge; · Make the students think and help them clarify concepts, thoughts and problems; · Get them to master an array of techniques for effective questioning in class; · Have others to express their ideas and views thoroughly; · Show respect by making sure you understand the listener’s words. 2. It’s important to indicate that you are paying attention to others’ words. · It’s good manners to be polite to others with good education; · Make your communication smoothly; · Improve your relationship with each other; · Show your respect to others’ opinions and statements; · Get others to feel happy and comfortable; · Encourage others to develop their fullest level; · Ask others to be self-confident to be successful; · Have others to make the fullest expressions.

1.

While you are listening to others, you can ask questions and make comments according different situations.

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

Making replies Yes, not really?

Uh, huh, hmmm; Well... Asking for opinions How do you feel about...? What do you think about / of...? Restatement What you mean is... In other words... Entering a conversation Excuse / Pardon me, but... Sorry to interrupt / for interrupting, but... Introducing and supporting ideas Recommendations Giving opinions Making requests I think... because... It seems to me... because... I think we should... because... I think / feel... We need you to... Can / Could you...? I would like you to... Accepting and refusing requests Agreement and

disagreement All right.

I’m sorry / afraid I can’t... Sounds good. / Good idea. That’s what I think. I’m sorry / afraid I disagree. Showing understanding I see /understand. I see what you mean. Step Ⅲ Reading

Ask the students to look at the given photos and read the George’s diary on pages 8 quickly. Then practice Activity 1 and fill in the chart in pairs. T: Look at George’s photos on page 8. These are things he saw in San Francisco. Now read the diary he wrote quickly and find out the day he saw these things under the photos.

Ask the students to check the answers with their partners.

Show the following on the screen. Mon. 12, June

Dropped luggage Went exploring Rode on a cable car Visited Fisherman’s Wharf. For Activity 2, ask students to read the George’s diary on page 8 carefully and then answer the questions in pairs. Check the answers with the whole class. Ask the students to read the diary again by themselves. Then discuss in groups of 4 and practice Activities 3~4. A few minutes later, ask some of them to show their work. Sample answers: Reasons for omitting: 1. Some unimportant, unnecessary, uninteresting little words like pronouns “we”, “I”, articles “a”, “the”, or prepositions. If omitted, the meaning can’t be affected and misunderstood by others. 2. Just keep the key words without explaining more in details.

Ask students to rewrite the diary entry.

A sample version: On the next day, I teamed up with a couple from my hotel (Peter and Terri) and hired a car. We spent all day driving around city. There’s a great drive marked out for tourists. It has blue and white signs with seagulls on them to show way to go. It’s a 79km round-trip that takes in all the famous spots. We stopped many times to admire the view and take photographs. Now we have really good idea of what the city’s like.

In the evening, I went to Chinatown with Peter and Terri. Chinese immigrants settled in this area in the 1850s. The fronts of the buildings are decorated to look like old buildings in southern China. There are some interesting temples here, and a number of markets and a great many restaurants. Also there are art galleries and a museum containing documents, photographs and all sorts of objects about the history of Tues. 13, June

Drove around city

Went to Chinatown

Wed. 14, June Took ferry to Angel Island Golden Gate Bridge

Chinese immigration, but it’s closed in the evening. We will go back during the day. We had a delicious meal and then walked back down the hill to our hotel.

Step Ⅳ Homework Ask the students to finish Activity 5 on page 9.

Show the following on the screen. Description of a place Just as an artist uses paint to create a picture, a writer uses words to create a description... Descriptive writing creates a picture of a person, place, thing or event. A description essay is generally developed through sensory details. Here are some tips about the description. 1. Selecting details: The writer should choose those that help to bring out the dominant characteristic. 2. Catching the features of the place: You should mainly write about the things that make it different from other places. 3. Giving your view points: Places may be described for their own sake, as in essays on visits to famous scenic places.

4. Giving your purpose: You should describe the place for the purpose of revealing the personality and character of a person, or creating a feeling or mood.