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unin 14 Roots-Lesson 55-56

    06-21 12:28:05    瀏覽次數: 727次    欄目:高三英語教案

標簽:人教版高三英語教案,高三英語教案下載,http://www.562527.site unin 14 Roots-Lesson 55-56,


教學設計方案Lesson 55

Step 1  Revision

  1 Check the homework exercises.

  2 Get Ss to work in groups of four and tell the story of the previous lesson. One S pretends to be the writer Alex Haley telling the story of his search for his roots. The other three Ss may interrupt and ask as many questions as they like. The S who is Haley may invent any details which are necessary in order to reply to the questions. Demonstrate this activity with one group in front of the class first.

Step 2  Grammar study

  SB Page 11, Part 1. Go through the Grammar

  study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.

  6 Point out the structure (emphatic use of it )

  It is/was + the emphasized part + that/who ….

  7 Point out that with people you can use who(m) or that.

  8 Point out that when whom / that is in the object position, it can be omitted.

  9 Point out that where cannot be used instead of that.

Step 3  Practice

  SB Page 11,Part 2.Get Ss to work through the whole exercise in pairs.Check the answers at the end.

Answers:

  1 It seemed impossible for him to get back home.

  2 It was worthwhile to search for his “roots”./Itwas worthwhile searching for his “roots”.

  3 It was unknown whether they would be lilledor not.

  4 It was obvious that his ancestor taught his younger generation little of his own language.

  5 It was a secret at first how so many black Africans were sold to America.

Step 4 Grammar practice

  SB Page 11, Part 3. Get the Ss to rewrite the sentences.

  This exercise can be set as homework. Answers:

  1 It was my ancestor (who) I decided to find out about.

  2 It was Gambia that I first suggested travelling to.

  3 It was in the east of the country that he found his “roots” in a small village.

  4 It was the newspaper that provided Haley with some money for the research.

  5 It was after talking for half an hour that the old man mentioned the name of Kunta Kinte.

Step 5  Workbook

  Wb Lesson 55, Exx. 1 - 2.

  Ex. 1 should be done individually and check the answers with the whole class. Get some Ss to read aloud the complete sentences.

  Ex. 2 should be done in class. Get Ss to translate the sentences into Chinese and give the answers.

Homework
  Finish off the Workbook exercises.

教學設計方案Lesson 56

Step 1  Revision

  Check the homework exercises.

Step 2  Preparation for listening

  SB Page 12, Part 1. Wb Listening, Unit 14. Tell the Ss We're going to listen to an interview with the writer Alex Haley. Then read the introduction aloud and read through the questions in Ex. 1 and make sure the Ss understand what to do.

Step 3  Listening

  Listening Cassette Unit 14. Do each exercise in turn. Play the tape., then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.

Step 4  Speaking

  SB Page 12 , Part 2. Check the forms for intentions and wishes. Go through the expressions and check that Ss know how to form complete sentences. Write up some cues on the Bb: go/travel/see/visit;richlolder; a lot of money/plenty of time/read three books this week / stay at home / visit a friend / go to the cinema / leave / do some shopping. Ask Ss to complete the expressions given in the tables. Point out that wish to is mainly used in formal writing.

  Pairwork. Demonstrate this activity by getting different Ss to ask you the first three questions. You can reply like this:

  1 I want to go to university.

  2 I would like to work as a doctor in a children's hospital.

  3 I'd like to visit Yunnan Province. I hope to go there next summer.

  Point out that intend is a formal/serious word, and that mean is commonly used in the past tense to express intentions, e.g. I meant to collect the tickets but I forgot. I didn't mean to get angry. Situation: Demonstrate this activity by talking about your own plans. If you like, you can say:I'm going to tell you about my plans for the weekend. I don't intend to do any work this coming weekend at all. I feel like having a rest instead. I'd like to go for a walk, but I don't know what the weather will be .like. As for Sunday, I'd rather not tell you what my plans are. It's a secret! Then put the Ss in pairs and let them practise.


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Step 5 Workbook

  Wb Lesson 56, Exx. 1-2.

  Before starting to do Ex. 1, Ss should revise the expressions about wishes and intentions. Get the Ss to work in pairs. Then collect the answers from the Ss. Put them down on the Bb.Before doing Ex. 2, make sure the Ss understand the meaning of the phrases in bold. Then ask Ss to read and translate the sentences into Chinese.

Step 6  Checkpoint

  Go through the Grammar study section in the previous lesson. Revise the use of “it”, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.

Step 7  Test

  Give the Ss the following test to practise the use of “it”.

  Complete these sentences in a suitable way.

  1 It was … I had ever seen.

  2 What was the weather like in Shanghai? It ….

  3 It was only…that I realized I had no money on me.

  4 It…ot me.

  5 It was about … that she came to visit me.

  6 It is … who decides such things, not me.

  7 It … that they caught Kunta.

  8 It was after about three hours ….

  9 It is a problem that ….

  10 It is obvious that ….

  The test may include the following dictation. To make, the dictation easier, the Ss may be given the passage with blanks. Ask the Ss to fill in the blanks with the italicized words after they hear them.

  One day *while Kunta Kinte was cutting down a tree *in a forest, he was suddenly hit on the head by .some men *and then put in chains. *Then he was sent to America *as a slave. *There he and his younger generations suffered a lot. Now one of his great grandson became a writer. *He made up his mind to find out his “roots”. *He collected letters and made copies of people's diaries. *He went to Africa *and visited people in Gambia. *As a result of his hard work, he finally found out *where his ancestor came from.*

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