2024年Unit 一A land of diversity全单元教案

Unit1AlandofdiversityⅠ.單元教學目的技能目的SkillGoals▲TalkabouttheUSA▲Talkabout(going)places▲LearnthewordsabouttheUSA▲Learnhowtoaskquestionsandmakecomments▲LearntheusageoftheNounClauses▲Writeanintroductiontoplaces▲StudythecultureandpeopleoftheUSAⅡ.目的語言功能句式Talkabout(going)placesWherehaveyouvisitedrecently?Whendidpeoplefirstlivethere?Whatistheclimatelike?Whyisitsowarm/cold/dry/wetthere?What’sthepopulationof...?Howmanynationalitieslivethere?Whatdidyouthinkaboutthepeople?Whatisthemostimportantfestivalthere?Howdotheycelebrateit?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely/beautiful,wonderful!You’reexciting/wonderful.Good/Creative/Fantastic/Superjob!詞汇1．四會詞汇StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageItalyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephewpoleapplicantcustomssocialistoccurcattleindicateluggageshavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreformgraspthankfulinsert2．认讀詞汇illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3．詞组Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor結构LearntousetheNounClauses重點句子1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P22.OfthefirstSpanishtogoto...,themajoritywere...P23.Thatiswhy...P24.Somediedorreturnedhome,but...P25.AlthoughChineseimmigrants...,itwasthebuildingof...P26.Itisbelievedthatbeforelong...P37.Builtin1873...wasinventedby...P88.It’sa...thattakesin...P89.Hewasnoticedby...andtofind...P5110.Hespokepubliclyabout...,usinghisfametohelp...P51Ⅲ.教材分析和教材重组 1.教材分析 本單元以“地区文化”為主題,意在通過單元教學，使學生理解有关美国地理方面的知识；學习加利福尼亚州的简介，使學生對美国的文明史略見一斑；通過阅讀名人传记，研究美国的民族文化，使學生對美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的詞汇；學會运用名詞性從句等語法知识，并通過有关练习，提高學生的語言运用能力；通過阅讀一篇图文并茂的美国游记，學會書写電子邮件或明信片，简介某一名胜古迹和人文景观；通過學习、探究我国少数民族地区的多种文化，以及撰写我国某一都市、省份或地区的简介，加深對祖国地区文化的理解，提高写作能力。本單元意在通過對世界各地的名胜古迹、風土人情的研究与學习，丰富學生的世界地区文化知识，開扩视野，培养他們热愛祖国、热愛大自然、保护名胜古迹、造福人类的崇高情操。1.1WarmingUp规定學生查阅美国地图，讨论有关美国地理方面的知识，為下一步的學习做好热身准备。1.2Pre-reading规定學生讨论有关加利福尼亚州的几张图片，理解當地風土人情、民俗文化。1.3Reading重要简介了加利福尼亚州人口及民族、种族构成、融合、变迁的历史。通過學习，使學生理解加州不仅是美国人口最多的州，同步也是民族、种族最多、文化最為多元的州。1.4Comprehending规定學生在理解課文的基础上，写出发生在加州的重大历史事件，并分析讨论新世纪加州為何會成為多种文化交錯的共同体的原因。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分构成。并设计了詞性转换、用課文中所學习的重點詞汇填空、补全對话等练习。1.6UsingLanguage由Readingandwriting,Listeningandspeaking构成，通過對學生听說讀写综合能力培养，规定學生在理解有关知识的基础上，阅讀并改写部分游记；想象自已在某地度假，給朋友发一封電子邮件或寄一张贺卡简介该地区的有关状况。1.7SUMMINGUP规定學生總結本單元所學的詞汇、构造、话題等知识和内容。1.8LEARNINGTIP從對话時应當注意的問題這一角度，對學生進行學法指导。 2．教材重组 2.1WarmingUp,Pre-reading,Reading和Comprehending四部分，都是有关美国加利福尼亚州简介的内容，整合為一节精讀課。2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是有关形容詞、動詞和名詞後缀及其三者之间的互相转换，讲解与练习這三种詞性使用方法,以及課文重點詞汇运用方面的有关练习，整合為一节語言學习課。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，都是有关名詞性從句的使用方法的讲解与练习，整合為一节語法課。2.4UsingLanguage中的Readingandwriting,Listeningandspeaking，都是与假曰旅游有关的知识，整合為一节综合課（I）。2.5Workbook中的LISTENING,LISTERNINGTASKANDREADINGTASK，都是有关新奥尔良以及爵士乐及其创始人等有关内容,整合為一节泛讀課。2.6Workbook中的TALKING以及SPEAKINGTASK与WRITINGTASK四個部分,都是有关中国都市、省份或地区的简介等方面的内容,整合為一节综合課（二）。3.課型设计与課時分派1stPeriod Reading2ndPeriod Languagestudy3rdPeriod Grammar4thPeriod Integratingskills(Ⅰ)5thPeriod Extensivereading6thPeriod Integratingskills(Ⅱ)Ⅳ.分課時教案TheFirstPeriodReadingTeachinggoals教學目的1.Targetlanguage目的語言a.重點詞汇和短語strait,means,slavery,Spain,majority,Catholic,Mexico,immigration,percentage,Denmark,Danish,aircraft,Korea,Korean,Pakistan,Pakistani,mix,mixture,nationality,racial,theBering,bymeansof,thePacificIslands,makealifeb.重點句子However,itislikelythatNativeAmericanswerelivinginCalifornia...P2OfthefirstSpanishtogoto...,themajoritywere...P2Thatiswhy...P2Somediedorreturnedhome,but...P2AlthoughChineseimmigrants...,itwasthebuildingof...P2Itisbelievedthatbeforelong...P32.Abilitygoals能力目的EnablethestudentstotalkaboutthehistoryofCalifornia.3.Learningabilitygoals學能目的EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教學重點EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教學难點EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教學措施Skimming,scanninganddiscussion.Teachingaids教具准备Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教學過程与方式StepⅠLead-inT:Boysandgirls,we’velearnedEnglishseveralyears.WeknowthatEnglishismainlyusedinEngland,Australia,theUnitedStatesofAmerica,etc.Andwe’renowlearningAmericanEnglish.ButhowmuchdoyouknowabouttheUnitedStatesofAmerica—alandofdiversity?Asweallknow,theUSisaworldpowerwiththemostdevelopedeconomy.ItliesintheNorthAmerica,borderingboththeNorthAtlanticOceanandtheNorthPacificOcean,betweenCanadaandMexico.TherearefiftystatesintheUS.Forty-eightofthemareinthesingleregionbetweenCanadaandMexico;thisgroupisreferredto,asthecontinentalorcontiguousUnitedStates.Twoofthe50states,Alaska(astateinnorthwesternNorthAmerica)andHawaii(astateinthecentralPacificontheHawaiianIslands),arenotcontiguouswithanyoftheotherstates.Inthepastfewyears,we’veseenorheardmanyoftheworld’seventswhichhavesomethingtodowiththeUS,suchastheSeptember11attacks,Iraqiwar,KartrinaHurricane,etc.Todaywearegoingtolearnmoreaboutthispowerfulcountry.First,lookatthefollowingpictures.Showsomepicturesonthescreen.T:Allright.Nowpleasetellmewhatyouknowaboutthem?Whowantstohaveatry?S1:TheAmericanflagistheStar-SpangledBanner.Thereare50starswithwhiteandredstripsontherestoftheflag.S2:Thestarsstandfor50states.Theredcolorsymbolizescourage;thewhitesymbolizesfreedomandthebluemeansloyaltyandjustice.S3:TheWhiteHouseistheexecutivemansionofthePresidentoftheUnitedStates.TheAmericanPresidentlivesandworksinthebuilding.S4:Therearemanyimportantplacesinit,suchasthepressroomandtheovaloffice.S5:TheStatueofLibertyisstandingonasmallislandinNewYorkS6:In1886,FrenchsentitasagiftforAmericanIndependenceDayonher100thanniversary.S7:Thecrownedladyis46metershigh,withatorchinherrighthandholdingaloftandDeclarationofIndependenceinherleft.S8:Foracentury,theLibertyhasbeenstandingontheIslandproudlysymbolizingthespiritofindependenceoftheUSA.T:Veryexactly.WhatelsedoyouknowabouttheUSA?S9:Afederalrepublic,UnitedStatesofAmericaiscomposedofafederaldistrict,WashingtonDCand50states.AllthestatesexceptforHawaiiislandsaresituatedinmainlandS10:Ithasapopulationofabout2,900million.Itsareais9,370,000sqkm.S11:TheclimateofUSAismainlytemperateinnaturebutinHawaiiandFlorida,itistropical.S12:ThelanguagetheymainlyuseisEnglish.StepⅡWarmingupAskthestudentstoturntopage1andlookatthemapoftheUSAandtalkaboutitingroupsof4.Fillinthegivenform.Thenwriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,riversandbigcities.Atlast,checktheanswerswiththewholeclass.T:Goodjob!DoyouwanttolearnmoreknowledgeabouttheUSA?Nowpleaseopenyourbooksandturntopage1.HereisamapoftheUSA.Pleaselookatitcarefully.Trytowriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,riversandbigcities.OceansCountriesMountainRangesLakesRiversCitiesEastWestNorthSouthWestEastHuron,Ontario,Michigan,Erie,SuperiorMississippiWashington,NewYork,LosAngeles,Chicago,Houston,Philadelphia,Miami,Atlanta,SanFranciscoPacificAtlanticCanadaMexicoCascade,Coast,Brook,Alaska,RockyAppalachianStepⅢPre-readingT:CanyoufindthelocationofCalifornia?Wheredoesitlie?S1:Yes,itislyingonthePacificOceaninthewestandonMexicointhesouth.S2:CaliforniaisonthewestcoastoftheUnitedStates,whichisdiverseintopography,climateandecologicalenvironment.T:Correct.Anythingelsedoyouknowaboutthestate?S2:Ithasanareaof411squarekilometers.AnditisoneoftheAmericanstatesofthelargestpopulation,withthemostdevelopedeconomy.S3:Youareright.Itseconomytakesthefirstplaceamongallthestates.Soit’soneofthemostimportantstates.S4:Thepleasantweather,longbeachandgracefulnaturallandscapemakethetourismprosperous.T:Welldone!JustaspeoplegototheUSAfrommanyplacestoday,sodidinancienttimes.Todaywe’regoingtolearntheshorthistoryofCalifornia.NowpleaselookatthepicturesaboutCalifornia.Anddiscussingroupsof4whateachpicturemeanstoyou.Afewminuteslater,I’llasksomeofyoutosaysomethingaboutthem.Afewminuteslater.T:OK,nowI’dlikesomeofyoutosaysomethingaboutthepictures.S1:IcanseeaNativeAmericanfarmerintheleftpictureonpage1.Hewasstandingbesideacampintheforest.Itseemedthathefeltveryhappy.Maybehehadagoodharvest.S2:Thevillagersmovedtothesevariouscampsintheforestsduringtheharvestseason,dependingonthetypeofcropbeinggathered.S3:Inthemiddlepicture,amanwaspanninggold.Helookednotonlythinandweak,butalsothirstyandtired.S4:Ithinkitwasdifficultforthemtoachievethedreamofbecomingrich.S5:Hemighthavetogiveup,leaveCaliforniaandgobackhome.S6:TherightpictureillustratesmodernCaliforniawithbeautifulbuildingsandbusystreet.S7:By1990,thenationsbeingimmigratedfromdifferentpartsoftheworldhadmadeCaliforniaintothemostraciallyandethnicallydiversestateinthecountry.S8:Thepictureonpage2showsusaSpanishreligiousman.S9:Thepictureonpage3showsusIndianchildrenwereallowedtoattendpublicschools.S10:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowingtheturnofthe20thcentury.StepⅣReadingScanningAskthestudentstoreadthetextsilentlyandthenasksomequestionsaboutthetext.T:Todaywe’regoingtoreadashorthistoryofwesternpainting.Nowlet’sreaditquicklyandfindouttheanswerstothequestionsonthescreenwithyourpartners.Showthequestionsonthescreen.1.WhowerethefirsttoarriveinCaliforniatorushforgold?2.WhenandwhydidthelargenumberofChineseimmigratetoCalifornia?3.WhatattractedpeoplefromdifferentpartsoftheworldtoimmigratetoCalifornia?T:NowwhocananswerQuestion1?S1:SouthAmericansandpeoplefromtheUnitedStates.T:Good!Who’dliketoanswerQuestion2?S2:DuringtheGoldRushPeriod,manyChineseimmigratedtoCaliforniatoachievetheirdreamofbecomingrich.S3:Inthe1860s,alargenumberofChinesewenttheretobuildtherailwayfromthewesttoeastcoast.T:Exactly.Howaboutthethirdquestion?S4:IthinkthetemperateclimateattractedimmigrantstoCalifornia.S5:Maybethemodernlifestylethereismoreattractivetopeoplefromotherpartsoftheworld.T:Goodjob!SkimmingInthispart,thestudentswillreadthetextagainandtrytogetthemainideaingroupsof4.Thenshowthefollowingformonthescreen.Givethemafewminutestofillintheform.Thenchecktheanswerswiththewholeclass.T:Nowpleasereadthetextagain.Andthenlet’strytogetthemainideaofthetext.I’llshowtheformonthescreenandgiveyouafewminutestofillinit.Showtheformwithblanksonthescreen.CALIFORNIAStagePeopleTimeEventNativeAmericansAsians15,000ArrivedfirstNatives1600sSufferedbyEuropeansSpanishSpanish1600sTooknative’slandRuledbySpain1800sBecamepartofMexico1821Declaredwar&Givenback1846SettledinRussiansRussians1800sSettledinGoldminersSouthAmericansAmericans,Europeans,Asians1848Discovered&Rushforgold1850BecameastateAfricans1800sMovedfromMexicoChinese1860sBuilttherailwayJapaneseEarly1900FarmedDeｎmark1911EstablishedatownJewishBy1920sDevelopedindustryItaliansLate1900sFishedandmadewineAfricans1942~1945Workedinship&aircraftindustriesRecentarrivalsIndians,Pakistanis1970sWorkedinComputerindustryCambodians,Koreans,Vietnamese,LaotiansRecentdecadesImmigratedFutureDifferentpartsFutureImmigratedExplanationT:Nowlet’sdealwithsomelanguagepointsinthetext.Lookatthesentencesonthescreen.Whocanexplainthesentences?Showthefollowing.1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P22.OfthefirstSpanishtogoto...,themajoritywere...P23.Thatiswhy...P24.Somediedorreturnedhome,but...P25.AlthoughChineseimmigrants...,itwasthebuildingof...P26.Itisbelievedthatbeforelong...P3StepⅤComprehendingAskthestudentstoreadthepassageagainandtrytoknowmoreaboutthepictures,thepeopleandtheeventsindifferenthistoryperiods.FirstaskstudentstopracticeActivities1-3inpairs.Andthenchecktheanswerswiththewholeclass.T:Readthepassageagain.NowI’dlikeyoutopracticeActivity1.S1:Thefirstpictureonpage2showsussomelife-stylesoftheNativeAmericansinCalifornia.NativeAmericansfirstarrivedandhavelivedinCaliforniaforthousandsofyears.S2:TheyestablishedtheirhomesalongthecentralCaliforniacoastlongbeforetheEuropeansarrived.S3:TheysufferedalotbyEuropeans,thousandswerekilledorforcedintoslavery.S4:Themiddlepictureonpage2isabouttheGoldRushinCalifornia.S5:Oneofthelargesthumanmigrationsinhistoryasahalf-millionpeoplefromaroundtheworlddescendeduponCaliforniainsearchofinstantwealth.S6:Manydiedorreturnedhome,butmostofthemremainedinCalifornia.S7:TherightoneshowsthatCaliforniaisamulticulturalcitywitharchitecturesofdifferentstyles.S8:Attractedbytheclimateandlifestyle,moreandmorepeoplefromdifferentpartsoftheworldliketoimmigratetoCalifornia.S9:Inthe21stcenturyCaliforniawillbecomesuchamulticulturalstatewithamixtureofmanyracesandcultures.S10:Thepictureonpage3showsusaCatholicreligiousmanwhocametoCaliforniatoteachthenatives.S11:Intheearly16thcentury,Spanishfoughtagainstthenaivepeople,tooktheirlandandsettledinCalifornia.S12:WecanseesomanyAfricanAmericanswerehavingclassesintheschool.S13:In1924,theUnitedStatesCongressgaveNativeAmericansthesamerightsasothercitizensforthefirsttime.S14:Schoolsegregationanddiscriminationinhousingwerebanned,butAfricanAmericansstillencounteredprejudiceandhostility.T:Readthepassageagain.AnddoActivities2~3inpairs.Afewminuteslater.T:OK,I’llasksomeofyoutoshowyouranswers.Sampleanswers:(Refertotheaboveform)StepⅥConsolidationFirstaskthestudentstotalkaboutthewritingstyleandtechniques,writingcharacteristicofthistextingroupsof4,andchecktheanswerswiththewholeclass.Thenaskthestudentstofindoutthemainideaofthepassageandtrytoretellthetextinpairs.Afewminuteslater,asksomeofthemtoretellittothewholeclass.T:NowI’dlikeyoutotalkaboutthewritingstyleandtechniques,writingcharacteristicofthistextingroupsof4.Afewminuteslater.T:Allright,what’sthewritingstyleandtechniques,writingcharacteristicsofthistext?Whocantellme?Ss:Writingstyleandtechniques:Thepassageisahistoricalnarrativearticle.ItintroducesbrieflythemainhistoryeventsofdifferentperiodsoftimesinCalifornia.Italsodescribeswhen,howandwhythepeoplefromdifferentpartsoftheworldimmigratedtoCalifornia.TheshorthistoryofCaliforniaisdescribedclearlyandaccurately,whichgivesthereadersadeepimpression.Ss:Writingcharacteristics:1.Thetextisarrangedwellintheorderoftime.2.Thetextcatchesthefeatureofpeopleandthingsandusesadjectives.3.Thetextcentersonthesubjectandthepurpose.4.Thetextseemsmorevividandlivelywiththeinsertedpictures.T:Welldone!NowI’llgiveyouafewminutestofindoutthemainideaofthepassageandpracticeretellingthetextinpairswiththehelpoftheformaboutthetext.Showtheaboveformagainonthescreen.T:Allright.I’dlikesomeofyoutotellusthemainidea.Ss:Mainidea:ThetextmainlyintroducestheshorthistoryofCalifornia.Itdescribesthegreathistoryeventshappenedinvarioustimes.Italsotellsuswhen,howandwhydifferentpeoplefromallovertheworldhavingbeenimmigratingtoCalifornia.Itexplainstousthereasonswhyitwillbeasimplemulticulturalcommunityinthe21stcentury.T:OK,it’stimeforustodosomeretellingwork.Who’dliketohaveatry?Ss:CaliforniaisthethirdlargeststateintheUSAwiththemostdevelopedeconomy.15,000yearsago,thefirstsettlerscrossedtheBeringStraitfromAsiaandarrivedinCalifornia.TheNativeAmericanssufferedgreatlyafterthearrivalofEuropeansinthe16thcentury.Inthe18thcentury,CaliforniawasruledbySpainuntil1821thepeopleofMexicogainedtheirindependencefromSpain.CaliforniathenbecamepartofMexico.ButaftertheAmerican-Mexicanwarin1846,CaliforniawasgivenbacktotheUSA.In1848,inCaliforniaGoldwasdiscovered,whichattractedpeoplefromallovertheworldtoarrivetheretoachievetheirdreamsofbecomingrich.In1850,Californiabecamethe31ststateoftheUSAasamulticulturalsociety.Attractedbytheclimateandlifestyle,moreandmorepeoplefromdifferentpartsoftheworldhavingbeenimmigratingtoCalifornia,includingAsians,Africans,AmericansandEuropeans.Inthenearfuture,Californiawillbecomeamixtureofmanyracesandcultureswithoutanymajorracialorculturalgroups.StepⅦHomework1.AskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite3~4sentences.2.Askthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagestudyTeachinggoals教學目的1.Targetlanguage目的語言重點詞汇和短語Catholic,slavery,Spanish,mix,mixture,nationality,majority,immigrant,percentage,makealife,agreatmany2.Abilitygoals能力目的Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,adjectivesandverbs.3.Learningabilitygoals學能目的Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.Teachingimportantpoints教學重點GetthestudentstoknowthewordabouttheUSA.Teachingdifficultpoints教學难點Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教學措施Studyindividually,practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教學過程与方式StepⅠRevisionAskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite3~4sentences.Askthemtosharetheiranswersandshowtheiropinions.T:Firstofall,let’sdealwithourhomework.NowworkingroupsanddiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsinyourownwordsandwrite3~4sentences.Shareyouranswerswithyourgroupmembers.Asamplediscussion:S1:TheNativeAmericansofCaliforniaarecontinuingtohealfromthewoundsofthepast.AsCaliforniarecognizesthevalueofitsmulti-ethnicdiversity,itsnativepeopleareencouragedtocelebratetheirheritageandshareitwiththewiderCaliforniaculture.S2:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowingtheturnofthe20thcentury.Althougholdpatternsofprejudicepersisted,AfricanAmericansadvancedinpolitics,business,sportsandentertainment.Schoolsegregationanddiscriminationinhousingwerebanned,butproblemsofunemployment,underemploymentandracismcontinuetobeaddressedintheAfrican-Americancommunity.S3:By1990,thenumberofEuropeanandCanadianimmigrantshadfallendramatically,tolessthan10percent,andthenumberofimmigrantsfromMexicoandCentralAmericahadclimbedtowelloverhalfofthetotal.S4:Additionally,California’sshareofAsianimmigrantsdoubledandnowaccountsfor40percentofnewimmigrantsinthestate.T:Excellent!ThesetrendshavetransformedCaliforniaintothemostraciallyandethnicallydiversestateinthecountry,sothatbytheyear,ifnotalready,noracialgroupwillconstituteamajority.StepⅡSuffixationFirst,askthestudentstoshowtheircollectedsuffixes.Askthemtoreviewthefunctionofverbs,nounsandadjectives.AndthenaskthemtofillinthechartswiththeproperformsofthewordsbypracticingActivity1onpage4.Atlast,checktheanswerswiththewholeclass.T:Todaywe’regoingtolearnaboutsuffixes.Doyouknowwhatasuffixis?S1:Asuffixisaparticle,whichisaddedtotheendofaroot.T:Good.Doyouknowanythingmoreaboutit?S2:Generally,suffixesdonotchangethemeaningoftheroot,butitspartofspeech.e.g.lead(v.)→leadership(n.)ill(adj.)→illness(n.)S3:Althougheachsuffixhasitsownmeaning,itcan’tbeusedseparatelywithouttheroot.S4:However,somesuffixesaddnewmeaningstothenewlyformedwords.e.g.meaning→meaninglessthink→thinkerT:Verygood!Nowwho’dliketoshareyourcollectedsuffixeswithus?Ss:Thefollowingaresomeofthemostcommonlyusedsuffixes.SuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyhope-fulhopefuladventure-ousadventuroushero-ic(-ical)heroicnation-alnationalcare-lesscarelesstroubledepend-sometroublesomecomfort-ent/-antdependentactive,-able/-iblecomfortableimagine-ive/-tive/-ative/-itiveattentive,imaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.SuffixesusedasaverbsignifierAdjectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeT:Excellent!Nowlet’sfillinthechartwithyourpartners.Pleaseopenyourbooksandturntopage4andpracticeActivity1inDiscoveringwordsandexpressions.Laterwe’llchecktheanswerswiththewholeclass.StepIIIHomework1.AskthestudentstofinishActivities1-3onpage48intheworkbook.2.AskthestudentstoprepareforthegrammarabouttheNounClauses.TheThirdPeriodGrammarTeachinggoals教學目的1.Targetlanguage目的語言重點詞汇和短語TheNounClauses,occurto2.Abilitygoals能力目的EnablethestudentstoidentifythedifferenttypesoftheNounClausesandlearntousethem.3.Learningabilitygoals學能目的HelpthestudentslearnhowtousetheNounClauses.Teachingimportantpoints教學重點EnablethestudentstousetheNounClauses.Teachingdifficultpoints教學难點Enablethestudentstodistinguishdifferenttypesofnounclauses.Teachingmethods教學措施Comparingandpractice.Teachingaids教具准备Aprojector,acomputerandablackboard.Teachingprocedures&ways教學過程与方式StepⅠRevisionCheckthehomework.StepⅡPresentationAtfirst,getthestudentstoknowwhatanounclauseisandwhatroleitplaysinthesentences.Then,discussnounclausesasobjects.Next,givethemanexampletoshowwhatareNounClausesandinwhatsituationstheyshouldusethem.AtlastshowthemthesentencestructuresoftheNounClauses.T:Today’stopicisnounclauses.Anounclauseisanentireclausewhichtakestheplaceofanouninanotherclauseorphrase.Likeanoun,anounclauseactsasthesubjectorobjectofaverbortheobjectofapreposition,answeringthequestions“who(m)?”or“what?”.Therearemanytypesofnounclauses.Todaywe’regoingtodiscussonlynounclausesasobjects.Showthefollowing.Heknowsthatnounclausesaredifficult.T:OK.Pleaselookatthesentenceontheblackboard.Thereisathat-clauseinthesentence.Doyouknowwhatclauseitiscalled?Ss:Yes.Itisanobjectclause.T:Right.Howdoyouknowthis?S:Ithinktheclauseisusedastheobjectoftheverb“knows”.T:Verygood.Therearethreetypesofcommonnounclauses,whichI’lleventuallycover.NowI’dliketoshowyoumoreexamplesaboutthem.Showthefollowingonthescreen.·That-clauses:Ibelievethatyoucanlearnnounclauseswell.·If/whetherclauses:Theteachermustdetermineif/whethertheyarereadytostudynounclauses.·Wh-clausesbeginwithwordslikewho,what,how,whenever,which,etc:Firstyouneedtoexplainwhatanounclauseis.IknowhowIcanmakeyoulearnnounclauses.T:Asforpunctuation,theclausedetermineswhetherit’saquestionorstatement.Howdoyouusethemcorrectly?Ss:Thatclausesaremadefromstatementsandareintroducedbythewordthat.If/whetherclausesaremadefromgeneralquestionsandareintroducedbythewordsiforwhether.Wh-clausesaremadefromspecialquestionsandareintroducedbythewh-words.T:Quiteright.Iftheclauseisusedassubject,wecallitthesubjectclause.Thiskindofclauseisalsousedasthepredicative,theappositiveortheattributive.Areyouclearaboutthat?StepⅢPracticeAskthestudentstopracticeActivities1~4onpage5.ForActivities1~2,discusswhatroletheseclausesplayinthesentencesinpairs.ForActivity3,askthemtomakesentencescontainingnounclausesontheirown.ForActivity4,completethedialoguewiththegivensentencesinpairs.Atlast,checktheanswerswiththewholeclass.T:InEnglishweoftenfindclausesactingassubject,object,appositiveandpredicative.Herearesomemoreexamplesaboutthem.Nowpleaseopenyourbooksandturntopage5,let’slookattheunderlinednounclauses.Pleasediscusswhatroletheseclausesplayinthesentencesinpairs.Afewminuteslater.T:Inthesentences,whattypesofnounclausesarethey?Ss:Inthefirstsentence,theunderlinedpartisusedassubject.Itisthesubjectclause.Inthesecondsentence,theunderlinedpartisusedaspredicative.Itisthepredicativeclause.Inthethirdsentence,theunderlinedpar