高中英语人教新课标版选修8：Unit 1 A land of diversity 全单元教案

Unit1AlandofdiversityⅠ.单元教学目标技能目标SkillGoals▲TalkabouttheUSA▲Talkabout(going)places▲LearnthewordsabouttheUSA▲Learnhowtoaskquestionsandmakecomments▲LearntheusageoftheNounClauses▲Writeanintroductiontoplaces▲StudythecultureandpeopleoftheUSAⅡ.目标语言功能句式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!词汇1．四会词汇StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageItalyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephewpoleapplicantcustomssocialistoccurcattleindicateluggageshavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreform,graspthankfulinsert2．认读词汇illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3．词组Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor结构LearntousetheNounClauses重点句子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。1.1WarmingUp,要求学生查阅美国地图，讨论有关美国地理方面的知识，为下一步的学习做好热身准备。1.2Pre-reading要求学生讨论有关加利福尼亚州的几张图片，了解当地风土人情、民俗文化。1.3Reading主要介绍了加利福尼亚州人口及民族、种族构成、融合、变迁的历史。通过学习，使学生了解加州不仅是美国人口最多的州，同时也是民族、种族最多、文化最为多元的州。1.4Comprehending要求学生在理解课文的基础上，写出发生在加州的重大历史事件，并分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分组成。并设计了词性转换、用课文中所学习的重点词汇填空、补全对话等练习。1.6UsingLanguage由Readingandwriting,Listeningandspeaking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。1.7SUMMINGUP要求学生总结本单元所学的词汇、结构、话题等知识和内容。1.8LEARNINGTIP从对话时应该注意的问题这一角度，对学生进行学法指导。2．教材重组2.1WarmingUp,Pre-reading,Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法,以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。2.4UsingLanguage中的Readingandwriting,Listeningandspeaking，都是与假日旅游相关的知识，整合为一节综合课（I）。2.5Workbook中的LISTENING,LISTERNINGTASKANDREADINGTASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容,整合为一节泛读课。2.6Workbook中的TALKING以及SPEAKINGTASK与WRITINGTASK四个部分,都是关于中国城市、省份或地区的简介等方面的内容,整合为一节综合课（二）。3.课型设计与课时分配1stPeriodReading,2ndPeriodLanguagestudy3rdPeriodGrammar4thPeriodIntegratingskills(Ⅰ)5thPeriodExtensivereading6thPeriodIntegratingskills(Ⅱ)Ⅳ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语strait,means,slavery,Spain,majority,Catholic,Mexico,immigration,percentage,Denmark,Danish,aircraft,Korea,Korean,Pakistan,Pakistani,mix,mixture,nationality,racial,theBering,bymeansof,thePacificIslands,makealifeb.重点句子However,itislikelythatNativeAmericanswerelivinginCalifornia...P2OfthefirstSpanishtogoto...,themajoritywere...P2Thatiswhy...P2Somediedorreturnedhome,but...P2AlthoughChineseimmigrants...,itwasthebuildingof...P2Itisbelievedthatbeforelong...P32.Abilitygoals能力目标EnablethestudentstotalkaboutthehistoryofCalifornia.3.Learningabilitygoals学能目标EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教学重点EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教学难点EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教学方法Skimming,scanninganddiscussion.,Teachingaids教具准备Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教学过程与方式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:TheStatueofLibertyisstandingonasmallislandinNewYorkHarbor.,S6:In1886,FrenchsentitasagiftforAmericanIndependenceDayonher100thanniversary.S7:Thecrownedladyis46metershigh,withatorchinherrighthandholdingaloftandDeclarationofIndependenceinherleft.S8:Foracentury,theLibertyhasbeenstandingontheIslandproudlysymbolizingthespiritofindependenceoftheUSA.T:Veryexactly.WhatelsedoyouknowabouttheUSA?S9:Afederalrepublic,UnitedStatesofAmericaiscomposedofafederaldistrict,WashingtonDCand50states.AllthestatesexceptforHawaiiislandsaresituatedinmainlandAmerica.S10: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.OceansCountriesMountainRangesLakesRiversCities,EastWestNorthSouthWestEastHuron,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.Hewasstandingbesideacamp,intheforest.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&Rushforgold1850BecameastateAfricans1800sMovedfromMexicoChinese1860sBuilttherailway,JapaneseEarly1900FarmedDeｎmark1911EstablishedatownJewishBy1920sDevelopedindustryItaliansLate1900sFishedandmadewineAfricans1942~1945Workedinship&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,moreandmorepeoplefromdifferentpartsoftheworldhavingbeenimmigratingto,California,includingAsians,Africans,AmericansandEuropeans.Inthenearfuture,Californiawillbecomeamixtureofmanyracesandcultureswithoutanymajorracialorculturalgroups.StepⅦHomework1.AskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite3~4sentences.2.Askthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagestudyTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语Catholic,slavery,Spanish,mix,mixture,nationality,majority,immigrant,percentage,makealife,agreatmany2.Abilitygoals能力目标Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,adjectivesandverbs.3.Learningabilitygoals学能目标Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.Teachingimportantpoints教学重点GetthestudentstoknowthewordabouttheUSA.Teachingdifficultpoints教学难点Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教学方法Studyindividually,practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepⅠRevisionAskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite3~4sentences.Askthemtosharetheiranswersandshowtheir,opinions.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,sothatbytheyear2000,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.1.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,imaginative,second-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.SuffixesusedasaverbsignifierAdjectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeT:Excellent!Nowlet’sfillinthechartwithyourpartners.Pleaseopenyourbooksandturntopage4andpracticeActivity1inDiscoveringwordsandexpressions.Laterwe’llchecktheanswerswiththewholeclass.StepIIIHomework1.AskthestudentstofinishActivities1-3onpage48intheworkbook.2.AskthestudentstoprepareforthegrammarabouttheNounClauses.TheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语TheNounClauses,occurto2.Abilitygoals能力目标EnablethestudentstoidentifythedifferenttypesoftheNounClausesandlearntousethem.3.Learningabilitygoals学能目标HelpthestudentslearnhowtousetheNounClauses.Teachingimportantpoints教学重点,EnablethestudentstousetheNounClauses.Teachingdifficultpoints教学难点Enablethestudentstodistinguishdifferenttypesofnounclauses.Teachingmethods教学方法Comparingandpractice.Teachingaids教具准备Aprojector,acomputerandablackboard.Teachingprocedures&ways教学过程与方式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,theunderlinedpartisusedasobjectoftheverb“know”.Itistheobjectclause.GoonwiththeActivities2-4.Thenchecktheanswerswiththestudents.StepIVHomeworkAskthestudentstodothefollowing.1.FinishActivity2onpage49intheworkbook.2.Sumupalltheconjunctionsusedwithnounclausesandcompareitwiththeconjunctionsused,withattributiveclauses.Thentellthedifferencesbetweenthem.PracticeActivity2onpage49(Workbook).3.Prepareforthe“UsingLanguage”partonpages6~9andsurftheInternettofindtherelatedinformation.TheFourthPeriodIntegratingskills(Ⅰ)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语luggage,tram,apparent,apparently,slip,bakery,ferry,hire,seagull,insert,react,teamupwith,markout,takein,agreat/goodmanyb.重点句式TalkabouttravelingtosomeplacesWherehaveyouvisitedrecently?Whatistheclimatelike?Whatdidyouthinkaboutthepeople?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely!You’reexciting/excellent.Good/Creative/Fantastic/Superjob!2.Abilitygoals能力目标Enablestudentstotalkaboutplacesandlearntowriteanemailorapostcard.3.Learningabilitygoals学能目标Helpstudentslearnhowtotalkaboutplacesandlearntowriteanemailorapostcard.Teachingimportantpoints教学重点Howtotalkaboutplaces.Teachingdifficultpoints教学难点Howtowriteanemailorapostcard.Teachingmethods教学方法Listening,speakinganddiscussion.Teachingaids教具准备Aprojector,acomputerandarecorder.,Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.SampleanswerstoActivity2:1.Aclauseiscalledanounclausewhenanentireclausetakestheplaceofanouninanotherclauseorphrase.IknowthatLatinisnolongerspokenasanativelanguage.Wheretheyaregoingisunknown.Whoeverbrokethevasewillhavetopayforit.TheTorontofanshopethattheBlueJayswillwinagain.2.Aclauseiscalledanattributiveclausewhenadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Thebooksthatpeoplereadweremainlyreligious.Somefirefightersnevermeetthepeoplewhomtheysave.DidItellyouabouttheauthorwhomImet?Theyaresearchingfortheonewhoborrowedthebook.Thenaskthemtosumupalltheconjunctionsusedinnounclauses,comparingthemwiththeconjunctionsusedinattributiveclausesandtellthedifferencesbetweenthem.Fillinthegivenchartingroupsof4.Thenchecktheanswers.T:Lastclasswelearnedtheusageofnounclauses.Haveyoufinishedtheexercisesaboutthenounclauses?Ss:Yes.T:Attributiveclausesshareconjunctionswithnounclauses.Whatarethedifferencesbetweenthem?Nowpleasefillinthegivenchartingroupsof4.Showthefollowingonthescreen.ConjunctionsNounClausesAttributiveClausesWhoseOnlyrefertoapersonRefertoapersonorathingWhomCan’tbeomittedCanbeomittedWhichCan’tbeomittedCanbeomitted,ThatCanbeomittedintheobjectclausesCanbeomittedMeaninglessHavemeaningsDon’tplayaroleinclausesPlayaroleinclausesWhatContainingmeaningsandfunctionsCan’tbeusedIf/whetherContainingmeaningsAsif/though,BecauseContainingmeanings;OnlyusedinthepredicativeclausesWho,how,when,where,whyContainingmeaningsandfunctions;can’tbeomittedStepⅡListeningandspeakingListeningAskthestudentstolistentoaconversationabouttheGeorge’stouraroundCalifornia.ThenaskthemtopracticeActivities1~4onpages6~7.Forthefirsttime,askthestudentstonumberthethingstheytalkabout.T:Todaywe’regoingtolistentoaconversationabouttheGeorge’stouraroundCalifornia.HeisphoninghometotalktohisfriendChristie.Whataretheytalkingabout?Nowlistenandfindout.Thennumberthethingsyouhearonthetape.ThenaskthemtocompletethepostcardGeorgewrote.T:NowlistenagainandcompletethepostcardGeorgewrote.Checktheanswersbyaskingsomestudentstoreadthecompletedpostcard.AskthestudentstolistentothetapeanddiscussthequestionsinpairsandwritesomeofthethingsChristiesaysinpairs.Checktheanswers.SpeakingForActivity5,letthemdiscussingroupsof4andlaterasksomeofthemtogivetheiropinions.Showthefollowing.1.Thefunctionofcommentsandquestions:,·Encourageandstimulateotherstofurtherefforts;·Followupcorrectorincorrectanswers;·Arouseothers’imaginationandcreation;·Motivateotherstosearchoutnewknowledge;·Makethestudentsthinkandhelpthemclarifyconcepts,thoughtsandproblems;·Getthemtomasteranarrayoftechniquesforeffectivequestioninginclass;·Haveotherstoexpresstheirideasandviewsthoroughly;·Showrespectbymakingsureyouunderstandthelistener’swords.2.It’simportanttoindicatethatyouarepayingattentiontoothers’words.·It’sgoodmannerstobepolitetootherswithgoodeducation;·Makeyourcommunicationsmoothly;·Improveyourrelationshipwitheachother;·Showyourrespecttoothers’opinionsandstatements;·Getotherstofeelhappyandcomfortable;·Encourageotherstodeveloptheirfullestlevel;·Askotherstobeself-confidenttobesuccessful;·Haveotherstomakethefullestexpressions.1.Whileyouarelisteningtoothers,youcanaskquestionsandmakecommentsaccordingdifferentsituations.SituationsExpressionsComplementingThat’sinteresting/terrific/marvelous/cool/lovely/beautiful,wonderful!You’reexciting/excellent.Good/Creative/Fantastic/Superjob!MakingrepliesYes,notreally?Uh,huh,hmmm;Well...AskingforopinionsHowdoyoufeelabout...?Whatdoyouthinkabout/of...?RestatementWhatyoumeanis...Inotherwords...EnteringaconversationExcuse/Pardonme,but...,Sorrytointerrupt/forinterrupting,but...IntroducingandsupportingideasIthink...because...Itseemstome...because...RecommendationsIthinkweshould...because...GivingopinionsIthink/feel...MakingrequestsWeneedyouto...Can/Couldyou...?Iwouldlikeyouto...AcceptingandrefusingrequestsAllright.I’msorry/afraidIcan’t...AgreementanddisagreementSoundsgood./Goodidea.That’swhatIthink.I’msorry/afraidIdisagree.ShowingunderstandingIsee/understand.Iseewhatyoumean.StepⅢReadingAskthestudentstolookatthegivenphotosandreadtheGeorge’sdiaryonpages8quickly.ThenpracticeActivity1andfillinthechartinpairs.T:LookatGeorge’sphotosonpage8.ThesearethingshesawinSanFrancisco.Nowreadthediaryhewrotequicklyandfindoutthedayhesawthesethingsunderthephotos.Askthestudentstochecktheanswerswiththeirpartners.Showthefollowingonthescreen.Mon.12,JuneTues.13,JuneWed.14,JuneDroppedluggageWentexploringRodeonacablecarVisitedFisherman’sWharf.DrovearoundcityWenttoChinatownTookferrytoAngelIslandGoldenGateBridgeForActivity2,askstudentstoreadtheGeorge’sdiaryonpage8carefullyandthenanswerthe,questionsinpairs.Checktheanswerswiththewholeclass.Askthestudentstoreadthediaryagainbythemselves.Thendiscussingroupsof4andpracticeActivities3~4.Afewminuteslater,asksomeofthemtoshowtheirwork.Sampleanswers:Reasonsforomitting:1.Someunimportant,unnecessary,uninterestinglittlewordslikepronouns“we”,“I”,articles“a”,“the”,orprepositions.Ifomitted,themeaningcan’tbeaffectedandmisunderstoodbyothers.2.Justkeepthekeywordswithoutexplainingmoreindetails.Askstudentstorewritethediaryentry.Asampleversion:Onthenextday,Iteamedupwithacouplefrommyhotel(PeterandTerri)andhiredacar.Wespentalldaydrivingaroundcity.There’sagreatdrivemarkedoutfortourists.Ithasblueandwhitesignswithseagullsonthemtoshowwaytogo.It’sa79kmround-tripthattakesinallthefamousspots.Westoppedmanytimestoadmiretheviewandtakephotographs.Nowwehavereallygoodideaofwhatthecity’slike.Intheevening,IwenttoChinatownwithPeterandTerri.Chineseimmigrantssettledinthisareainthe1850s.ThefrontsofthebuildingsaredecoratedtolooklikeoldbuildingsinsouthernChina.Therearesomeinterestingtempleshere,andanumberofmarketsandagreatmanyrestaurants.Alsothereareartgalleriesandamuseumcontainingdocuments,photographsandallsortsofobjectsaboutthehistoryofChineseimmigration,butit’sclosedintheevening.Wewillgobackduringtheday.Wehadadeliciousmealandthenwalkedbackdownthehilltoourhotel.StepⅣHomeworkAskthestudentstofinishActivity5onpage9.Showthefollowingonthescreen.DescriptionofaplaceJustasanartistusespainttocreateapicture,awriteruseswordstocreateadescription...Desriptivewritingcreatesapictureofaperson,place,thingorevent.Adescriptionessayisgenerallydevelopedthroughsensorydetails.Herearesometipsaboutthedescription.1.Selectingdetails:Thewritershouldchoosethosethathelptobringoutthedominantcharacteristic.,2.Catchingthefeaturesoftheplace:Youshouldmainlywriteaboutthethingsthatmakeitdifferentfromotherplaces.3.Givingyourviewpoints:Placesmaybedescribedfortheirownsake,asinessaysonvisitstofamousscenicplaces.4.Givingyourpurpose:Youshoulddescribetheplaceforthepurposeofrevealingthepersonalityandcharacterofaperson,orcreatingafeelingormood.TheFifthPeriodExtensivereadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语consider,achievement,personality,enthusiastic,autobiography,musician,recording,trumpet,funeral,ceremony,coffin,march,ceremonyb.重点句子Hewasnoticedby...called...who...toteach...andtofind...Hespokepubliclyabout...,usinghisfametohelp...2.Abilitygoals能力目标Enablethestudentstofindthetopicofeachparagraphandfindthecluetoshowtheimportantevents.3.Learningabilitygoals学能目标Helpthestudentslearnhowtofindthetopicofeachparagraphandfindthecluetoshowtheimportantevents.Teachingimportantpoints教学重点Howtofindthecluetoshowtheimportantevents.Teachingdifficultpoints教学难点Howtofindthetopicofeachparagraph.Teachingmethods教学方法Skimming,scanninganddiscussion.Teachingaids教具准备Arecorder,acomputerandaprojector.Teachingprocedures&ways教学过程与方式,StepⅠRevisionCheckthehomeworkbyaskingsomestudentstoshowtheirwork.T:Lastperiod,youwereaskedtowriteanemailorapostcardtoafriendtellinghimabouttheplacewhereyouareonholiday.Haveyoufinished?Nowwho’dliketopresentyourdescriptionstotheclass？Asampleversion:TheplaceIwouldliketovisitwouldbeMars.IonlyknowthatitistheclosestplanettotheEarth,anditismostsimilartotheEarth.AlthoughMarsisthefourthclosestplanettothesun,itisstillmuchcolderthantheEarth.LikethesatellitespicturesshowedthatMarshaslotsofcraters,andscientistsspeculatethatperhapsMarsusedtobeliketheEarthbillionsofyearsago.IthinkthereismoretoMarsthanwhatthescientistsbelieve.IbelievethereislifeonMars.PerhapsthedefinitionoflifeonMarsisdifferentfromtheEarth.Itcouldbethatthelifetheredoesnotneedoxygen,butotherkindsofgases.Iwouldimaginethatlifemaynotbeactive,becauseMarshasbeenhitbymeteoritesandthesurfacehasbeenverymuchbombarded.SoIpresumethelifethatstillexistswouldnotbelikelifeontheEarth.Ihavenoideawhattheweatherwouldbelike,butIcanpresumeitwouldbeverycold,sinceMarsismuchfurtherfromthesunthantheEarth.Asforitsspecialfeatures,IthinkifonestandsonthesurfaceofMars,wecanseethewholeuniverseclearerthanontheEarth.Andperhapsit’samilliontimesmorebeautifulthantheEarth.IhopeonedaywecanhavemoreexplorationonMarsandsolvethemystery.StepⅡListening(Ⅰ)First,askthestudentstolistentothetapeandcompletethenotes.Checktheanswersbyaskingsomestudentstoreadtheirnotes.ThengetthemtodiscussthequestionsinActivity2andtalkaboutNewOrleans.T:Whatdoyouknowabouttheplacementionedintheradiointerview?NowworkingroupsanddiscussthequestionsinActivity2.SampleanswerstothequestionsinActivity2:1.NewOrleans,oneofNorthAmerica’smostdistinctiveandculturallydiversecities,locatedinsoutheasternLouisianaontheMississippiRiver,about180kmfromtheGulfofMexico.Thecitywasfoundedin1718ontheeastbankoftheMississippi.NewOrleanshasbeenaleadingcommercialcentersinceitsfoundingandhasoneofthemostactiveportsintheUnitedStates.,2.TheGulfofMexicoprovidesNewOrleanswithplentyofmoisture—thecityreceivesabout150cmofrainfallannuallyandnoseasonisimmunefromit.Springhassunny,milddaysthatareperfectforthefestivals.Summerishot,stickyandsteamy,oftenwiththundershowers.SeptemberandOctoberdaysarethemostlikelytoofferclear,temperateweather.Wintertemperaturesaverageacomfortable12°C(54°F),yetoccasionaldropsintemperature,combinedwiththedampatmosphere,canchillyoutothebone.SnowisrarebutDecember’sshortdays,fogandrainconspiretoallowonlyafewhoursofdailysunshine.3.Itisfamousforsweet-tastingcocktailsandjazzbands.4.NomadicPaleo-IndiansprobablyspenttimeintheNewOrleansareaover10,000yearsago.BythetimetheFrenchfoundedthecityin1718,sevensmalltribesknownastheMuskogeansinhabitedtheFloridaParishesnorthofLakePontchartrainand,occasionally,thebanksoftheMississippiRiver.OthertribessouthofNewOrleansinhabitedthebayousinBaratariaandthelowercourseoftheMississippiRiver.AskthestudentstoticktheboxesinActivity3andcompleteActivity4;completetheactivitiesafterlisteningagain.Thenchecktheanswerswiththewholeclass.StepⅢListening(Ⅱ)AskthestudentstolistentothemusicanddiscussthequestionsinActivity1onpage50.ThenaskthemtolookatthepicturesinActivity2,learnthemeaningsofthewordsanddiscusswhattheythinkishappening.Next,completethesentencesaccordingtothetapeaboutjazzfuneralsinActivity3.Atlast,askthemtolistentothetapeagainandmakenotesinActivity4andwriteashortparagraphaboutit.Checktheanswerswiththewholeclass.T:Nextwe’lllistentoapieceofmusic.Afterlistening,pleasediscussthequestionsinActivity1onpage50.Samplediscussiondialogues:1.S1:Yes,I’veeverhearditinaCDshopnearmyhome.S2:No,thisismyfirsttimetolistentoit.2.S:Ithinkitiscalledjazz.3.S:Thebirthplaceofthatcombination,Jazz,issaidtobeNewOrleans.Originatedintheearly1600s,JazzisdeeplyrootedinAmericansocialhistory.,4.S1:Jazzstartedoutwithamixtureofmanytypesofmusic.JazzcombineselementsofAfricanmusicwithelementsofWesternEuropeanmusic.S2:Yes.CreatedanddevelopedprimarilybyAfricanAmericans,jazzisthederivativeofvariouskindsofmusicalformsandculturalexperiences.S3:Theirmusicwasbasedonsimplemelodiesandcomplexcross-rhythmsmixedinwithverbalslurs,vibrato,syncopatedrhythms,and“bluesnotes”.S4:Thesongstheysangweremostlyspiritualorsungtopassthetimeofhardshipandhardlabor.Thesongswereactuallyencouragedbecausetheworkersseemtoworkbetterwiththesoothingeffectsofthemusic.S5:Theirmusicwascharacterizedmorebymemorizationandimprovisation,andnotofformaltraining.5.S1:Ilovejazzmusicverymuch.IhavetensofJazzCDsinmyhouseandlistentojazzeveryday.S2:Me,too.IownaWorldSpaceRadioandlistento“Riff”.Ifyouhavechancetoenjoythem,you’llbeamazedhowsoothingitistothesoul.That’stheeffectofgoodmusic.S3:IjustlovethesoundofDavis’trumpet.HisinterpretationsofSpanishclassicsinSketchesofSpainchillmetotheboneandbringtearstomyeyes.S4:IfIneedsomerealemotions,DavisKindofBlueisprobablythestandardtobeatwhenitcomestoimprovising.Absolutelystunning.S5:Idon’tlike‘listening’musicbutIlove‘dance’music’.Jazzisanartthatcanonlybeenjoyedbyamaturedmind...amindthatcancomprehenditsmessage.T:Whatdoyouthinkoffuture’sjazz?S1:Ithinkthatthemusicfansaremuchmoreopen-mindedtodayincomparisonwiththetimesof“jazz-rock”.S2:Becausenowthesituationhaschangedalot,especiallybecausethemodernmusicschoolshavesproutedeverywhereintheworld.S3:TheresultisthatnowwehavesuchartistslikeJohnPatitucci,MarcusMiller,GregOsbythatrangefromthejazztraditiontothecontemporaryurbanmusicwiththesameexcellentartisticresults.S4:I’dsaythetrendisthatwewon’thaveanymoreaspecializedjazzaudienceinthefuturebutsimplyadifferentlevelofcompetenceinlisteners,includingorexcludingjazz(butalsoclassicalmusic,opera,ethnicandfolk).S5:Ontheotherside,whenthelevelishigh，everybodyenjoysitandnobodycaresabout,categorizationsandstylesexceptcritics...S6:Ithinkit’snecessarytobecoolinmusic,onstageandinfrontofitaswelllikeusjazzfans.…T:Now,pleaselookatthepicturesinActivity2.Let’slearnsomenewwordsfirst.Pleaselookatthescreen.I’llaskyoutodiscusswhattheythinkishappeningineachpicture.Showthefollowingonthescreen.trumpet:brassmusicalinstrumentwithabrightringingtonedrummer:apersonwhoplaystheinstrumentconsistingofahollowroundframefuneral:ceremonyofburying,burningdeadpeoplecoffin:aboxholdingadeadbodymarch:v.walkassoldiersdo,withregularstepsofequallengthn.pieceofmusicwrittenformarchingT:Nowtrytousethegivenwordstodescribewhatyoucansee.Ss:Whenholdingafuneralceremony,theNewOrleansJazzbandusuallyplaysthetrumpetsandthedrummerwastryinghisbesttoplaymusicwhilealongwiththecoffinsandmarchingparadeonthestreet.ThisisawonderfulCDrecordedinNewOrleans.Thisisalsoasupervalueandoffersagoodwaytosamplethismusic.Themusiciswonderful.Itmakesfeettap.Itplantstunesinthebrainthatthelistenerwillhumformanydays.T:Welldone.Nowlet’sgoontodoActivity3,usingthewordstocompletethedefinitions.Checktheanswersbyaskingsomestudentstoreadthecompletedsentences..T:Nowlet’sgoonwithActivity4,listentothetapeagainandmakenotes.Thenwriteashortparagraphaboutjazzfunerals.Asampleversionaboutjazzfunerals:OneofthemoredistinguishedaspectsofNewOrleansCultureistheJazzFuneral.ArchitectBenjaminHenryLatrobenotedin1819thattheNewOrleansJazzfuneralswere,“peculiartoNewOrleansaloneamongallAmericancities”.ThelateJazzmanDannyBarkerwritinginhisbookBourbonStreetBlacknotedthefuneralisseenasamajorcelebration.TherootsoftheJazzFuneraldatebacktoAfrica.Fourcenturiesago,theDahomeansofBeninandtheYorubaofNigeria,WestAfricawerelayingthefoundationforoneoftoday’smostnovelsocialpracticesontheNorthAmericanContinent,theJazzFuneral.ThesecretsocietiesoftheDahomeansandYorubapeopleassuredfellowtribesmenthata,properburialwouldbeperformedatthetimeofdeath.Toaccomplishthisguarantee,resourceswerepooledtoformwhatmanyhavelabeledanearlyformofinsurance.WhenslaveswerebroughttoAmerica,theideaofprovidingaproperburialtoyourfellowbrotherorsisterremainedstrong.Astimepassed,theseverysameconceptsthatwererootedinAfricanideologybecameoneofthebasicprinciplesofthesocialandpleasureclub.Thesocialandpleasureclubguaranteedproperburialconditionsasdidmanyfraternalordersandlodgestoanymemberwhopassed.Theseorganizationswereprecursorstotheconceptofburialinsuranceandthedebitinsurancecompanies.Thepracticeofhavingmusicduringfuneralprocessions,DannyBarkersaid,wasaddedtothebasicAfricanpatternofcelebrationformostaspectsoflifeincludingdeath.AstheBrassBandbecameincreasinglypopularduringtheearly18thCentury,theywerefrequentlycalledontoplayprofessionalmusic.EileenSoutherninTheMusicofBlackAmericanwrote,“Onthewaytothecemeteryitwascustomarytoplayveryslowlyandmournfullyadirge,oran‘oldNegrospiritual’suchasNearerMyGodtoThee,butonthereturnfromthecemetery,thebandwouldstrikeuparousing,whentheSaintsGoMarchingIn,oraragtimesongsuchasDidn’tHeRamble.”SidneyBechet,therenownNewOrleansJazzmanafterobservingthecelebrationsofthejazzfuneralstated,“musichereisasmuchapartofdeathasitisoflife.”ThetraditionalNewOrleansJazzFuneralisasmuchapartofthefabricandrichculturaltraditionsofNewOrleansasredbeansandrice.StepⅣPre-readingT:“Youcan’tplayanythingonmoderntrumpetthatdoesn’tcomefromhim.Ican’tevenrememberatimewhenhesoundedbadplayingthetrumpet.Never.Notevenonetime.Hehadgreatfeelingupinhisplayingandhealwaysplayedonthebeat.Ijustlovedthewayheplayedandsang.”Thisisacommentaboutajazzmusician.Canyouguesswhothejazzmusicianwas?S1:LouisArmstrong.IstillthinknoonecanbeatLouisArmstrongandChetBakerwhenitcomestotrumpets,andwhenitcomestosaxophone,BuddyArnoldismyfellowanything.T:Whatelsedoyouknowabouthim?S2:LouisArmstrongwasthegreatestofallJazzmusicians.S3:ArmstrongdefinedwhatitwastoplayJazz.Hisamazingtechnicalabilities,thejoyandspontaneity,andamazinglyquick,inventivemusicalmindstilldominateJazztothisday.T:Hewasthegrandfatherofjazz.Hewasverysuccessfulbecausehealwaysthought,“Whatwe,playislife.”Todaywe’regoingtolearnmoreaboutthefamousmusician.StepⅤReadingSkimmingAskthestudentstoreadthroughthewholepassageandthendoActivity1onpage52anddiscussthemaintopicofeachparagraphingroupsof4.Atlast,checktheanswerswiththewholeclass.T:Now,readthepassageaboutthegrandfatherofJazz.PleaselookthroughthewholepassagequicklyanddoActivity1onpage52anddiscussthemaintopicofeachparagraphingroupsof4.Showthefollowingonthescreen.ParagraphsTopics1Greatjazzmusician2Childhood3Learningtoplaymusic4Playing&recording5Acting&writing6DeathScanningForActivity2,getthestudentstoreadthetextagainandthenworktogetherwiththeirpartnerstomakeatimecharttoshowtheimportanteventsinLouisArmstrong’slife.Givethemafewminutestofillintheform.Checktheanswerswiththewholeclass.T:Nowpleasereadthepassagecarefullytomakeatimechartwithyourpartners.I’llgiveyouafewminutestofillintheformaboutthewholetext.Checktheanswerswiththewholeclass.Showthefollowingonthescreen.TimeEvent1901BornChildhoodSangtoearnmoney12yearsoldArrestedandsenttoschoolLearnhowtoplaymusic14yearsoldWorkedinbandsLearnedjazz,1917WorkedinabestbandNextfewyearsBecameamusician1922TraveledintheUSAIntroducedhisjazz1924RecordedhismusicPopularasajazzstar1932TraveledtoEuropePlayed,recorded,acted,wrote,By1960sTraveledaboardasaambassador,Spokepublicly1971DiedStepⅥHomework1.AskthestudentstoreadthepassageagainafterclassanddoActivity3andlistthereasonswhythewritersaysthatLouisArmstrongwasconsideredgreat.2.AskthestudentstotalkaboutandwriteaboutsomeplacesinChina.TheSixthPeriodIntegratingskills(Ⅱ)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语nationality,location,geographicalfractures,production,interview,cultureb.重点句式TalkaboutplacesWhendidpeoplefirstlivethere?What’stheclimatelike?Whyisitsowarm/cold/dry/wetthere?What’sthepopulationofthecityorprovince?Howmanynationalitieslivethere?Whatisthemostimportantfestivalthere?Howdotheycelebrateit?2.Abilitygoals能力目标Enablethestudentstotalkaboutandwriteaboutplaces.3.Learningabilitygoals学能目标,Helpthestudentslearnhowtotalkaboutandwriteaboutplaces.Teachingimportantpoints教学重点Howtotalkaboutplaces.Teachingdifficultpoints教学难点Howtowriteaboutplaces.Teachingmethods教学方法Discussion.Teachingaids教具准备Aprojector,acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.FirstaskthestudentstodiscussActivity3ingroupsof4.ThensharethereasonswhythewritersaysthatLouisArmstrongwasconsideredgreat.T:LikealmostallearlyJazzmusicians,LouiswasfromNewOrleans.HewasfromaverypoorfamilyandwassenttoareformschoolwhenhewastwelveafterfiringagunintheaironNewYear’sEve.LouisArmstrongwasthegreatestofallJazzmusicians.ArmstrongdefinedwhatitwastoplayJazz.Hisamazingtechnicalabilities,thejoyandspontaneity,andamazinglyquick,inventivemusicalmindstilldominateJazztothisday.InActivity3thewritersaysthatLouisArmstrongwasconsideredgreat,too.Why?Discussingroupsandfindout.Asampleanswer:ReasonsforbeingconsideredgreatAchievementQualityPlayingwithhisbandTravelingtointroducestyleofjazzRecordinghismusicActinginmoviesWritingautobiographiesBeingagoodwillambassadorHelpingtofightforequalrightsUpright&pureStrong-willed&ambitiousDiligent&energeticGracious&enthusiasticKind&warm-heartedSimple&easy-goingVersatile&talented,StepⅡTalkingForActivity1onpage47,askthestudentstodiscussacityorprovinceinChinathathasamixtureofdifferentculturesingroupsof4,fillinginthegivenchartandansweringthequestionsinthetextbook.T:ItiswellknownthatChineseareabigfamilyof56peoples.NextpleasechooseoneofthecitiesorprovincesinChinathathasamixtureofdifferentculturesanddiscussthequestionsinActivity1onpage47.Showthefollowingonthescreen.YunnanprovinceFirstpeopleYunnanwashometoYuanmouMan1.7millionyearsago,anditslandisfilledwithculturalrelicsandplacesofculturalinterestClimateYunnanbelongstothetemperate-tropicalhighlandmonsoonclimateClimaticfeatures:fromnorthtosouththeprovincespansthreeclimaticzones:temperate,subtropical,andtropical;conspicuouschangesinclimate;twoclear-cutseasons,dryandhumid;rainyseasonfromMaytoOctoberPopulationPopulation:34.6millionUrbanpopulation:10milliontwo-thirdsHanChineseandone-thirdminoritiesNationalityThe26minoritypeoplesincludingHan,Yi,Bai,Hani,Zhuang,Dai,Miao,Lisu,,Hui,Lahu,Va,Naxi,Yao,Tibetan,Jingpo,Bulang,Pumi,Nu,Achang,De’eng,Mongolian,ZhuangandJinuoFestivalTorchFestival:Festivalactivitiesincludehorseracing,bullfighting,wrestling,singinganddancing,andthefestivitiesculminatinginanight-timetorchparadeAsampleconversation:A:WhendidpeoplefirstliveinYunnan?B:1.7millionyearsagoYuanmouManbegantoliveinYunnan.A:What’stheclimatelikethere?B:Yunnanbelongstothetemperate-tropicalhighlandmonsoonclimate.A:Whyisitso?B:Fromnorthtosouththeprovincespansthreeclimaticzones:temperate,subtropical,andtropical;conspicuouschangesinclimate;twoclear-cutseasons,dryandhumid;rainyseasonfromMaytoOctober.A:What’sthepopulationofthecityorprovince?B:Thereare34.6millionpeopleintheprovince.A:Whatisthepercentageofthepopulationofeachnationality?B:Two-thirdsareHanChineseandone-thirdminorities.The26minoritypeoplesincludingHan,Yi,Bai,Hani,Zhuang,Dai,Miao,Lisu,Hui,Lahu,Va,Naxi,Yao,Tibetan,Jingpo,Bulang,Pumi,Nu,Achang,De’eng,Mongolian,ZhuangandJinuo.A:Whatisthemostimportantfestivalthere?B:TorchFestival:Festivalactivitiesincludehorseracing,bullfighting,wrestling,singinganddancing,andthefestivitiesculminatinginanight-timetorchparade.ForActivity2,askthestudentstodesignaninterviewforanEnglishlanguageradioprogramaboutaplaceinChinainpairs,andthenaskthemtopresentthemtothewholeclass.T:Allrightlet’scometoActivity2.I’dlikeyoutodesignaninterviewforanEnglishlanguageradioprogramaboutaplaceinChinainpairs.YoucanusethesentencesinActivity1,addingsomebackgroundmusic,andtryingtomakeyourinterviewinteresting,livelyandhumorous.Afewminuteslater,I’llasksomeofyoutopresentthembeforethewholeclass.Asampleinterviewdialogue:,A:Goodmorning.WelcometoourEnglishradioprogramme“AroundChina”.TodayweinviteaChineseguest,WangJianguo,totalkabouthishometown.Hello,Jianguo,welcome.I’dlikeyoutointroduceyourhometowntoouraudience.Firstofall,wouldyouliketotellmewhereyouarefrom?B:Here’ssomepartoftherecordofafilmandsomescenestakeninmyhometown.(Playsomepartoftherecordofafilmandshowsomepicturestotheinterviewer)Canyouguessthenameofthefilm?A:(Lookingatthephotos)Howbeautifulthesceneryis!It’sinterestingthattherearetwokindsofshields.Theround-shapeoneisusedmostlikelyforchargingtheenemyandthechevron-shapeoneisusedlikelyforholdingpositionagainstenemyattack.Oh,Isee,“Hero”,whichisdirectedbyZhangYimou.B:Howabouttheplace?A:Sorry,Idon’tknow.B:ThephotosweretakeninJiuzhaigou,SichuanProvince.A:Canyoutellustheexactlocation?B:Here’samapofSichuan.Jiuzhaigou,knownasa“fairyland”,issituatedinthecentralsouthpartoftheJiuzhaigouCountyoftheAbaTibetanandQiangautonomousprefectureinSichuanprovince,China,beingatributaryoftheBaishuiheRiverontheJialingRiverwhichbelongstotheYangtzeriversystem.Jiuzhaigouisactuallyahugenatureandsceneryreservecoveringapproximately60,000hectaressituatedintheMinShanmountainrange.A:Theviewisgreat.Wouldyoupleaseintroducemoreindetail?B:Jiuzhaigouoffersdramaticsceneryandlandscapeswithloftymountains,heavywoods,lushforestsandnumerouslakesscatteredaboutthearea.InJiuzhaigouwaterfallsandtreesaremingledtogether,wecalltherarescenery“forestwaterfall”.ThewaterinJiuzhaigouisthesoulof,Jiuzhaigou.Asitispurelyandfairlyclearandrichincolours,theregoesthesayingthatnowaterisworthisyourattentionafteryourvisittoJiuzhaigou.Thewater,thereflectionsonthelake,thestonemill,theTibetanvillages,theBuddhiststreamersandthesongsanddancesoftheTibetanandQiangpeopleconstitutetheuniquetouristcultureofJiuzhaigou.A:Whatafantasticplace!B:Andtherewasanoldstoryaboutit.AncientChineselegendhasitthatthegoddessSemoaccidentallysmashedhermirrorhereandthepieceswhichfelldownthemountainformedbeautifullakes,streamsandwaterfalls.Despiteofficialattemptstoattractthousandsoftourists,Jiuzhaigouremainsasurprisinglypeacefulandtraditionalplace.Yaks,shrinesandprayerwheelsareallcommonsights.A:Howwonderful!ButIwonderwhyitiscalledJiuzhaigou.B:ItissonamedbecausethescenicareaconsistsofnineTibetanvillagesInthe“Y”-shapevalleyorganizedbyShuzhengGully,RizeGullyandZezhawaGullyofthescenicareaaredistributedgreenlakes,springs,waterfalls,streamsandTibetanvillages.A:What’stheclimatelike?B:Thescenicareaenjoyspleasantclimateandbeautifulcoloursalltheyearround,beingoneoftheworld’sfamousscenicareaswiththebesttouristenvironment.A:WhatisthemostcomfortableseasontogotravelingtoJiuzhaigou?B:ThesceneryinJuzhaigouisimpressiveallyearroundbutthemostpopulartimetovisitisbetweenspringandautumnwhenthemapleleavesareonthetreesandtherainfallisminimal.A:Soundsgood!Bytheway,arethereanyspeciallivingthingsthere?B:Thescenicareahasanareaof1320squarekmsincluding30,000hectaresofprimitiveforestwhereexists2576protospecies,includingscoresofstate-protectedanimalsandplantssuchasthegiantpanda,goldenmonkeyandmono-leafgrass.A:That’sinteresting.ArethereanyothernationalitiesbesidesHan?B:Yes,Tibetan.Whatimpressesvisitorsisthebeautyoftheprofessionalperformancesatnight.A:Whatotherspecialthingsaboutyourhometown?B:Apartfromthevalley’snaturalbeautyvalleywasitssoundmanagementanditsstaff’ssenseofenvironmentalprotection.Nochildrenmisbehavingbytryingtocatchthefish.A:SoIthinkitmustbeoneofthebestspotsinChina.B:Yes,youareright.TheJiuzhaigouScenicAreawaslistedintotheworldNatureHeritageCatalogin1992,approvedasaman-and-biospherereserveintheworldin1997,evaluatedasoneof,thefirst4AstatelevelsceneriesinChinain2000,andawardedthecertificateofSustainable21stCenturyTourisminFebruary,2001.A:Youaresupertobringussoexcellentintroduction.Ifeelexcitedaboutyourhometown.Bytheendofourinterview,whatelsedoyouwanttosaytoouraudiences?B:Ican’tdescribealltheexcellencethere.Ifyouhaveachancetotravelthereyourself,youcanunderstandwhatIwanttosay.A:Thankyouverymuchforjoiningus,Jianguo.B:It’smypleasure.WelcometoJiuzhaigou,everyaudiencefriend.A:Ifpossible,Iplantogotherenextholiday.Howaboutyou?WhynotvisitJiuzhaigousoon?AB:Jiuzhaigouwelcomesyou.Yacht…(Whiletalking,playsomebeautifulbackgroundmusic.)StepⅢSpeakingandwritingtaskAskthestudentstoreadthetipsandstepsgiveninthetextbookandtalkaboutaChinesecity,provinceorzoneingroupsof4.Thenaskthemtowriteadescription.T:Nowwe’velearnedsomenewlanguagetotalkandwriteabouttheUSA.Wecanusethislanguagetodiscussaboutothercountriesorplaces.Nextworkingroupsof4,followthetipsandstepsgiveninthetextbookandtalkaboutaChinesecity,provinceorzone.Readtheinstructionsinthebookfirst.Asamplediscussion:(TakeShanghaiasanexample)S1:Shanghai,Huforshort,issituatedontheestuaryofYangtzeRiverofChina.ItisthelargestindustrialcityinChina.Coveringanareaof5,800squarekilometers(2,239squaremiles),Shanghaihasapopulationof18.7millionpeople,including2millionfloatingpopulation.S2:ShanghaiisChina’smostcomprehensiveindustrialandcommercialcity,rankingthefirstinpopulationandpopulationdensity.Asatouristcity,itattractstravelersfrombothhomeandabroadbyitscommercialactivityratherthanscenicbeauty.S3:Originally,ShanghaiwasaseasidefishingvillageandintimeitsgradualdevelopmentledtoitbeinggrantedCountystatusonAugust19th,1291duringtheYuanDynasty(1271-1368).HencethisdaybecametheanniversaryofthefoundingofShanghai.Today’sShanghaiisamulti-culturalmetropoliswithbothmodernandtraditionalChinesefeatures.BubblingShanghaishowsoffeveryaspectofheruniquebeauty.,S4:ServingasthelargestbaseofChineseindustrialtechnology,theimportantseaportandChina’slargestcommercialandfinancialcenter,shanghaidrawstheattentionofthewholeworld.S1:ModernShanghaihasthreekeyareasofinteresttothevisitor.ThesecompriseSightseeing,BusinessandShoppingcentereduponPeople’sSquareandalongtheHuangpuRiver.Thecity’sCulturalCenterwithitspublicactivitiesandcommunityfacilitiesandfinallythemainEntertainmentandHolidayTourismarealocatedatMt.Sheshan,ChongmingIsland,DingshanLakeandShenshuigangArea.S2:Knownas“theOrientalParis”,Shanghaiisashopper’sparadise.OneofthemustsfortouristsisNanjingRoad.HuaihaiRoadintriguesthosewithmodernandfashionabletastes,whileSichuanNorthRoadmeetsthedemandsofordinaryfolk.Inaddition,XujiahuiShoppingCenter,YuyuanShoppingCity,JialiSleeplessCityarethrivingandpopulardestinationsforthosewhoareseekingtobuysomethingspecialasamementooftheirvisit.S3:AwidevarietyofcuisinescanbefoundintheCityandtodayShanghaioffersaplethoraofculinarydelightsfocusingonthetraditionsofBeijing,Yangzhou,Sichuan,Guangzhouaswellasitsownlocaldishes.Shanghai’srestaurantsareamongthefinesttobefoundinChinaandtheywelcomedinersfromanywhereatanytime.S4:Shanghaicontinuestogrowandprospermeetingtheaspirationsofthe21stcenturywhileretainingitsproudtraditionsofserviceandhospitality.TheOrientalPearlTVTower,JinmaoMansionandPudongInternationalAirportarethemodernsymbolsofaninternationalmetropoliswhiletheShanghaiMuseum,ShanghaiGrandTheatreandShanghaiCityPlanningExhibitionCenterareevidenceoftheextensiveanddeeppassionofagreatcitythatextendsawarmwelcometofriendsfromallovertheworld.Afterdiscussion.T:Allright.PleasepreparetowriteadescriptionoftheChinesecity,provinceorzone.Beforewriting,pleasereadthetipsandfollowthestepsgiveninthetextbooks.Asampleversion:,ShanghaiIntroduction▲Shanghaiisaverybeautifulandfamouscity.▲Shanghailiterallymeans“aportonthesea”.Itisknownasthe“OrientalPearl”.▲Shanghaiisoneofthelargestcitiesintheworldwithapopulationof17millionpeople.▲Inthepast10years,Shanghai’sGDPgrewover10%eachyear.LocalAreaInformationShanghaiissituatedonthebankoftheYangtzeRiverDelta,withEastRiverintheeastandHangzhoudeltainthesouth.Housingapopulationofover16millionatpresent,itwasonceasmalltownsupportedbyfishingandweavingbeforethefirstOpiumWar.Latein1990,thecentralgovernmentstarteddevelopingthearea,andhassincebecamethewell-knownboomingmetropoliscity.ClimateShanghai’sweatherismoderate(annualaveragetemperatureisabout15degreescentigrade)andtheseasonsarenotasdistinctasintheNorth.Shanghaiischaracterizedbyawarmspring,hotsummer,coolautumnandcoldwinter.Shanghaireceivesabundantrainfallandtheaverageannualprecipitationisover1000cm.The“PlumFlowerRain”season(frequentlightrain)isfrommid-JunetoearlyJulywithanaveragedailyrainfallof259mm.DuringJulyandSeptember,strongstormswithtorrentialrainbecomefrequent.However,itseldomsnowsinShanghai.Shanghaisummersarehotandhumid.JulyandAugustareShanghai’shottestmonthswithaveragehighsof27.4degreescentigrade.Thetemperatureinautumnismildandrainislesslikelythaninspringandsummer.Inwinter,Januaryisthecoldestmonth,withatemperatureaverageof3degreescentigrade.Allinall,itisbesttogopreparedwithlightclothinginsummerandwarm,heavyclothinginwinter.Also,alwaysprepareforrainbykeepinganumbrella,butmosthotelscanequipyouwithoneif,needed!GeographyShanghaioccupies6,200sq.km.andliesincentral-easternChina,facingtheEastChinaSea.Population:14millionHistoryShanghaibeganasafishingvillageinthe11thcentury,butbythemid-18thcenturyitwasanimportantareaforgrowingcottonandbythe1800sitwasbecomingthelargestcityinChina.ForeignerscameintoShanghaiduetoforeigntradeaftertheOpiumWars.TheBritish,alongwiththeAmericansandFrench,wereallowedtoliveincertainterritorialzoneswithoutbeingundertheChineselaws.Asaresultofalltheforeigners,ShanghaibecamegreatlyinfluencedbyWesternculture,butthingschangeddramaticallyafterCommunismtookover.Duringthe1900s,opiumsalesalongwiththegamblingandprostitutionthatwentwithitbroughtinverybigprofits.AftertheendofShanghai’ssubjugationbytheJapanese,theNationalistChinesegovernmentwasgivencontrolofthecity.Theforeignersnolongerhadcontrolandby1949,ShanghaiwastransformedbytheCommunistChinesegovernment.Astheforeignersleft,thebusinessesthatwereleftbehindwereonebyonetakenoverbythegovernment.AfterlosinggroundduringtheCulturalRevolutionfrom1966to1976,DingXiaopeng’sopendoorpolicyallowedfortheadvancementbacktobeinganinternationalforceinbusinessandfinance.CultureInrecenttimesShanghaihasbecomeaprominentcityandaculturalcenter.BothChineseandwesternculturehavemergedanddevelopedheresincethemid-19thcenturyAD.A)ReligionsCatholicismhasalonghistoryinShanghaidatingbackasearlyastheMingDynasty(1595AD).AmongCatholicchurchesbuilthereistheDongjiaduChurch,whichwasthefirstCatholicChurchinChina.Thechurchbuiltin1940inXujiahuidistrictwasoneofthelargestCatholicchurchesinShanghai.TheXujiahuidistrictusedtobethelargestdioceseofCatholicisminChina.ShanghaialsohasBuddhisttemples.ThebestaretheLonghuaTempleinthesouth,theJadeBuddhaTempleinthenorth,andtheJing’anTempleinthemiddle.TheyareactivethroughouttheyearandceremoniesareheldatSpringFestivalandotherholidays.B)ArchitectureStylesShanghaiisacitymixingChinaandEuropeanarchitecturestyles.Somehotels,officebuildings,museumsandhousesbuiltbyEuropeansarereplicasoftraditionalEuropeanarchitecture.,TraditionalChineselandscapestructures,suchastheMandarinGarden,theQiuxiaGarden,theGuyiGarden,theQushuiGarden,andtheZuibaichiGarden,exemplifyChinesearchitecturalart.TheMandarinGardenisanexampleofatraditionalGarden.ItcombinesMingandQingarchitecturestyles.Theelaboratedesignincludespavilions,halls,rocks,fountains,andflowingwater.C)ArtsDramasperformedinShanghaiincludeKunqu,Beijing,Yue,Hu,Huai,Yong,XiandShaooperas,aswellasfarceandPingtan,Shanghaiisthecradleofplaysandmovies.TraditionalChinesepaintingsflourishedinShanghaiandbecameaspecialstyle.ExamplescanbeseenintheShanghaiMuseuminPeople’sPark,whichalsodisplayscomprehensivecollectionsofjade,bronzevessels,ceramics,sculptures,money,andancientpaintings.D)HandicraftsShanghaiisfamousforsilkembroideryoftheGufamilystyle.Itwascreatedearlierthantheotherfourfamousembroiderystyles(theSu,Ting,Yue,andShu)whichwereinfluencedbytheGuembroidery.ProductionLocalproductslike,GuEmbroidery,alsocalledLuxiangYuanEmbroidery,fromtheMingDynasty(1368-1644),isnowusedinproducingclothes,ornamentsandbedding.ShanghaiwasoneoftheoriginalproducersandexportersofChinesesilkandsilkproducedhereremainsuniqueowingtoitsageoldtraditionsaswellasnewmeansofproductionanddesign.StepⅣHomework:ProjectAfterclass,askthestudentstostudysmallpiecesoftheUSA,itscultureanditspeopleandthenputallthepiecestogethertoformamorecompletepicture.Inthisproject,eachstudentshouldchooseadifferentaspectofAmericatoresearchandthenpresenthisorherinformationtotherestoftheclass.TheycanusethelibraryorsearchforinformationontheInternet.Asampleversion:1.Theareatostudy:anAmericanfestival2.Thanksgiving3.Researchandpresentation:ThanksgivingThanksgivingDayinAmericaisatimetoofferthanks,offamilygatheringsandholidaymeals.A,timeofturkeys,stuffing,andpumpkinpie.AtimeforIndiancorn,holidayparadesandgiantballoons.Soherearesomeholidaythingsforyouandyourfamily.We’vegotstoriesofthePilgrimsandthefirstThanksgiving,turkeystotakehome,holidaypicturesforthekidstoprintandcolor,tastyholidayrecipesande-greetingcardstosendyourfriendsandfamily.Wehopeyoufindsomethingyoulike!Thanksgivingiscelebratedonthe4thThursdayofNovember,whichthisyear(2005)isNovember24th.Sobringyourkidsandtellyourfriends.Andpleasestopbyagain.Don’tforgettosignourGuestbookbeforeyouleave.附件文化背景知识TheUnitedStatesBackground:Britain’sAmericancoloniesbrokewiththemothercountryin1776andwererecognizedasthenewnationoftheUnitedStatesofAmericafollowingtheTreatyofParisin1783.Duringthe19thand20thcenturies,37newstateswereaddedtotheoriginal13asthenationexpandedacrosstheNorthAmericancontinentandacquiredanumberofoverseaspossessions.Thetwomosttraumaticexperiencesinthenation’shistoryweretheCivilWar(1861-65)andtheGreatDepressionofthe1930s.BuoyedbyvictoriesinWorldWarsIandIIandtheendoftheColdWarin1991,theUSremainstheworld’smostpowerfulnationstate.Theeconomyismarkedbysteadygrowth,lowunemploymentandinflation,andrapidadvancesintechnology.Location:NorthAmerica,borderingboththeNorthAtlanticOceanandtheNorthPacificOcean,betweenCanadaandMexico.Geographiccoordinates:3800N,9700WArea:abouthalfthesizeofRussia;aboutthree-tenthsthesizeofAfrica;abouthalfthesizeofSouthAmerica(orslightlylargerthanBrazil);slightlylargerthanChina;almosttwoandahalftimesthesizeoftheEuropeanUnion.total:9,631,418sqkmland:9,161,923sqkm,water:469,495sqkmnote:includesonlythe50statesandDistrictofColumbiaClimate:mostlytemperate,buttropicalinHawaiiandFlorida,arcticinAlaska,semiaridinthegreatplainswestoftheMississippiRiver,andaridintheGreatBasinofthesouthwest;lowwintertemperaturesinthenorthwestareamelioratedoccasionallyinJanuaryandFebruarybywarmchinookwindsfromtheeasternslopesoftheRockyMountains.Population:295,734,134(July2005est.)Ethnicgroups:white81.7%,black12.9%,Asian4.2%,AmerindianandAlaskanative1%,nativeHawaiianandotherPacificislander0.2%(2003est.)note:aseparatelistingforHispanicisnotincludedbecausetheUSCensusBureauconsidersHispanictomeanapersonofLatinAmericandescent(includingpersonsofCuban,Mexican,orPuertoRicanorigin)livingintheUSwhomaybeofanyraceorethnicgroup(white,black,Asian,etc.).Languages:English82.1%,Spanish10.7%,otherIndo-European3.8%,AsianandPacificisland2.7%,other0.7%(2000census)Administrativedivisions:50statesand1district;Alabama,Alaska,Arizona,Arkansas,California,Colorado,Connecticut,Delaware,DistrictofColumbia,Florida,Georgia,Hawaii,Idaho,Illinois,Indiana,Iowa,Kansas,Kentucky,Louisiana,Maine,Maryland,Massachusetts,Michigan,Minnesota,Mississippi,Missouri,Montana,Nebraska,Nevada,NewHampshire,NewJersey,NewMexico,NewYork,NorthCarolina,NorthDakota,Ohio,Oklahoma,Oregon,Pennsylvania,RhodeIsland,SouthCarolina,SouthDakota,Tennessee,Texas,Utah,Vermont,Virginia,Washington,WestVirginia,Wisconsin,WyomingNationalholiday:IndependenceDay,4July(1776)Flagdescription:13equalhorizontalstripesofred(topandbottom)alternatingwithwhite;thereisabluerectangleintheupperhoist-sidecornerbearing50small,white,five-pointedstarsarrangedinnineoff-sethorizontalrowsofsixstars(topandbottom)alternatingwithrowsoffivestars;the50starsrepresentthe50states,the13stripesrepresentthe13originalcolonies;knownasOldGlory;thedesignandcolorshavebeenthebasisforanumberofotherflags,includingChile,Liberia,Malaysia,andPuertoRicoAgricultureproducts:wheat,corn,othergrains,fruits,vegetables,cotton;beef,pork,poultry,dairy,products;forestproducts;fishEconomyoverview:TheUShasthelargestandmosttechnologicallypowerfuleconomyintheworld,withaperheadGDPof$40,100.Inthismarket-orientedeconomy,privateindividualsandbusinessfirmsmakemostofthedecisions,andthefederalandstategovernmentsbuyneededgoodsandservicespredominantlyintheprivatemarketplace.USbusinessfirmsenjoyconsiderablygreaterflexibilitythantheircounterpartsinWesternEuropeandJapanindecisionstoexpandcapitalplant,tolayoffsurplusworkers,andtodevelopnewproducts.Atthesametime,theyfacehigherbarrierstoentryintheirrivals’homemarketsthanthebarrierstoentryofforeignfirmsinUSmarkets.USfirmsareatorneartheforefrontintechnologicaladvances,especiallyincomputersandinmedical,aerospace,andmilitaryequipment;theiradvantagehasnarrowedsincetheendofWorldWarII.Theonrushoftechnologylargelyexplainsthegradualdevelopmentofa“two-tierlabormarket”inwhichthoseatthebottomlacktheeducationandtheprofessional/technicalskillsofthoseatthetopand,moreandmore,failtogetcomparablepayraises,healthinsurancecoverage,andotherbenefits.Since1975,practicallyallthegainsinhouseholdincomehavegonetothetop20%ofhouseholds.Theresponsetotheterroristattacksof11September2001showedtheremarkableresilienceoftheeconomy.ThewarinMarch/April2003betweenaUS-ledcoalitionandIraq,andthesubsequentoccupationofIraq,requiredmajorshiftsinnationalresourcestothemilitary.TheriseinGDPin2004wasundergirdedbysubstantialgainsinlaborproductivity.Theeconomysufferedfromasharpincreaseinenergypricesinthesecondhalfof2004.Long-termproblemsincludeinadequateinvestmentineconomicinfrastructure,rapidlyrisingmedicalandpensioncostsofanagingpopulation,sizabletradeandbudgetdeficits,andstagnationoffamilyincomeinthelowereconomicgroups.,名词性从句在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同的语法功能,名词从句又可分为主语从句、宾语从句、表语从句和同位语从句。主语从句的用法一.主语从句在复合句中作主语,它可以位于句首,但常见的主语从句多放在句末,句首则用形式主语it。1.Thattheearthisroundistrue.=Itistruethattheearthisround.2.Whetherhewillcomehasn’tbeendecided.=Ithasn’tbeendecidedwhetherhewillcome.注意:连词that,whether在从句中不担任句子成分,只起连接作用,不能省略(注:if不可用来引导主语从句）二.用it作形式主语的结构(1)Itis＋名词＋从句Itisafactthat…事实是…Itisanhonorthat…非常荣幸Itiscommonknowledgethat…是常识(2)Itis＋形容词＋从句(多用should)Itisnaturalthat…很自然…Itisstrangethat…奇怪的是…(3)Itis＋不及物动词＋从句Itseemsthat…似乎…Ithappenedthat…碰巧…Itappearsthat…似乎…(4)Itis＋过去分词＋从句Itisreportedthat…据报道…Ithasbeenprovedthat…已证实…Itissaidthat…据说…it作形式主语和it引导强调句的比较it作形式主语代替主语从句,主要是为了平衡句子结构,主语从句的连接词有变化。而it引导的强调句则是对句子某一部分进行强调,无论强调的是什么成分,都可用连词that,。被强调部分指人是也可用who/whom。例如:判断:Itisapitythatyoudidn’tgotoseethefilm.Itdoesn’tinterestmewhetheryousucceedornot.Itisinthemorningthatthemurdertookplace.ItisJohnthatbrokethewindow宾语从句的用法：句子结构：主句+连接词(引导词)+宾语从句连接词:从属连词that,whether,if连接代词Who,whom,whose,which,what连接副词where,how,why,when一.连词(引导词)1.当宾语从句是陈述句时(包括肯定句和否定句),连词由that引导,因为that在从句中不作任何成分,也没有任何具体意思,因此在口语或非正式文体中常省略。Janesaid(that)shewasn’tlateforthemeeting.2.当宾语从句是特殊疑问句时,由特殊疑问词充当连接词,因为该特殊疑问词(即连接词)在从句中担任一定的句子成分,具有一定的意义,所以不可以省略。Doyouknowwhathesaidjustnow?Idon’trememberwhenwearrived3.当宾语从句是一般疑问句时,由连词whether或if引导(口语中常用if),因为if/whether翻译成是否,具有一定的意义,所以不能省略。Lilywantedtoknowif/whetherhergrandmalikedthehandbag.Let’sseeif/whetherwecanfindoutsomeinformationaboutthatcity注意:①关联词只能用whether不能用if表示“是否”的情况如下：A)在表语从句和同位语从句中。如：Thequestioniswhetherthefilmisworthseeing.Thenewswhetherourteamhaswonthematchisunknown.B)在主语从句中，只有用it作形式主语时,whether和if都能引导主语从句,否则,也只能用,whether。如:Whetherweshallattendthemeetinghasn’tbeendecidedyet.Ithasn’tbeendecidedwhether(if)weshallattendthemeeting.C)在介词之后。(介词往往可以省略)如:Italldepends(on)whethertheywillsupportus.D)后面直接跟动词不定式时。如：　Hedoesn’tknowwhethertostayornot.E)后面紧接ornot时。如：　Wedidn’tknowwhetherornotshewasready.②关联词if,whether均可使用的情况如下：　A)引导宾语从句。如：Iwonderif(whether)thenewsistrueornot.B)在“be+形容词”之后。如：　　Hewasnotsurewhether(if)itisrightorwrong.宾语从句要注意的几个问题•1.时态呼应•2.否定转移:•3.形式宾语it的使用注:在think,believe,suppose,expect等动词之后,宾语从句中谓语的否定常转移到主句的谓语上。Idon’tthinkhewillseeyou.Idon’tbelievehewillgo.注:在接复合宾语的句子中(S+Vt+O+Oc),为了保持句子平衡,用it作形式宾语,将从句放于句尾,常接复合宾语的动词有:make,find,see,hear,feel,think...Ithinkitnecessarythatwetakeplentyofhotwatereveryday.I think it a pity to waste the food表语从句的用法在复合句中用作表语的从句是表语从句,引导表语从句的关联词与引导主语从句的关联词大致一样,表语从句位于连系动词后,有时用asif引导。其基本结构为:主语+系动词+that从句。,That’swhatweshoulddo.That’swhyIwanttoseeyou.1.be,seem,look等动词后均可跟表语从句：Mysuggestionisthatweshouldgoshopping.Itseemsthatitisgoingtorain.2.asif,because也可引导表语从句。Itlooksasifit’sgoingtorain.ItwasbecauseIgotuplate.3.在非正式文体中,引导表语从句的that可以省略。如:Thetroubleis(that)heisill.注意:在表语从句中,当reason做主语时,引导词只能用that,不能用because,如:他迟到的原因是因为他没有赶上早班车。Thereasonwhyhewaslatewasthathedidn’tcatchtheearlybus.同位语从句同位语从句一般跟在名词fact,news,promise,truth,belief,thought,idea,answer,information,knowledge,doubt,hope,law,opinion,plan,suggestion后面,用以说明或解释前面的名词.Thenewsthatourteamhaswonthematchistrue.Hisdelayisduetothefactthatthecarwentwronghalfway.注:1.that引导同位语从句与that引导定语从句的区别:引导同位语从句的that无实际意义,不作从句的任何成分,而引导定语从句的that从句的某个成分Hetoldmethenewsthatourteamwonthematch.Hetoldmethenewsthatwasveryexciting.Weareinterestedinthenewsthatsomeforeignerswouldvisitourschool.Weareinterestedinthenewsthathetoldus.2.在havenoidea之后常用wh-引导同位语从句.Ihavenoideawherehehasgone.Ihavenoideawhenhedidit.Ihavenoideawhathedid.