Using LanguageⅡ优质课教学设计

A Design of Students Activities Teaching Content:Book9 I:Preparation: 1. Read this text aloud and retell by a TIMELINE. 2. Use a pencil to underline all of the phrases, CLAUSES, in this text. 3. Mark difficult sentences with a circle. II: Abilities Cultivation Objectives：

We will be able to

1. analyze sentence structures by using “3-step Method”.

2. translate and understand some difficult sentences with the help of the Mindmap. III: Presumed Main Points: 1. use some key words and expressions in context. Presumed Difficult Points: 1

1. analyze sentence structures IV: Teaching Aids 1: OHP

2:PPT

V: Presumed Teaching Procedures: Procedures

Students’ Activities

Teacher’ Activities

Purposes

1. To motivate SS’ interest and 1. To do a tongue twister game. Warming 2. Read a letter from School up & Newspaper and tell partners the aim in Lead in this lesson. foreign language for SS.

context to learn a letter from Lihua. 2.To set an authentic Present two tongue twisters and

a enthusiasm. 2

Check 1. ASK SS to retell the text. Preparation To retell in front of class and answer To present a PPT and ask SS to 1

questions quickly. answer. To check SS’ and what pronunciation consolidate have been acquired. 1. To present a Mind Map of 1.To encourage SS Check 1. To answer questions. analyzing sentences and ask SS to to speak and make answer questions. 2.To get SS to read clauses. 3.To gather SS’ problems.

sure what contents should

be guided to lean for SS. To develop SS’ 1. To organize SS to report EASY abilities of taking questions and take notes. key information.

Preparation 2. To read clauses fluently. 2 3.To report group difficult questions. Self-Teach 1. No. 1 SS to report while others Guidance 1 listen carefully to take some notes

Taking notes 2. translate sentences orally and writing 3

To develop SS’ Self-Teach Guidance 2 1. do a jigsaw analyzing in group of DEALING four SS. WITH 2. report group idea. DIFFICULT POINTS

To motivate SS’ enthusiasm of learning.

To learn some important phrases and Guide the students to learn some analyze some difficult sentences. Phrases: 1. no wonder难怪；不足为奇

No wonder (that) ...＝It’s no wonder important phrases and analyze some difficult sentences. Phrases: 1. no wonder难怪；不足为奇

To strengthen the students’ language basis.

Mind Map.

1. To assign a jigsaw learning task. language points by a abilities of dealing with complicated 4

(that) ...

难怪……；……不足为奇

No wonder (that) ...＝It’s no wonder It is a wonder that ...奇怪的是……

in wonder

惊讶地

(that) ...

难怪……；……不足为奇

It is a wonder that ...奇怪的是……

wonder whether (if)/when/why/how ...in wonder

惊讶地

想知道是否/什么时候/为什么/怎wonder whether (if)/when/why/how ...么……

想知道是否/什么时候/为什么/怎2. come to life活跃起来；苏醒过么……

来

2. come to life活跃起来；苏醒过[高考佳句]The moment we’ve 来

learned that an art exhibition is to be [高考佳句]The moment we’ve held and that you’re collecting learned that an art exhibition is to be suggestions on its location, we all held and that you’re collecting came to life.(2013·上海高考写作) suggestions on its location, we all 5

(1)come to (oneself)苏醒过来

came to life.(2013·上海高考写作) come back to life

苏醒过来；复(1)come to (oneself)苏醒过来

活

come to light

被发现；被知晓

when it comes to ...

当谈及……

come back to life

苏醒过来；复活

come to light

被发现；被知晓

(2)bring sth.(back) to life

使……生when it comes to ...

当谈及……

动；使……恢复生机

live/lead a ...life

过着……的生活

(2)bring sth.(back) to life

使……生动；使……恢复生机

3．be famous for 以……而闻名

live/lead a ...life

过着……的生活

4．be familiar with

对……熟悉

3．be famous for 以……而闻名

5．come true

实现

4．be familiar with

对……熟悉

6．No wonder

难怪；不足为奇

5．come true

实现

7．have fun

玩得高兴

8．be modeled after

根据……模仿；6．No wonder

难怪；不足为奇

7．have fun

玩得高兴

仿造

8．be modeled after

根据……模仿；9．face to_face

面对面

仿造

10．get close to

接近；靠近

6

11．come to life

活跃起来；苏醒

9．face to_face

面对面

12．in advance

提前

10．get close to

接近；靠近

13．as_well_as 除……之外，还……；

11．come to life

活跃起来；苏醒

14．take part in

参加

12．in advance

提前

Difficult sentences: 13．as_well_as 除……之外，还……；

1. Whichever and whatever you like, 14．take part in

参加

there is a theme park for you! Difficult sentences: ＝no matter where1. Whichever and whatever you like, there is a theme park for you!

whenever＝no matter when ＝no matter where

however＝no matter how

whenever＝no matter when 引导让步状语从句



however＝no matter how

(2)whatever, whichever, who(m)ever引导让步状语从句

既可引导让步状语从句，又可引导(2)whatever, whichever, who(m)ever名词性从句。

既可引导让步状语从句，又可引导(3)no matter what, no matter which, 名词性从句。

no matter who(m)只引导让步状语从(3)no matter what, no matter which, 7

句

no matter who(m)只引导让步状语从2. Futuroscope is not only for 句

individuals, but is also the perfect mix of fun and learning for class outings. 2. Futuroscope is not only for individuals, but is also the perfect mix (1)not only ...but also ...用于连接两of fun and learning for class outings. 个表示并列关系的成分，着重强调(1)not only ...but also ...用于连接两后者，其意为“不仅……而且……”；个表示并列关系的成分，着重强调其中的also有时可以省略。

后者，其意为“不仅……而且……”；(2)not only ...but also ...连接两个句其中的also有时可以省略。

子，且not only位于句首时，

not only(2)not only ...but also ...连接两个句后面的句子要用部分倒装。

子，且not only位于句首时，

not only(3)not only ...but also ...连接的两个后面的句子要用部分倒装。

成分作主语，其谓语通常与靠近的(3)not only ...but also ...连接的两个主语保持一致。

成分作主语，其谓语通常与靠近的8

主语保持一致

Homework & Next Read the passage and recite what To assign homework and next To accumulate the students have learnt in writing this preparation language knowledge and skill. preparation passage

Blackboard Design The abilities to develop in this period: At the end of this class, you will be able to

1. analyze sentence structures by using “3-step Method”.

2. use some key words and expressions by translating and writing a letter in context. Important phrases:

9

Difficult sentences:

10