Unit4GreenWorld
I单元教学目标

技能目标SkillGoals
▲0Talkaboutbotany
▲1Speakaboutprocedures
▲2Writeadescriptionofplants

II目标语言

功能句式Speakaboutproceduresinagricultureandbotanicalscience
1.Canyoutellsomethingabout…?
2.Whatisitusedfor?
3.Canyouthinkofwaysto…?
4.Whatkindof…doyouknow?
5.Which(flower)isyourfavorite?
6.Whydopeopleneedto…?
7.Whatproblemsdid…haveincommon?
8.Whywas/is…importantto…?
9.Wheredo…comefrom?
10.Whatcouldbeapossibleexplanationfor…?
词汇1.四会词汇
procedure,rose,strawberry,lemon,bunch,growth,herb,identification,male,privilege,botanical,cosy,appetite,astronomy,expense,cocoa,enterprise,settlement,straw,pineapple,tone,reward,technician,appearance,output,millimeter,merely,classify,promote,appoint,calculate,accumulate,abandon,nowhere,altogether,latter,distinguish
2.认读词汇
tulip,peony,CarlLinnaeus,DanielSolander,JosephBanks,wealth,Oceania,Tahiti,Venus,hemp,involve,Kew,classification,Oxford,CharlesDarwin,beagle,Galapagos,finch,beak,GregorMendel,GoteTuresson,dandelion
3.词组
lookoutfor,onalargescale,yearafteryear,passaway,name…after,indetail,havesomethingdone
4.重点词汇
procedure,growth,merely,herb,classify,identification,male,promote,botanical,astronomy,onalargescale,accumulate,abandon,output,distinguish,appoint,calculate
语法Reviewtheobject:whatisusedastheobject;directandindirectobject
重点句子1.Attemptshadbeenmadebyotherstoclassifyplantspeciesintogroups,butthebreakthroughcamewiththeworkofCarlLinnaeus.P30
2.In1768,theRoyalNavyappointedJamesCookasthecommanderoftheEndeavortotakemembersoftheRoyalSocietyonanexpeditiontoTahiti.P31
3.Healsolookedoutforneweconomicspecies:plantsthatcouldbegrowninEnglandorotherpartsoftheworldtoproducecopsthatcouldbesold.P31
4.Bankswasthefirsttomovecropsfromonecontinenttoanotheronalargescale,helpingtodeveloplocaleconomieswiththesenewimports.P31
5.Darwin’sobservationsonthatvoyageledhimtowritehisfamousbookOntheOriginofSpecies.P34
6.Backhome,inEngland,Darwinrealizedthatdifferencesinhabitatcouldleadtodifferentspeciesinbirdsaswellasinplants.P34
7.AsaresultofDarwinandMendel’sresearch,scientistsofthenineteenthcenturyformedthebeliefthattheinfluenceoftheenvironmentwasbehindthedevelopmentofnewspecies.P35
8.Itwouldtakeanextgenerationofscientiststobringtheimportanceoftheenvironmentonspeciesbackinview.P35

III教材分析与教材重组

1.教材分析
本单元以GreenWorld为话题，旨在通过单元教学让学生初步了解一些植物学方面的基础知识，如植物的分类、栽培以及植物学的发展历程等；并能够运用所学语言知识对相关话题进行表述。
1.1WARMINGUP部分呈现了四种常见花卉的图片。旨在通过对这些图片的感知，唤醒学生对相关知识的记忆。
1.2LISTENING是关于绿色植物果实的分类及其食用（药用）价值的一段录音。通过对这一段录音的学习，学生可以形成对植物果实分类知识的初步了解。
1.3SPEAKING部分提供了三个讨论话题。第1个话题要求学生按照图片提示描述豆类植物的种植、培育过程。第2个话题是第1个话题的延伸和拓展，学生通过讨论，可以了解到更多的植物种植、培育过程，从而形成对部分植物特性的了解。第3个话题以生活中“送花”为例，进一步训练学生对花卉养护知识的描述能力。
1.4PRE-READING以图片形式呈现了四种植物果实形态。目的在于通过对这些植物果实的感知，让学生进一步了解植物学相关知识（如植物产地、使用价值等）。并由此引导出READIGN部分的中心人物。
1.5READING介绍了植物学（正式成为一门科学）的历史形成过程。重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。
1.6POST-READING部分针对READING部分的相关内容设计了5个小练习。第1个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句形式进一步考查学生对课文重点内容的了解。
1.7LANGUAGESTUDY该部分包括WordStudy和Grammar两个部分，各设置了2-3个小题。WordStudy分别以同义替换（词汇释义）和短文填空的形式对本单元部分重点词汇进行训练；Grammar部分主要就前面所学“宾语”这一句子成分进行巩固性练习。该部分设置了三个小题：第1小题要求学生对所给句子中的“宾语”进行辨析，以进一步加深其对该概念的理解；第2小题着重对havesomethingdone这一句型结构进行训练；第3小题以改写句子的形式进一步训练“宾语”这一语法内容，特别是直、间接宾语的用法。
1.8INTEGRATINGSKILLS分READIGN和WRITING两个部分。READING部分介绍了查尔斯达尔文、格雷门门德尔、约特杜尔松三个在植物学发展史上作出过重大贡献的人物。WRITING部分以dandelion为例，要求学生通过对图片的描述了解“物种变异”方面的知识。另外，课本还提供了可供写作时参考的段落提纲。
1.9TIPS部分是有关“科学观察”这一科学家所必备素质的论断或名言。
1.10CHECKPOINT共两部分。第1部分重点对“宾语”这一语法内容进行回顾总结；第2部分利用问句形式提出要求，让学生归纳可用于描述农业和植物学研究过程中的“步骤”的词汇及表达。

2．教材重组
2.1将WARMINGUP部分与SPEAKING部分以及WORKBOOK中TALKING部分整合在一起上一节“口语课”。
2.2将课本PRE-READING部分、READING部分和POST-READING部分以及WORKBOOK中GRAMMAR部分第1题整合在一起上一节“精读课”。
2.3将课本LANGUAGESTUDY部分与WORKBOOK中PRACTICIGN部分整合在一起上一节“语言知识”课。
2.3将课本LISTENING部分和WORKBOOK中LISTENING部分整合在一起上一节“听力课”。
2.4将INTEGRATINGSKILL中READING部分与WORKBOOK中READING部分整合在一起上一节“泛读课”。
2.5将INTEGRATINGSKILL之WRITING部分与WORKBOOK中WRITING部分整合在一起上一节“写作课”。

3.课型设计与课时分配
1stPeriodSpeaking
2ndPeriodReading
3rdPeriodLanguageStudy
4thPeriodListening
5thPeriodExtensivereading
6thPeriodWriting

IV.分课时教案

TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言
a.重点词汇和短语
tulip,rose,peony,strawberry,bunch,
b.重点句子
Canyoutellsomethingabouteachflower?
Wheredoesitcomefrom?
Whatisitusedfor?
Whichflowerisyourfavorite?
Explainhowtogrowandtakecareofthesoybeanplant.
Describewhattodoandhowtotakecareoftheflowersyouhavebeengiven.
2.Abilitygoals能力目标
Enablestudentstotalkabout“botany”(includingthenames,theproperties,theusageofcertainplants,howtogrowandtakecareofthem,etc)andtosaysomethingaboutit.
3.Learningabilitygoals学能目标
Learnhowtodescribeplants(properties;placesofbirth;whattheyareusedfor;howtogrowandtakecareofthem,etc).
Teachingimportantpoints教学重点
Helpstudentslearntodescribeplantsandhowtogrowandtakecareofthem.
Teachingdifficultpoints教学难点
Howtohelpstudentslearnmoreabout“botany”,andthengivedescriptions.
Teachingmethods教学方法
Discussion
Pairwork/Groupwork
Teachingaids教具准备
Pictures,slides,aPCandaprojector.
Teachingproceduresways教学过程与方式

StepIRevision
T:Inthelastunit,we’velearnedalotaboutAustralia.Nowwho’dliketomakeageneralspeechonthecountry?
S:Letmetry.Australiaistheonlycountryintheworldwhichcoversanentirecontinent.Itisawealthycountry,whichproducesmetals,preciousstones,coal,grain,meatandwines,andhasthebiggestironminesintheworld.Australiahasaboutone-sixthoftheworld’ssheepandproducesalmostone-thirdofitswool.TheclimateinAustraliavariesfromnorthtosouth.
T:Anythingelse?
S:ModernAustraliaismadeupofsixstatesandtwoterritories.ThefirstAustraliansweretheaboriginesandTorresStraitIslanders.ThetwoworldwarshadastronginfluenceonAustralia.TheofficiallanguageisEnglish,whicharequitedifferentfromBritishandAmericanEnglish.JaB88.Com

StepIIWarmingUp
T:Good.Youreallydidagreatjob.DoyouknowwhatisthenationalflowerofAustralia?
S:GoldenWattle(Acaciapycnantha)（金合欢，又称相思树）.
Showthepicturetostudents.
T:Verygood.Asshowninthepicture,thespeciesiscertainlyattractivewithitsshowy,large,brightgoldenflowerheads.NowlookatthepicturesonPage28inourtextbooks.Thesearefourflowerscommonlyseeninourdailylife.First,matcheachflowerwithitscorrectname,please.
T:Thereseemsnodifficultyforyoutodothis,right?OK,theansweris…
S:①-rose;②-tulip;③-peony;④-sunflower
T:Welldone.Susan,whatisyourfavorite?Why?
S:Ilovesunflowerbestofall.Thereare,Ithink,threereasons,:first,Iloveeatingtheseedsofsunflowers,theyaredelicious;second,theirstemscanbeusedtobuildfencesbyfarmers;third,sunfloweroilisverypopularindailylife.
T:Great.Lily,canyoutellussomethingabouttheotherthreeflowers?
S:OK.TulipsarenativetoCentralandWesternAsia,andpartsoftheMiddleEast,roughlyintheregionnearAfghanistan.Tulipsaremainlyusedfordecoration.Treepeony,theChineseNationalFlower,nativetoChina,iscalledasthe"Kingofflowers",whichiswidelyusedinChinesemedicine.RoseisnativetoSouthwestAsia,anditisoftenusedaspresentwiththemeaningof“love”.Also,roseflowerisakindofimportantChinesemedicine.
T:Good.Asweallknow,flowersareonlyoneofthemostimportantpartsofplants.Plantsareveryimportanttohumanbeings.Theyprovideusfood,medicine,decoration,etc.Withoutthem,ourworldwouldbedull,lifeless…Andgrowingplantscanbebothfunandausefulexperience.Doyouhavesuchexperiences?Doyouknowhowtogrowcertainplants?Andhowtotakecareofthem?ThepicturesonPage29isanexampleofplantingsoybeans.Noweveryone,lookatthepicturesfirst,thentrytoexplainthestagesofgrowingsoybeanandhowtotakeofthembydescribingeachpicture,youmaywritedownyourideasonthepaper.
Movearoundtheclassandchecktheirwork.Offerlanguagehelpifneeded.

StepIIISpeakingaboutprocedures
T:Kate,wouldyouliketoshowusyourideas?
S:Gladto.First,putsomesoftsoilinthepotorbox;second,puttheseedsofsoybeansonawetclothorputtheminthewater;then,puttheseedsintothesoil.Afterseveraldays,theseedscomeintobudandoutofthesoil.Lateron,waterthemeverytwodaystillthegreenleavesgrow.
Forthisstep,theteachercan(oraskthestudentsto)makeashortfilmtopresentthestagesofgrowingsoybeans.

StepIVDiscussion
T:Welldone,Kate.Soybeansareeasytogrow.Nowimagineyouwanttoplantsomethingelseinyourgardenplot,workingroupsanddecidewhichplants,vegetablesorflowersyourgroupwouldgrow,howtoplantthem,howtotakecareofthem,whentoharvestorpickthem.

StepVOral-presentation
Askseveralstudentstoshowtheiranswerstotheclass.
Sampleanswers:
Carrotsareloadedwithvitamins,andarenutritious.Ontopofbeinggoodforyou,carrotstastegood,too.Soourchoiceiscarrot.
(1)Beforeplanting,workthesoildeeply.
(2)Sowthemverythinly,about1/4inchdeep.Coverthemwithafinegardensoil.Orsprinklethemontopofthesoil,andlightlywaterthemintothesoil.
(3)Keepcarrotswellweededearlyintheseason.Theyareeasilyovercrowded,withanycompetingweedsusuallywinningout.
(4)Begintoharvestcarrotsas“baby”size,thinningtherowasyouharvest.Onceyoubeginpicking,youcanharvestasneeded.

StepVITalking
T:Reallyinteresting.Buthowdotheplantsgrow?
ReadtheinstructiononPage170intheWORKBOOKtothestudents,thenaskthestudentstoworkinpairstodescribe“theprocessofphotosynthesisofplants”intheirownlanguage.
Adescriptionofbasicphotosynthesis:
Photosynthesistheprocessbywhichgreenplantsandcertainotherorganismstransformlightenergyintochemicalenergy.Duringphotosynthesisingreenplants,lightenergyiscapturedandusedtoconvertwater,carbondioxide,andmineralsintooxygenandenergy-richorganiccompounds.

StepVIIAssignment
T:Inthisclass,we’velearnedalotaboutplantsandplanting.Askyourparentsorotherstoteachyoumoreaboutplanting,ifyouareinterestedin.AndpleasedoExercise3onPage30inthetextbooks

延伸阅读

Greenworld教案

俗话说，居安思危，思则有备，有备无患。作为教师就要早早地准备好适合的教案课件。教案可以让学生能够在课堂积极的参与互动，使教师有一个简单易懂的教学思路。教案的内容要写些什么更好呢？急您所急，小编为朋友们了收集和编辑了“Greenworld教案”，希望能对您有所帮助，请收藏。

Greenworld教案
TheFourthPeriod?
TeachingAims:?
1.Getthestudentstograspthemainideaofthetextsoastoimprovetheirreadingability.?
2.Getthestudentstolearnthescientificwayforthescientiststodotheirresearchwork—thewaytothinkandobserve.?
3.Getthestudentstowriteadescriptionofplants.?
TeachingImportantPoints:?
1.Howtoanalyseanarticlesoastograspitsmainidea.?
2.Howtowriteadescriptionaccordingtotheinformationgiven.?
TeachingDifficultPoint:?
Howtoimprovethestudents’readingability—howtoanalyseanarticle.?
TeachingMethods:?
1.Pairworkorgroupworktomakeeverystudenttakeanactivepartintheclass.?
2.Discussiontogetthestudentstounderstandwhattheyarelearningbetter.?
TeachingAids:?
1.acomputer?
2.acourseware?
3.ataperecorder?
TeachingProcedures:?
StepⅠGreetingsandRevision?
Greetthewholeclassasusual.?
T:Inthelastperiod,youweretoldtomakesentenceswiththeusefulwordsandexpressionsinthetext.Haveyougotprepared?(Ss:Yes.)Nowreadthesentencestous.Volunteer!Onestudent,onesentence.?
Sa:makeattempttodosth.?
Theymadenoattempttoescape.(atescaping)?
Sb:classify?
Thebooksinourschoollibraryareclassifiedaccordingtosubject.?
Sc:group?
Grouptogetherintwo!?
SD:identification?
Hecarriesidentificationwithhimatalltimeswhenheisout.?
SE:promote?
Heworkstopromotethefriendshipbetweenthetwocountries.?
SF:privilege?
Theyfightagainstprivilegeinordertocreateafairersociety.?
SG:cosy?
Helivesinanicecosylittlehouse.?
SH:haveanappetitefor?
Theenemyhadnoappetiteforthefight.
SI:appoint?
Hewasappointedministertoaforeigncountry.?
SJ:calculate?
Thescientistscalculatedwhenthespaceshipwouldreachthemoonwithacalculator.?
SK:onalargescale?
Theworkofreformingindustrycarriedoutinallprovincesonalargescale.?
SL:involve?
Thecaseinvolvedseveralleaders.?
Sm:accumulate?
Heaccumulatedafortunebyinvestingwisely.?
Sn:abandon?
Hefoundababyabandonedbyhisparents.
StepⅡPreparationforReading?
T:Somuchforhomework.NowopenyourbooksandturntoPage169.Let’sreadthenewwordsandexpressionsofthisperiod.Whowillreadthemtous??
Sa:I’lltry....?
(Teacheraskssomestudentstoreadthenewwordsandexpressions.Whilereading,letotherstudentscorrectthemistakesmadebythestudents.Thenplaythetapetogetthestudentstofollow.Teachermaygivebriefexplanationabouttheirusageswhennecessary.)?
StepⅢFast-reading?
T:You’velearntsomethingaboutCarlLinnaeus,DanielSolanderandJosephBanksinthetextwe’vejuststudied.Andyou’vereadaboutMichurinandDarwin.Today,we’lllearnaboutanothertwoscientistsGregorMendelandGoteTuresson.Whatdidtheydo?Whatcontributiondidtheymake?Afterwe’velearntthepassage,I’llsureyou’llhaveaclearidea.(Showthefollowingonthescreen.)Nowreadthetextfastandtrytograspthemainideaofthetextasmuchaspossible.Thenfindanswerstothequestionsonthescreen.?
Answerthefollowingquestions:?
1.WhatwasCharlesDarwin’shobbywhenhewasyoung??
2.WhatledDarwintowritehisfamousbook“OntheOriginofSpecies”??
3.Whofoundedthescienceofgenetics??
4.Whomadecontributiontotheimprovementoftheoutputofcropsaccordingtothetext??
(Studentsbegintoreadthetext.Afterafewminutes,teachersaysthefollowing.)?
T:Haveyoufinished??
Ss:Yes,wehave.?
T:Nowgiveustheanswers,please.Onestudent,onequestion.?
Sb:1.Whenhewasyoung,Darwinenjoyeddoingallkindsofexperimentsandstudyingphysics,chemistryandlaterbotanywashishobby.?
Sc:2.Whenhewastwenty-twoyearsold,hewasinvitedtotakepartinthescientificexpeditionontheBeagle.Hisobservationonthefive-yearvoyageledhimtowritehisfamousbook.OntheOriginofSpecies.?
Sd:ItwastheresearchworkofMendelthatgavebirthtothescienceofgenetics.?
Se:Mendel’sgeneticsandTuresson’sfindingsarebothimportanttotheoutputofcrops.?
T:Whatyousaidisright.Thankyouforgivingussuchgoodanswers.?
StepⅣReadingandComprehension?
T:(Showthefollowingonthescreen.)Nowlet’sreadthetextagainanddiscussthequestionsonthescreen.Pairworkorgroupwork.?
1.TheresearchofCharlesDarwin,GregorMendelandGoteTuressonislikepiecesinapuzzlethatshowacompletepicturewhenputtogether.?
(1)WhatdidDarwindiscoveraboutbirdspeciesinGalapagos??
(2)WhatdidMendelobserveinhisexperimentswithpeas??
(3)LookingatwildplantspeciesinSweden,whatdidTuressondiscover??
2.Completethefollowingsentence.?
Darwin’sdiscoveriesinGalapagoswerebasedondifferences_________wildspecies,whileTuresson’sobservationsshowedthattherearestablevarieties_________wildspecies.?
3.Thatsoilconditionsareimportanttotheoutputofcropswasknownmorethan2000yearsago.WhyareTuresson’sdiscoveriesstillimportanttoagriculturethen??
(Teachergoesamongthestudentsandjoinsthestudentsintheirdiscussion.)?
T:(Aftersomeminutes’discussion.)Nowgiveusyouranswers,please.Whowillanswerthefirstquestion??
Sf:Hefound13kindsoffindes,relatedtoeachotherinthestructureoftheirbeaks,tails,shapeofbodyandcolouroftheirfeathers.Themostcuriousfactwasthedifferencesinthesizeofthebeaks.Thiscouldonlybeexplainedfromthedifferencesinhabitatandsourceoffood.Thebirdswithbroadbeakswouldeathardseeds,whilethebirdswithsmallerbeakswouldeatsoftseedsorinsects.?
T:Pleasegiveustheanswerstothesecondquestion.?
Sg:Hefoundthatmanycharacteristicswerepassedonfromonegenerationtothenext,withoutinfluencebytheenvironment.?
Sh:I’llanswerthelastquestionofPart1.Hefoundevidencefortheexistenceofstablevarietieswithinspeciesinnature.Heshowedthatdifferencesbetweenplantsofonespeciesoccurredasaresultoftheenvironmentalconditionsintheirhabitat.?
Si:Ithink,inPart2,forthefirstblank,weshouldfillinthewords“ofdifferent”andthesecond,“ofthesame”.AmIright??
T:Whatdoyouthink,Sj??
SJ:Ithinkheisright.?
T:Forthelastquestion,whatareyouropinions??
Sk:Soilconditionsareimportanttotheoutputofcrops.Butthatisonesideofthequestion.TheresearchbyDarwin,MendalandTuressonshowsthatbothgeneticsandtheenvironmentareimportanttoplants.Ifwedon’thavegoodseeds,goodsoilconditionsarenotenoughforustoimprovetheoutputofthecrops.AmIright??
Ss:Weagreewithyou.?
(Teacherplaysthetapeafterthestudents’discussion.Thenteacherasksstudentstoreadthetextaloudandfindquestionsinthetext.Teachergivesbriefexplanationtothem.)?
StepⅤSummaryandHomework?
T:Nowlet’sthinkaboutaquestion:Whatcanwelearnfromthetext?(Writeitontheblackboard.)Discussitwithyourpartner.(Afterawhile.)Whocantelluswhatyouthink??
S1:Weshouldobserveeverythingcarefullyandthinkdeeply,thenwecandrawagoodconclusion.?
...
T:Verygood.Nowlet’sseehowthescientistsobserveandthink.?
(TeacherwritesObservation,Thinking,Conclusion...ontheBb.)?
T:Somuchforthetext.Nowtoday’shomework:?
1.Makesentenceswiththewordsandphrases:?
whatever;leadsb.todosth.;nowhere,variety;inview?
2.DoWritingonPage35.?
Samplewriting:?
Dandelions?
Innature,therearevarietiesofenvironmentalconditionsfortheplantstogrowin.Someplacesarehotanddryandthereislittlerainwhileinotherplacesitiscoolandwet.Sothesameplantsthatgrowindifferentplacesarequitedifferent.?
Let’stakedandelionsasanexample.Theyarewidespreadandcanbefoundalmosteverywhere.Theiryellowflowersarebeautifulandtheirleaveslookliketheteethonasaw.Thewindspreadtheirflowersandseedseverywhere,sowhentheygrowinhotanddryplaces,theyarelowandthin.Theirflowersandleavesareshortandlightincolour,5-10centimetreslong.Theygrowclosetothegroundandtheirrootsaredeepinit.Theirheartsarealittlesunkenintotheearth,sothattherainwatercanflowfromtheleavestotheheartwheretherootsare.?
Butinplacesitiscoolandwet,thingsaredifferent.Theybecomehigherandstrongerandcangrowaslongas15-20centimetres.Theirleavesarebroaderandtheirflowersarelarger.Thecolouroftheflowersandleavesbecomesdarkergreen.Ifsomeweedsaretakenhere,therewillbemanyofthemafewweekslater.?
AgreatSwedishscientistGoteTuressonsaidthatdifferencesbetweenplantsofonespeciesoccuredasaresultoftheenvironmentalconditionsintheirhabitat.Fromdandelionswecanseethisclearly.
StepⅥTheDesignoftheWritingon?
theBlackboard
Unit4　Greenworlds?
TheFouthPeriod?
Whatcanwelearnfromthetext??

StepⅦRecordafterTeaching?
_________________________________

Unit 4 Earthquakes教案

Unit4Earthquakes
Period3Grammar(TheAttributiveClause(Ⅰ)
整体设计
从容说课
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Notall...”or“All...not...”isabitimportant,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswiththegrammar:theAttributiveClauseintroducedbythat,which,whoandwhose.Firstly,theteachercanaskthestudentstoreadthetextANighttheEarthDidn’tSleep,tickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.Secondly,summarizetheusagesoftheAttributiveClause,especiallytheusagesofRelativePronouns:which,that,who,whomandwhosebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage28andmoreexercisesforstudentstomastertheusagesofwhich,that,who,whomandwhose.
Attheendoftheclass,askthestudentstoreadthepassageASafeHomeanddotheexercisesinUsingstructuresonPage64andadditionalexercisesforconsolidation.
教学重点
GetthestudentstomastertheAttributiveClauseintroducedbythat,which,whoandwhose.
教学难点
Enablethestudentslearnhowtousethat,which,whoandwhosecorrectly.
教学方法
1.Task-basedteachingandlearning
2.Cooperativelearningandpractice
教具准备
Aprojectorandothernormalteachingtools
三维目标
Knowledgeaims:
1.GetthestudentstolearntheAttributiveClauseintroducedbythat,which,whoandwhose.
2.Letthestudentslearndifferentusagesofthat,which,whoandwhose.
Abilityaims:
1.Enablethestudentstouseattributiveclausestodescribethingsandpersons.
2.Enablethestudentstoknowhowtochoosecorrectrelativepronounsforattributiveclauses.
Emotionalaims:
1.Getthestudentstobecomeinterestedingrammarlearning.
2.Developthestudents’senseofgroupcooperation.
教学过程
设计方案
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethesentences:
1)并非所有的竹子都能长高。
2)她们全都不擅长舞蹈。
Suggestedanswers:
1)Notallbamboocangrowtall./Allbamboocannotgrowtall.
2)Noneofthemis/aregoodatdancing.
→Step2Readingandfinding
TurntoPage26andreadthetextANighttheEarthDidn’tSleep.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
Suggestedanswers:
1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
但是，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2.ItwasheardinBeijing,whichisonehundredkilometersaway.
100千米以外的北京市都听到了地震声。
3.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.
一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.
死伤的人数达到40多万。
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
→Step3Summaryoftheattributiveclause
1.与定语从句相关的概念
什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？
2.关系代词引导的定语从句
关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
Aprosperitywhichhadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。（which在从句中作主语）
Thepackage(which)youarecarryingisabouttocomeunwrapped.
你拿的包裹快散了。（which在从句中作宾语，可以省略）
2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
Ishethemanwhowantstoseeyou?
他就是想见你的人吗？(who在从句中作主语）
Heistheman(whom/who)Isawyesterday.
他就是我昨天见的那个人。(whom/who在从句中作宾语，可以省略）
3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
Aplaneisamachinethat/whichcanfly.
飞机是能飞的机器。
Idon’tknowthemanthat/whoisreadingthenewspaperoverthere.
我不认识在那边读报的男子。
Doyoulikethebook(that/which)youborrowedyesterday?
你喜欢你昨天借的那本书吗？
Sheisthegirl(that/whom/who)youwanttoknow.
她是你想认识的女孩。
4)whose引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于ofwhom或ofwhich。
Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人车坏了，大家都跑过去帮忙。
Pleasepassmethebookwhosecoverisgreen.
请递给我那本绿皮的书。
（如果学生基础较好，语法部分也可用英语讲解。）
RelativePronouns:which,that,who,whom,whose
WhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.
→Step4Practice
1.TurntoPage29.DoExercise2inDiscoveringusefulstructure.
2.Fillintheblanks,usingwhich,that,who,whomandwhose.
1)Theeggs______________Iboughtyesterdaywerenotfresh.
2)Thefriend______________cametosupperlastnightwasn’thungry.
3)Heprefersthegoose______________comesfromhisparents’farm.
4)Thenoodles______________youcookedweredelicious.
5)Hesawahouse______________windowswereallbroken.
6)Idon’tlikethepeople______________smokealot.
7)Theman______________livesnexttoussellsvegetables.
8)Ipreferdumplings______________havejustbeencooked.
9)Don’tdrinkwater______________hasnotbeenboiled.
10)Those______________wanttogototheGreatWallwritedownyournameshere.
11)Thepotatoes______________weatejustnowwereexpensive.
12)Thepancakes______________youhadforbreakfastweremadeofcorn.
13)Heshowedamachine______________partsaretoosmalltobeseen.
14)Afish______________hasabrighteyeisfresh.
15)You’dbetterbuyvegetablesfromfarmers______________growthem.
Severalminuteslater,checktheanswerswiththeclass.
Suggestedanswers:
1)(which/that)2)who/that3)which/that4)(which/that)5)whose
6)who/that7)who/that8)which/that9)which/that10)who11)(which/that)12)(which/that)13)whose14)which/that15)who/that
→Step5Workbook
DoExercise1andExercise2inUsingstructuresonPage64.
→Step6Consolidation
Showtheexercisesonthescreen.
1.把下面的两个简单句合并成一个含定语从句的复合句：
1)Themanhasbeencaught.Hedidtherobbery.
2)Thechairwasabrokenone.Isatinthechairjustnow.
3)Aplaneisamachine.Itcanfly.
4)Tomistheboy.Hedamagedthevaseyesterday.
5)Maryisthegirl.HerEnglishisthebestinourclass.
6)Iwantedtoseethewoman.Shehadalreadyleft.
7)Theonemillionpeopleofthecitywenttobedasusualthatnight.
Theythoughtlittleoftheseevents.
8)Workersbuiltsheltersforsurvivors.
Theirhomeshadbeendestroyedintheearthquake.
2.用定语从句翻译下面的句子：
1)玉米是人和动物都可以食用的植物。
2)我们昨天看的那场电影一点意思也没有。
3)我在商店碰到的那位妇女是我的一位老同学。
4)学习不刻苦的那些人是不会通过这次考试的。
5)我住在窗户朝南的那个房间里。
6)任何人犯法都应受到惩罚。
Checktheanswerswiththeclassanddealwithanyproblemsstudentsmeet.
Suggestedanswers:
1.1)Themanwho/thatdidtherobberyhasbeencaught.
2)Thechair(which/that)Isatinjustnowwasabrokenone.
3)Aplaneisamachinewhich/thatcanfly.
4)Tomistheboywho/thatdamagedthevaseyesterday.
5)MaryisthegirlwhoseEnglishisthebestinourclass.
6)Iwantedtoseethewomanwho/thathadalreadyleft.
7)Theonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
8)Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyedintheearthquake.
2.1)Cornisaplantwhich/thatcanbeeatenbypeopleandanimals./Cornisaplant(which/that)peopleandanimalscaneat.
2)Thefilm/movie(which/that)wesawyesterdaywasnotinterestingatall.
3)Thewoman(whom/that/who)Imetintheshopwasoneofmyoldclassmates.
4)Thosewhodon’tworkhardwon’tpasstheexamination.
5)Iliveintheroomwhosewindowfacessouth.
6)Anyonewhobreaksthelawwillbepunished.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantgrammarpointsbyheart.
板书设计?
Unit4Earthquakes
RelativePronouns:which,that,who,whom,whose?
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.

活动与探究?
Asweallknow,theattributiveclauseisveryimportant.Therearemanyproverbswithattributiveclauses.Getonlinetofindsomeoutforyoutoimitateandremember.Youshouldtrytofindoutatleastfiveones.
Possibleversion:
1.Allthatglittersisnotgold.
闪光的并不都是金子。
2.Alliswellthatendswell.
结局好，一切都好。
3.Hewholaughslastlaughsbest.
谁笑到最后谁笑得最好。
4.Hewhodoesn’treachtheGreatWallisnotatrueman.
不到长城非好汉。
5.Hewhoknowsothersislearned,andhewhoknowshimselfiswise.
知人者智，自知者明。
6.Hewholovesothersisconstantlyloved,andhewhorespectsothersisconstantlyrespected.
爱人者恒爱之，敬人者恒敬之。
7.Godshelpthosewhohelpthemselves.
自助者天助/天助自助之人。
8.Friendshipislikesoundhealth,thevalueofwhichisseldomknownuntilitislost.
真正的友谊犹如健康的身体，失去时方知其可贵。
9.Thehandsthatpushcradlesarethehandsthatpushtheworld.
推动摇篮的手，就是推动世界的手。
10.Nothingintheworldisdifficultforonewhosetshismindtoit.
世上无难事，只怕有心人。

Unit4Lesson4VirtualTourim教案

作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就要根据教学内容制定合适的教案。教案可以更好的帮助学生们打好基础，使高中教师有一个简单易懂的教学思路。关于好的高中教案要怎么样去写呢？下面是小编精心收集整理，为您带来的《Unit4Lesson4VirtualTourim教案》，供您参考，希望能够帮助到大家。

Unit4Lesson4VirtualTourim教案

Objectives

·Todevelopstrategiestomatchtopicswithparagraphs.

·Topractiseusinglinkingwords(addition)–also,aswellas,too

·Tolistentoatalktofindoutmainfacts.

Warmup

1.Doyouliketravelling?

2.HaveyoubeentoNewZealand?Nowtoday,wearegoingtotraveltoNewZealand.

3.WhereisNewZealand?

Showamapoftheworld,letstudentspointoutthepositionofNewZealand.thenamapofNewZealand,tellingthemNewZealandismadeupoftwoislands.Atthesametimeshowstudentsitsnationalflagandotherinformation.

Population:4,107,000

Capital:Wellington;343,000

Area:270,534squarekilometers(104,454squaremiles)

Language:English,MaoriReligion

NewZealandisaverybeautifulcountry,itsculture,climateandtraditionaredifferentfromtheseofourcountry.Everyyearitattractsagreatmanytourists.TodaywemainlytalkaboutAuckland.NowlookatthephotosandguessafewthingsaboutAuckland.

Reading

1.TrueorFalse?

Listentothetape,arethesestatementstrueorfalse?

1)AucklandwasoncethecapitalofNewZealand.

2)AucklandislocatedonNorthIsland.

3)SkyTowerisAuckland’stallestbuilding

4)MaoriswerethefirstpeopleofNewZealand.

5)Theclimateissuitableforwatersports.

6)ThearticlereferstousAucklandispopularasatravelingcity.

Answers:TTFTTT

2.Dotheexercise3.Readthetextandcompletethetablebelow.

3.Dotheexercise4.

Matchthetopicsa-fwiththefiveparagraphsinthetext.Thereisoneextratopic.

Post-Reading

Dotheexercise5

Matchthisinformationwiththewordsinblueinthetext.Thesearecalled“hotwords”.Onarealinternetpageyoucan“click”onthesewordstogetmoreinformation.

Vocabulary

1.populationn.

人口；（动物的）种群

Whatisthepopulationofthiscity?

这个城市的人口是多少？

住在某一地区的人；生长于某一地区的动物

Thepopulationinthesevillagesstilluseswellwater.

住在这些乡村里的人依然饮用井水。

2.locatevt.

Thenewbuildingwillbelocatedinthecenteroftown.

这座大楼将建在市中心。

Theirfactoryislocatedatthefootofthemountain.

他们的工厂坐落在山脚下。

3.settlevt.,vi.

定居；使定居

MysonhassettledhappilyinAmerica.

我儿子已在美国愉快地定居了。

安置；安顿

Wearesettledinournewhome.

我们住入新居。

Speaking

ImagineyouhaveaweekendinAuckland.Chooseplacesyouwouldliketovisitandthingsyouwouldliketodo.Thenworkinpairs.PlanaweekendtogetherinAuckland.

Homework:

TherearesometouristfromAmerica.TheyaregoingtovisitZhongshan.SupposeyouwereatourguideinZhongshan,HowwouldyouliketointroduceZhongshantothetourists?(图见后附)

Writing

WriteanE-mailtoapenfriendwhoisfromAmericaaboutZhongshan.

1.Introduction/history

Zhongshan

located:……

general:modern/beautifulcity

population:almost_______

history:…….

2:Thingstosee:

Placestovisit:……

3:Thingstod

Sports:

tourism:WuguiMountain

气候湿润，多雨；全年平均气温约为摄氏22度

warm;plentyofsunshine

Climate

石岐步行街;孙中山故居;

紫马岭公园;岐江公园;中山詹园；……

MtEden;ParnellVillage;

SkyTower;

……

Famoussights

距今有800多年历史

ahistoryof650years

history

位于广东省珠江三角洲南部

ThePearlRiverDelta

inNorthIsland

location

人口约235万

lessthanamillion

population

Zhongshan

Auckland

PedestrianStreet

FormerResidentofSunYet-san

Unit 4 Wildlife Protection Period 4 Listening教案

作为优秀的教学工作者，在教学时能够胸有成竹，教师要准备好教案，这是教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师能够更轻松的上课教学。教案的内容具体要怎样写呢？以下是小编为大家精心整理的“Unit 4 Wildlife Protection Period 4 Listening教案”，供大家借鉴和使用，希望大家分享！

Wildlifeprotection教案
Period4Listening

TheGeneralIdeaofThisPeriod：
Thisperiodaimsattrainingstudents’twoskills—understandinggeneralideaandgettingdetailedinformationbygettingfamiliarwithtonesandintonationinspokenEnglishandwritinganwell-organizedletterabouthowtosolveaspecificproblem.Studentscanimprovetheseskillsbylistening，writingandfinishingtherelativeexercises.Alsointhisperiodstudentscanmeetthethemeofthisunitagain.
TeachingAims：
1.MakesurethestudentsknowtheusageoftonesandintonationinspokenEnglishandgraspthemethodsofgettingthegeneralideaanddetailedinformation.
2.HelptheSslearnhowtoorganizealettertosavetheendangeredanimaldodo.
TeachingImportantPoints：
1.MakesurethestudentsknowtheimportanceoftonesinspokenEnglish.
2.Enablethestudentstoorganizealetterintheproperandefficientway.
TeachingDifficultPoint：
Howtowritealetterinthecorrectway.
TeachingMethods：
1.Listening-and-answeractivitytomakethestudentsknowtheimportanceoftonesinspokenEnglish.
2.Practicetoimprovethestudents’writingability.
TeachingAid：
Ataperecorderandaprojector.
TeachingProcedures：
Step1Revision
T：Goodmorning，boysandgirls!LastclassIaskedyoutopreparethedescriptionofdinosaursandMiludeeranddodos，sonowIwillasksomeofyoutohaveatry.Anyvolunteers?
S1：Dinosaurslivedontheearthlongbeforehumanscameintobeing.Thereweremanydifferentspeciesofthem，ofwhichararenewonewasabletorunaswellasclimb.Thereasonsfortheirdyingoutarenotsure.Maybebecauseofalargerockorduetothehotweather.
S2：Dodoslivedontheearthlonglongago.TheylivedonanislandcalledMauritius.Theywerecuriousandkind?heartedandquitedifferentfrommostoftheanimalsthere.Theywerebirds，buttheywerelargeandonlyhadsmallwings.Theirfavoriteactivitywastowanderalongthebeachandwaittilltheinsectswerereadytobeeaten.
S3：MiludeerusedtobecommoninChina.Theylivedtogetherandlivedongrass.Butasaresultofhunting，theydisappearedfromChinalater.Luckily，someweretakentoBritainbeforethat.SoChinesegovernmentcanbringbacksome.NowtherearemoreandmoreMiludeerinChina.
T：Everyonehasdoneaverygoodjob!
Step2BrainstormingabouttonesinspokenEnglish
（Teacheraskstwostudentstoanswertwoeasyquestions，thenexpressgratitudeusingdifferenttones.Oneis”Thankyou↘”.Theotheris“Thankyou↗.”）
T：Well，justnowIsaid“Thankyou”，doyoufindsomedifferences?
Ss：Youusedifferenttones.
T：Good.Inthefirstone，thefallingtoneshowsthatIamverygrateful.Butinthesecondone，therisingtonemeansthatiswhattheSshoulddoandIwasnotreallygrateful.
T：InspokenEnglish，tonesareusedtoexpressdifferentfeelings.Tounderstandhowthespeakerisfeeling，listenforfourmainthings：
thevolumeofthelanguage
arisingorfallingtone
stressoncertainwords
pausesinthesentences
Step3Listeningforgeneralidea
T：OK，nowwearegoingtolistentothestoryaboutanotheranimalnameddodo.
PleasehavealookatthepictureonP31.Whatdoesitlooklike?
Ss：Itlookslikeaduck.It’sverylarge.
T：Whataboutitswings?Aretheyverylargetoo?
Ss：No，itswingsareverysmall.
T：Canitflyhighintheskyeasily?
S1：Idon’tthinkitcaneasilyflyhighinthesky.
T：Doyouagreewithher?
Ss：Yes.
T：Sowhatmightbeitsproblem?
S2：Itcanonlywalkonland.Andwhenthereisananimalattackingit，itcan’tescape.
T：Youmightberight.Let’slistenandsee.Asforthefirsttime，youdon’thavetounderstandeveryword.Youcanignorewhatyoudon’tunderstandandconcentrateonwhatyoucanunderstand.NowpleaseopenyourbooksandturntoPage30togothroughtheEx.2andtrytopredictwhatmighthappentododo.
（Twominuteslater）
T：Whathappenedtododo?
Ss：Itdisappeared.
T：Right.
ChecktheanswerstoEx.2andgetsomeSstotellthemistakesintheotherchoices.
Step4Listenfordetailedinformation
GettheSstolistentothetapeagainandfillintheblanks.
OnceuponatimeIlivedontheearthtoo.Iwascalled“dodo”.Myhomewasan______calledMauritius.Iwas______and______andquite______frommostoftheanimalsthere.Ilikedtomakefriendswiththeotheranimalsandnever______.Ihavenoenemies.
Wewerebirdstoo，butwewerelargeandonlyhadsmall______.Myfavoriteactivitywasto______alongthebeachandwaittilltheinsectswerereadytobeeaten.
GettheSstodiscusstheanswersinpairsandthenchecktheanswerstoblanks（Suggestedanswers：island，curious，kind-hearted，different，quarreled，wings，wander）andEx.1（CDBC）.Getthemtotellthereasonsfortheirchoices.
Step5FurtherPractice
T：Afterwelearnthestoryaboutthedodo，weshallagainknowtheimportanceofprotectingourenvironment.Infacttoprotectourearthistoprotectourselves.
Nextweshalllistentoonemorestoryabouthumanbeingsandtheirenvironment.PleaseturntoP62.Listenforthefirsttimeandgetthegeneralidea.
（Afterlisteningforthefirsttime）
T：Whatisthemainideaofthestory，doyouthink?
S1：It’sabouthowafarmerimprovedhisemptylandandmadehisfarmmorebeautiful.
T：Goodjob.
GettheSstolistenforthesecondtimeandtrytofinishEx.1onP62.
（AftertheSs’listeningforthesecondtime）
Getthemtodiscusstheanswersingroupsoffourandthenchecktheanswerstogether.
Atlastlistentothetapeforthelasttimetochecktheanswers.
ListenforthethirdtimeandfinishEx.1.
Step6SummaryandHomework
T：Inthisclass，wehavelearnedtheimportanceoftonesinspokenEnglish，howtofindoutthegeneralideaandthedetailedinformation.Afterclass，youshouldgoonlisteningtomorematerialsandtryalleffortstomakeyourearssharp.That’sallforthisclass.Classisover.
Homework：SurftheinternettofindmoreinformationabouttheendangeredanimalsinChinaandthinkofsomewaystoprotectthem.
Step7TheDesignoftheWritingontheBlackboard
Unit4Wildlifeprotection
Period4
Listenforthegeneralidea
Listenfordetailedinformation
tones，intonation，stressetc.
dodo（largebody，smallwings）
Step8RecordafterTeaching

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