高中教案教案

Unit7NewWavesofTechnology教案-。

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助高中教師營造一個良好的教學(xué)氛圍。怎么才能讓高中教案寫的更加全面呢？下面的內(nèi)容是小編為大家整理的Unit7NewWavesofTechnology教案-，僅供參考，歡迎大家閱讀。

Meaningthroughpractice

Buildyourskills

Thesequestionscanepost–readingactivitiestobecompletedingroupsintheclassroomorforhomework.

Answerkey

1.answersmayvary.sampleanswersonly.

advancesinscience:theoryofrelativity,computerscience,quantummechanics.

Advancesintechnology:rocket,computer,technology,bioengineering.

2.hewasembarrassed.Hewantedtoescapefromtheuncomfortablepositionhehadfoundhimselfin.

3.b4.c5.c

6.AnAmericanwholikedtoskifirstinventedthesnowboard.Hediditbyboltingtwoskistogether.Hecalleditasnuffer.

7.personalopinion.

B.buildyourvocabulary.

DividetheSsintogroupsof4.TheSsmustidentifythesentenceinthetextthatuseseachdifferentfromthetext,eachgroupmustwriteasentenceabouteachexpression

Answerkey

1.appealtobeattractiveandofinterestto

comeupwiththinkofaplan,idea,solution,etc

dealwithdowhatisnecessarytoachievethedesiredresult.

Setoffstartajourney;causesomethingtoexplode.

Signaltomakeagesture,movement,sound,oractioninordertogiveaparticularmessagetopersonwhoseesorhears.

C.buildyourlisteningskills

Instructionsforteacher

Beforelisteningtotheaudiotape,haveyourstudentsreadandstudytworeadingsinsection4,NASAROVERWAKESUPONMARSandMOTHERSUESNESTLEOVERLACKOFGMMILKLABEL.Thesetwopassageswillintroducemanyofthenewwordsinthislisteningmaterial.

Typescriptsomitted

Answerkey

Part1.

1.b2.b3.b4.b

DBuildyourspeakingskills

Readthedialoguetotheclass.Havetheclassrepeatsentencesasawholegroup.Thenaskforanindividualtorepeatasentence.CheckforpronunciationhelptheSstofocusonchunksofwordsratherthanone–wordutterances.Forexample:

CanIgether/tocallyou/whenshegetsback

I’msorryJenny/he’snothome/rightnow.

Canyougethim/tellhimthat______called?

Whendoyou/expectherback?

Canyoutellme/whenshe’llbeback?

Talkyourheadoff:technicallyspeaking

Writetheselanguagepatternsontheboard.Practicethesepatternswiththeclassfirst.

Askingforopiniongivingopinion

Whatdoyouthinkabout?Ithink---

What’syouropiniononlimitstotheamountinmyopinion

Oftechnology?

Howdoyoufeelabouttoomuchtechnology

Inourlives?Ifeelthat---

Inwhatareashouldwefocusontechnology?

Medical,sports,communication,games

What’syourfavoritenewtechnology?

EBuildyourwritingskills

ReviewexplanationsusedinUnit6.asktheSsFORANEXPLANATIONoftheuseofbecauseprovidesthereason,supportingtheinformationforthemainsentence.Becauseisusedtoexpressexpectedresults

Discusstheuseofeventhoughandyetthesetwoconnectorsshowsomethingthatistheoppositeorincontrasttothemainsentence.Eventhoughisusedtoexpressunexpectedresults.

IngroupshavetheSsrewritethepara.Theteachercanmovefromgrouptogroupprovidinghelpwhereneeded.

F.projecttime:putyourskilltogether.

Thisactivitycanbeindividualorgroupproject.TheSsfollowtheinstructionsgiveninthetextanddotheclasspresentation.

精選閱讀

Unit7NewWavesofTechnology–vocabulary教案

俗話說，居安思危，思則有備，有備無患。作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。那么如何寫好我們的高中教案呢？為滿足您的需求，小編特地編輯了“Unit7NewWavesofTechnology–vocabulary教案”，供大家借鑒和使用，希望大家分享！

Beforeopeningthetext,writethewordtechnologyontheboard.Askforadefinitionand/orexamplesoftheword.Talkabouttherootwordandsuffix:techno—logy.

Drawagraphicorganizerontheboardtofurtherdiscussthemanykindsoftechnologies.EncouragetheSstoprovideexamplesoftechnologiesandhowthesetechnologieshavechangedtheirlives.Alsoexpandonthecategories,i.e.sports,household,ect.

Vocabularyreview:inventorandinvent.askhowthesetwowordsarerelatedtotechnology.

TechnologyElectroniccommunicationmediatransportation

People’sReportOnNewTechnology

Usingthedirectedreading—thinkingactivityprocess,theteacherwillguidetheSsthroughthetext.

Teachingtip

ThroughtheDR-TAteachingstrategy,theteacherasksSstomakeandsupportpredictions,makessenseofconceptsandvocabularyanddrawconclusions.ITencouragesSstoconstructmeaningcollaborativelyandcreatesstudenttalkintheclassroom.

Ruddell,Martha,2001

beforetheclass,thereissomepreparation.

1Determinestop-points.theteacherstopsafterthetitle,thenchoosesabout3or4logicalbreaks,forecample,afterasub—heading,chapter,introductionetc.

2Preparequestionstobeaskedatstop—points.Trytoaskopen—endedquestions.Thesetypeofquestionsencouragediscussion.

3Ifneeded,providetheSswithcoversheetstoavoidSsreadingfurtherwhenastop—pointhasoccurred.

Step1

Beginbyaskingpredictiontypequestionsaboutthetitle,forexample.

Whataboutthetitletellusaboutthisstory?

CanyoupredictwhattypeofnewtechnologyPeterwillreporton?

Whataresomeotherwordsthathaveasimilarmeaningas“report”?

Step2

BeforetheSssilentlyreadthefirstsection,introducenewvocabularytoSs.ThepurposeisfortheSstoeasilycomprehendthetext.

ThenewvocabularyneedstobepresentedtotheclassintheactualcontextusedinthetextsothatSscantrytoconstructthemeaningofthesurroundingofthewordfromthemeaningofthesurroundingtext.TheSsareencouragedtocontributeideasabouteachwordsmeaninginthiscontext.

NEWWORDS:humanity,snowboarding,blur,scolding.

Forexample,writethesesentencesontheboardanddiscusswiththeclass.

“todayherfriendPeterissupposedtogiveareportonnewtechnologyandhowithelpshumanity”.

Discussthewordhumanity.HavetheSslookatthewordparts.HaveSscomposeaquestionaboutnewtechnologyandhumanity.Howcananewtechnologyhelphumanity?

Hewasmorelikeablurthanaperson,shethought.

Inthissentence,ontheboardisitanadj.Ornoun?Whatdoesablurlooklike?

Oneofherfavoriteplanswastosendastudenttotheprincipal’sofficeforscolding

Discusswhysomeonewouldgetsenttotheprincipalsoffice.Whatotherwordcouldreplacetheword“scolding”?

Surelyyoudidn’tgosnowboardingeverynight

Askifanyonehasheardofsnowboarding.Lookatthewordparts.Whatotherwordscouldreplacesnowboardingandthesentencewouldstillmakesense?

Step3

AsktheSstoreadsilentlytothebottomofthefirstcolumn,endingatthewordscolding.GivetheSsapurposeforreading,forexample,readtothebottomofthefirstcolumntofindoutwhypeterdidnotfinishhisreport?

Step4

NowitistimetodiscussthetextwiththeSs.TheteacherbeginsthediscussionwithhavingtheSssharetheimageintheirmindsastheywerereadingthetext.

Teachingtip

Imaginingisatoolforunderstanding.whenSscanimaginethescenethatisbeingdescribedinthetext,itindicatesthattheyarebeabletocomprehendthetext.herrel,2000

HaveSsanswerthepurposeforreadingquestion.AskmorequestionsaboutPeter.Doyouthinksnowboardingisagoodexcusenottohaveyourworkcompleted?Whatisimportantinhisliferightnow?Ishehonestperson?doyoulikePeter?Whyorwhynot?

Dramatizewiththeclassthisfirstsection.

Createthescenethroughdramatization.AskforvolunteersforPeter,Jenny,andMrs.Fitzpatrick.

AskquestionsaboutPeter.HavetheclasspredictwhatMrs.Fitspatrick’splanwillbeaboutPeternothavinghisreportfinished.

Step5

Beforebeginningthesilentreading,introducenewvocabulary:detention,skateboarding,surfboarding,cement.Don’tforgettowritethesentenceorphrasestakendirectlyfromthetext.DiscussthemeaningwiththeSs.

Step6

HavetheSssilentlyreadfromthetopofcolumntwototheendofthefirstparagonpage81.givetheSsapurposeforreading,forexample,readthenextsectiontofindoutifPetercompleteshisreport

Discussthereading/havetheSsanswerthepurposeforreadingquestion.Askquestionabouttheteacher.WhydoyouthinkshegavePeterachancetotalkaboutsnowboarding?

WhyistheimagineofstartingdownasteephillthesameasPetertakingadeepbreathandtalking

Howdoesitfeelwhenyouaretalkinginfrontofpeople?

Step7

Beforebeginningthesilentreading,introducingnewvocabulary:imagine,curve,wondered

Don’tforgettowritethesentencesorphrasestakendirectlyfromthetext.DiscussthemeaningwiththeSs.

GivetheSsapurposeforreading,forexample.Inwhatwayshasthetechnologyofasnowboardimproved?

Step8

Discussthereadingandthepurposeforreadingquestion.Drawatimeline,witheachlineonthetimelineasktheSstodescribethestagesofhowthesnowboarddevelopedintowhatitistoday.

Discussthewordimageandimagine.WhatimagedidPeterhaveofMrs.Fitspatrick?whydidheimaginehersnowboarding?

Step9

GivetheSsapurposeforreading,forexample,whydoyouthinkMrs.Fitzpairickwantstosignupforsnowboardinglessons?HavetheSsreadtheconclusion.

Discusstheconclusionwiththeclass.didpeterenjoytalkingaboutsnowboarding?Howdoweknow?Whatdidtheteacherdowhenthebellrang?

IngroupshavetheSswritethestoryintheirownwordsusingonlysixsentences.TheSsmustfocusonthemainideaonly.

Unit7Livewithdisease教案

Unit7Livewithdisease教案
TeachingGoals:
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS,cancers,etc.
2.Practisetalkingaboutimaginarysituations.
3.Practisesupportingandchallenginganopinion.
4.LearntousetheSubjunctiveMood(1):IfIwereyou,…IwishIcould…
5.Writeapersonalnarrative.
TeachingPlan:SixPeriods
1stperiod:Warming-up,Listening(WB)Talking(Optional)
2ndperiod:Speaking
3rdperiod:Reading—BornDying
4thperiod:IntegratingSkills(SB)
5thperiod:LanguageStudy—WordStudy
6thperiod:LanguageStudy—Grammar

TheFirstPeriod
Goals:
1.Tofocusontalkingaboutdeadlydiseases(esp.AIDS)aswarmingupandlisteningpractice.
2.TolearnsomebasicknowledgeaboutAIDS.
3.TohelpstudentsbuildtherightattitudestowardsAIDS.

Teachingprocedures:
I.Warmingup
1.Lead-in
1)ShowapictureofAIDSlogotoleadinthesubject—AIDS
Areyoufamiliarwiththisredribbon?
What’sitrelatedto?
Whatdoesn’titmean?Doyouknow?
(Possibleanswer:RedribbonisrelatedtoAIDS.ItmeansthatweshouldgiveAIDSpatientsloveandcare,understandandsupport.)
2)ShowapictureofPuCunxinandotherstarstoshowthatAIDSisaworldwideproblem.
Doyouknowthem?
Whatistheirjobbesidesacting?
IsitjusttheprobleminChina?
(Possibleanswer:It’snotjusttheprobleminChina.It’saworldwideproblem.Andbesidessomefamousstars,someordinarypeoplealsoworkveryhardtotellotherstheharmofthisdisease.)
2.Brainstorming
Q1:WhiletalkingaboutAIDS,whatotherdiseasescanyouthinkof?
Individualwork:Letstudentsbrainstormthenamesofdiseases,suchascold,headache,toothache,diarrhoea,cut,coughing,scald,insomnia,heartattack,cancer,AIDS,etc.
(Withthedevelopmentofscienceandhi-tech,manydiseasescanbecured.Butfornow,AIDSisstillincurable,soit’sadeadlydisease.)
3.HowmuchdoyouknowaboutAIDS?
1)Pairwork—questionsfordiscussion
What’sthefullnameofAIDS?
CanAIDSbetransmitted?
Inwhatwayscanitbetransmitted?
WhatkindsofpeoplearelikelytogetAIDS?
DopeoplewithAIDSlookhealthyatfirst?
Isitsafeordangeroustostayortobefriendswiththem?Why?
(Studentsdon’thavetogivetheexactanswers.Thesequestionswillhelpthemthinkaboutthisdisease—AIDS.)
2)AIDSQUIZ(individualwork)
1)AIDSquiz(p.49)—checkstudents’knowledgeaboutAIDS.
2)Picturequiz—CantheAIDSvirustransmittedviathefollowingroutes?
Summary:MedicalstudiesshowthattheAIDSviruscannotbetransmittedviathefollowingroutes:cups,glasses,toiletseats,swimmingpools,mosquitoes,otherinsectsorgivingblood.Soit’ssafetobefriendswithAIDSpatients.
II.Listening(WB)
1.Pre-listening:GothroughEX12inPart1andguess“WhatdothelettersHIVandAIDSstandfor?”
2.While-listening:ListentothetapeandfinishexercisesinPart12.
(Makegooduseofsomepicturesandaflash“HIV-cycle”inthePowerPoint)
3.Post-listening:SupposeyouareapublicistofAIDS,pleasegiveanoralreportaboutittothewholeclass.
III.Talking(Optional)
Roleplay:Workingroups.ImaginethattheheadmasterofaschoolhasfoundoutthatoneofthestudentshasHIV.Thestudent’sfamilyhaskeptitasecretuntilnowandtheheadmasteronlylearntthetruthlastweek.Hehadcalledameetingtodecidewhattodo.
(OpinionscanbebasedontheirknowledgeofAIDSandalsothecharacteristicsoftheroles.)
IV.Homework
1.PreviewSpeaking(p.50)andfindsomeinformationaboutAIDS,drugs,smokingordrinkingtosupportyouridea.
2.Learnthenewwordsofthisunitbyheart.

TheSecondPeriod

Goals:
1.Topractisesupportingandchallenginganopinion.
2.Topractiselisteningcomprehension.

TeachingProcedures:
I.Revision
Doyoustillrememberthislogo?Whatcanyoulearnfromit?
Q1:Doyourememberwhatitmeans?
Q2:InwhatwaysisAIDStransmitted?
II.Speaking
1.Pre-speaking
1)DoyouagreethatgettingAIDSisapersonalproblem?Whyorwhynot?
(Throughthesequestions—
RaisetheideaofsocialproblemandcometoSpeakingpart.
Introducetheusefulexpressionsofsupportingandchallenginganopiniononp.50.Andthroughoutthewholeclass,teachersshouldtrytousetheseexpressionsasmanyaspossibletoraisestudents’awareness.
2)Ashasjustbeentalkedabout,AIDSisnotonlyapersonalproblem,butalsoasocialone.Becausewhenwetalkaboutsocialproblems,wemeancrimessuchasdruguse,murder,theftorrobberyandbrokenfamilies.Thesesocialproblemscausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.Besides,therearequiteafewothersocialproblems.Canyoutellsome?Canyouuseyourownsentencetodescribeoneofthesesocialproblems?
(Possibleanswer:crime,health,homelessness,poverty,gambling,familyviolence,divorce,unemployment)
3)Informationinput
Givestudentssomeinformationabouthowserioustheseproblemsareandaskthemtotakenotes.Thentheycandecidewhatisthemostserious.
(RefertothePowerPointProperexplanationisneeded).
AboutAIDS
1.HowmanyAIDSpatientsallovertheworld?Wherearethey?Andaretheyyoungorold?
2.WhatkindsofsocialproblemscanAIDScause?
3.HowaboutthesituationinChina?
Aboutdrugs
1.Istheuseofdrugssuchasheroin,serious?Whydoyouthinkso?
2.Whatshouldwedowithit?
AboutSmoking
1.Nearlyeveryoneknowsthatsmokingisharmfultoourhealth.Butwhydopeoplesmoke?
2.Whatkindsofdangercanitcausetoourbody?
3.Canyouthinkoftheotherdangersofsmoking?
Aboutdrinking
1.Doyourparentsdrink?Doyouthinkdrinkingisgoodornot,oritdepends?Giveyourreasons.
2.Candrinkingcausesomeproblemtoourbody?Whatarethey?
3.Willdrinkingcausesomesocialproblems?Givesomeexample.
T:Thesefourareallsocialproblems,astheyallwillcausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.
2.While-speaking
Ifyouwereanexpertonsocialproblems,whatisthemostseriousproblemtoday,AIDS,drugs,smokingordrinking?
Roleplay
Groupoffour
EachactsastheexpertonAIDS,drug,smokinganddrinking.
Usetheexpressionstosupportyouropinionorchallengingother’sopinions.(p.50)
Languageinput(Usefulexpressions)
--Repeatittostrengthenstudents’abilityofuseit.
SupportinganopinionChallenginganopinion
Ithinkthat…,because…Perhaps,butwhatif/about…?
First,…Haveyouthoughtabout…?
Onereasonisthat…Whatmakesyouthinkthat…?
Forexample,…Couldyoupleaseexplain…?
Ifwe/theywereto…,we/theycould…IfIwereyou,Iwould…
III.Post-speaking
Conclusion—Classdiscussion
Q:Couldthesesocialproblemsbeavoided?Orcouldwegetridofsocialproblemsinmoderntimes?Whatcanwedotodealwiththem?
(Socialproblemsarearoundus.Theycan’tdisappearinmodernsociety.Butwecandosomethingoptimisticorpositivetoreducetheharmtheycause.That’swhyweyouthareaskedtogetawayfromAIDS,drugs,etc.That’swhyweyouthshoulddevelopgoodhabits.That’swhymanypeopleincludingfamousstarsarebusywithtellingotherstheharm.Inthisway,wecanstayhealthybothphysicallyandmentally.)
Homework
1.FinishListening(P.50)exercises
2.Readthepassage“FIGHTINGTHEVIRUS:HIV/AIDSINAFRICA”(P127)andfinishthePre-readingexercises(p.51).

TheThirdPeriod
Goals:
1.TolearnmoreknowledgeaboutAIDS.
2.Tohelpstudentsunderstandtheattitudesandspiritsoflivingwithdisease
3.Tolearnsomeusefullanguagepoint

TeachingProcedures:

I.Pre-reading
1)Q1:Whatdotheylook?
Showthepictureofafatherandhisson.
(Thefatherlookscaring,gentleandenergeticandthesongivesusanimpressionofbeinglovelyandcute.TheyappearsohealthythatyouwouldneverguessthattheyarelivinganddyingwithAIDS.)
2)Q2:HaveyoueverseenanAIDSpatient?Howdotheylook?
ShowthestudentssomepicturesofAIDSpatients.
(Ifnothingisdone,thereisnodoubtthatallthepeopleinfectedwithAIDSwillbelikethem,nomatterhowhealthytheyarenow.)
3)Q3:Aretheybadpeople?Dotheydeserveit?
ShowmorepicturesofpeopleinfectedwithHIVorAIDS.
(I’mafraidnot.Likeanyfather,“Jeremyismywholelife.Everydaddreamsofwatchinghiskidgrowupandgraduatefromhighschool.IneverthoughtthatwouldhappenforusbecauseJeremyandIarebothHIVpositive.Butthankstoournewfamilyclinic,webothhaveaccesstothetreatmentsweneed.NowmaybeIwillseeJeremywalkdowntheaislewiththeclassof2017”.[Heregivethestudentsseveralminutestochewanddigestthesewords.]Likeany12-year-oldchild,Xiaohuaisahappygirlwhosmilesalotandlikestotalktoherfriendsafterschool.However,shehaslosthermotherandwillloseherfatherandsheherselfwasborndyingwithAIDS.)
4)Q4:Doyouwanttoknowmoreabouttheirlife?
OurtextisaboutXiaohua’slife.
Whatquestionsdoyouthinkwillbeansweredinthetext?
1._______________
2._______________
3._______________
4._______________
II.While-reading
1)Skimming:
Q:What’sXiaohua’sattitudetowardsherdisease?
2)Scanning:
Q1:InwhatwaysdoesAIDSspread?
Q2:Howmanychildrenwereinfectedin2002?
3)Summary：
1.Xiaohuaisa12-year-oldgirllivinganddyingwithAIDS.(para1)
2.WhatisAIDS?(para2)
3.HowwasXiaohuainfected?(para3)
4.ThousandsofchildrenbecomeinfectedwithHIVeveryday.(para4)
5.Xiaohuadevotesmuchofherlefttimetohelpingothers.(para5,6,7)
III.Post-reading
1)Questions
(MuchoftheanswerstothesequestionscanbereferredtothereadingmaterialonP127.)
Q1:WhyisAIDSadeadlydisease?
(Breakdown/defenceless/treatment/notavailable/incurable)
Q2:Whydotheyoungsufferthemost?
(Aswithmanydiseases,childrenseemtosufferthemostfromAIDS,mainlybecauseofalackofproperhealthcare,preventionandeducation.Eveniftheythemselvesarenotinfected,thediseasecanruintheirlives.Theymayhavetocareforsickrelativesandareoftenunabletogotoschool.LivingwithaparentorparentswhohaveAIDSispainfulanddifficult.Becausetheparentscannotwork,thechildrenmaynothaveenoughfoodandmusthelptakecareofthefamily.)
Q3:Whatdotheysufferfrom?
(Notonlythediseaseitselfandinevitabledeath,butalsopeople’snotknowing,misunderstandingandfearofthedisease.)
Q4:Whatcanbedonetoimprovethesituation?
(Bythegovernment:
Byspecialistanddoctors:
Byotherpeople:
Bythepatientsthemselves:)
Q5:AsanAIDSpatient,whatdoesXiaohuado?
(notdiscouraged/encourage/visit,support,cheerup/createanetwork,persuade/talktopeople)
Q6:Whatareherwishes?
(IwishIcouldremember
IfIweretolivelong…
Iwishpeoplecould…
IfIwereyou…
Q7:Howdoyoufindher?
Q8:NexttimeifyoumeetanAIDSpatient,willyouregardhimorherasabadanddangerousperson?Whatwouldyoudo?
2)Creation
AIDSDayisapproaching,ourschoolisplanningsomethemeactivitiesanditiscollectingideasfromthestudents.
IsitagoodideatoinviteXiaohuatogiveusalecture?IfyouwereXiaohua,whatwouldyousaytous?Pleaseprepareaspeech.
IV.Homework
1.PreviewIntegratingSkills—DIAGNOSEDWITHCANCER:THEDAYMYLIFEENDED…ANDBEGAN!(p.54)
2.Learnthewholetextbyheart.

TheForthPeriod
Goals:
1.Tolearnsomeinformationofcancerandtheattitudetowardsit.
2.Towriteapersonalnarrative.
TeachingProcedures:

I.Pre-reading
Lifeisnotalwayssmooth,butwithsubmergedrockshereandthere,nowandthen.Whenfacedwithunexpecteddiseasesordisastersorevendeath,whatattitudetochooseisaquestion.
Q:Forexample,ifyoufoundoutthatyouhadanincurabledisease,howdoyouthinkyourlifewouldchange?Andhowwouldyouacttowardsthechange?
--BorndyingwithAIDS,Xiaohuasays,“Mylifemayhavetobeshort,butthere’snoreasonwhyitcan’tbebeautiful.”
--Diagnosedwithcancer,‘I’alsohavesomethingtosaytoyou.Nowlet’sseewhat‘I’willsaytoyou.
II.While-reading
Questions:
Q1:Howdidcancerchangethewriter’slife?
Q2:Comparethewriter’ssituationwiththatofXiaohua.Inwhatwayaretheirexperiencessimilarordifferent?
Q3:Dotheirexperiencesstrikeyou?
Q4:Whathaveyoulearntfromthem?
(Getthestudentstoputemphasisonsomelanguagepoints,especiallyhowthewriterexpresseswhathethinks.e.g.
Irememberhavinganemptyfeelinginmystomachandthinkingthatmylifewasgoingtoend.
ThereweredayswhenIwishedthatIweredeadsothatIwouldnothavetofeelsosick.)
III.Writing
Lifeislikeamoon,sometimesround,sometimesnot.Wehavehappytimesandalsosadmoments.Ifwedrawatimeline,wewillfinditisnotalwaysstraight.Takemyselfforinstance…
Stepstofollow
Stepone:thinkaboutyourpastdays:whatweresomeeventsthatmadeyouveryhappy?Whatmadeyouverysad?
Steptwo:drawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows).
Stepthree:talkaboutthehappyandsadthingstoyourpartner,withreferencetothetimeline.
Stepfour:chooseoneevent,eitherhappyorsad,whichimpressesyoumost.Trytorememberallthedetailsofit,especiallyhowitmadeyoufeel,whatitmadeyouthinkandwhyitisimportantinyourlife.Prepareforwritingitdown.
Stepfive:workoutanoutlineofwhatyouaregoingtowrite.
Stepsix:readanexample.
Stepseven:begintowrite.
IV.Homework
1.Writeanessayaboutanimportanteventinyourlife.
TheFifthPeriod

Goals:
1.Tolearnaboutsomeantonyms
2.Topracticeusingsomeusefulwordsandphrasesinthetext

TeachingProcedures:
I.Lead-in
AskstudentssomequestionsaboutXiaohua.Ononehand,theycanreviewwhattheyhavelearned.Ontheotherhand,teachercanleadthemtothelearningoftheusefulwordsandphrasesinthisway
Q1.DoyoustillrememberXiaohua?
Q2.Whathashappenedtoher?
Q3.Whatisherattitudetowardsthedisease?
(Sheisabravegirl.SheisnotdiscouragedbyAIDS,instead,shetriesherbesttoencourageandhelpotherAIDSpatients.)
II.Learnandpracticeusingsomeantonyms
1)Askstudentstopayattentiontothetwowordsinboldandexplaintothemtheirmeanings,pointingoutthattheyhaveoppositemeaningsandthiskindofwordsarecalledantonyms.
2)Letstudentshaveacompetition.Trytofindtheantonymsofthefollowingwords.Letsseewhocandoitcorrectlyandquickly.
defenceless--defensive
infectwith--immuneto
protected--unprotected
incurable--curable
discourage--encourage
visible--invisible
3)Practiceusingtheseantonymsthroughexercises.
(Completethesentencesusingtheantonyms)
1.InFebruary2003somepeoplegot____astrangediseaseanddiedwithinamonth.
2.Althoughshemetmanydifficulties,Helenwasnot_____.Shecontinuedstrugglingwiththedisease.
3.Peoplethinkitaseriouscrimetoattack_______children.
4.AIDScanbetransmittedbyhaving______sex.
5.Havingfoundoutthatthegirlhasgotadiseasewhichis______andwilldiesoon,theboydecidetohelphertomakethelastdaysofherlifebeautifulandmeaningful.
III.Practiceusingsomeusefulwordsandphrasesinthetext.
(TranslatethefollowingsentenceswiththehelpofChineseoritalicwords.)
1.Thedoctor______(診斷)myillnessasarareskindisease.
2.Hehas_______（恢復(fù)）fromhisbadcoldandcangoouttomorrow.
3.Thediseasemakesherrealizehow_______（寶貴）lifeis.
4.Thedoctortoldhimthatthewoundhadbeeninfected,andthatthe___________（受感染的傷口）becomedeadlyifitisnotproperlytreated.
5.Theyarecertaintahtthisvirushasbeentransmittedthroughtheair,yettheyhavenotbeenabletoidentifythe___________（傳播的病毒）
6.Badnewsmaydiscourageapatient,soitisveryimportantthatdoctorstrytocheerupthe_______________（灰心喪氣的病人）
7.Firstthedoctortakesabloodsampleandhasittested.Thenhewillusethe________（經(jīng)過測試的血樣）tofindoutifitisaseriousdisease.
8.Youcannotdelaythetreatmentanylonger.Youmuststopworkingunlessyouwanttodealwiththerisksof______________.（延誤的治療）
IV.Completetheshortsummaryofthetextwiththeproperformsofthefollowingwordsandphrases.
breakdowntheimmunesystemleavedefenceless
infectwithlivewith
livelifetothefullestdieof
availabledeadly
alackofonthecontrary
AIDSisadiseasethatbreaksdownthebodysimmunesystemandleavesapersondefencelessagainstinfectionsandillnesses.PeoplegetAIDSafterhavingbeeninfectedwithHIV,thevirusthatcausesthedisease.TherearemillionsofpeoplewhodieofAIDSeveryyear.
Sofar,thereisnotreatmentavailableforthediseaseandAIDSpatientshavetodealwiththefactthattheymightdieyoung.Unfortunately,adeadlydiseasesuchasAIDSalsofrightensothers.Becauseofalackofknowledgeabouthowitgetstransmitted,peopleoftentreatAIDSpatientsasiftheywerebadordangerous.
Xiaohuaisa12-year-oldgirl.ThoughshehasbeenlivingwithAIDSfor12years,sheisnotdiscouragedbythedisease.Onthecontrary,itmakesherrealizehowpreciouslifeisandhowimportantitistolivelifetothefullest.
V.Setanewsituation,askingstudentstowritedownashortdialogue.Inthisway,theycanreviewandusethewordsandphrasesgagin.
Situation:TwowomenaretalkingwithanAIDSpatient.Writeadialogue,usingyourimaginationaswellastheusefulwordsandexpressionstahthavebeenmentionedabove.
VI.Homework
1.Previewgrammar
2.FinishwordstudyexercisesonSBandWB

TheSixthPeriod

Goals:
1.TolearntheSubjunctiveMood
2.TomakestudentsgetfamiliarwiththeSubjunctiveMoodandmasteritbyusingitindifferentsituations

TeachingProcedures:
I.Lead-in
1)ShowstudentsthepictureofXiaohuaandaskthemtwoquestions:
Q1.Youmustbequitefamiliarwiththisgirlnow,right?
(Right.SheisaXiaohua,agirlwhohasbeeninfectedwithAIDS.)
Q2.HowwassheinfectedwithAIDS?
(Shewasinfectedbybirth.)
2)Xiaohuawasborndyingandshehasnochoices.Butmanypeoplewhoreallyhavemanychoicesdon’trealizehowpreciouslifeisanddoalotofharmstothemselves.
1.Showstudentssomepicturesofpeoplewhosmokealot,drinkalotorevenhavedrugs,pointingoutallthesecanleadtodeadlydisease.
2.Basedontheabovetalking,teacherraisethefollowingquestions:
Iftheygoondoingthis,whatwouldhappen?
IfyouwereXiaohua,whatwouldyouliketotellthem?
Ifyouwereadoctor,whatwouldyoudo?
Ifyouwereoneofthem,whatwouldyoudo?
3.SomepeopledonottakeXiaohuaordoctorsadvices.Finally,theydie.
Iftheyhadnotdrunksomuchwine,hewouldnothavediedatsuchanearlyage.
Ifhehad(not)...,hewould(not)have...
Askstudentstomakemoresimilarsentences,usingtheSubjunctiveMood.
II.MoreSituations
1.ThewomaninthepictureisHelen,whohasbeenlivingwithAIDSformanyyears.Nowsheiscelebratingherbirthdaywithherdog.IfyouwereHelen,whatkindofwisheswouldyoumake?
2.Itissaidthatafallingstarcanletyourdreamcometrue.Ifyousawafallingstar,whatkindofwisheswouldyoumake?
3.Besidesafallingstar,amagiclampcanalsoletyourdreamcomtrue.Ifyouhadamagiclamp,whatwouldyouaskittodoforyou?
III.Homework
1.FinishallthegrammarexercisesonSBandWB
2.Reviewthewholeunit

Unit7Metropolises教案

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計劃和準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。你知道怎么寫具體的高中教案內(nèi)容嗎？以下是小編收集整理的“Unit7Metropolises教案”，相信您能找到對自己有用的內(nèi)容。

Unit7Metropolises教案
一.單元分析（UnitAnalysis）
（一）.單元地位（UnitPosition）
1.本課在對各個世界著名大城市進行描述時，談及了各個城市的特點和相互間的比較。教師可以圍繞“城市”這一主題，設(shè)計活動讓學(xué)生參與口語討論，加強對世界著名大城市的了解以及社會生活對于城市發(fā)展的要求。同時，增強學(xué)生作為城市中的一員的公民主體意識和社會責(zé)任感，回顧城市的歷史，關(guān)注城市的現(xiàn)狀，并且展望城市的未來。
2.本單元結(jié)束時，充分利用本課“城市”這一主題，學(xué)生圍繞“上海一日游”模擬擔(dān)任導(dǎo)游，介紹如今上海各景點及近年上海市政建設(shè)的新貌。
3.本課中出現(xiàn)的語法現(xiàn)象——過去將來時。課文在談及過去某一時間人們對于將來的展望時，多運用過去將來時加以描述。如，Atthattime,manyLondonersdidnotexpectthattheircitywouldchangeforthebetter.Somepeoplepredictedthatthepriceswouldgrowevenhigherinthecomingyears.由于這一語法現(xiàn)象大部分學(xué)生在初中階段已經(jīng)學(xué)過，教師所要做的就是在課堂教學(xué)中進行適當(dāng)簡短的復(fù)習(xí)，并加以一定的句型操練。
（二）.單元目標(biāo)（UnitTarget）
1.了解一些世界著名的大城市，比如課文中提到的NewYork,London和Tokyo，或課本100頁上提到的如Beijing,Shanghai,HongKong,Moscow等多個大城市。
2.復(fù)習(xí)并運用過去將來時。
3.能夠口頭描述某一地點（城市），如大小、交通狀況、天氣、景點以及優(yōu)缺點等等。
4.了解賓語從句的種類，學(xué)會寫復(fù)合句。
（三）.單元重點（UnitPoints）
1.關(guān)鍵詞：
語言知識類
gothrough,springup,one-tenthof,asplanned,dogoodtosb.,continuetodosth./doingsth.,cometrue
交際功能類
世界著名城市：Beijing,Shanghai,HongKong,Tokyo,Moscow,London,Paris,NewYork,Toronto,Brasilia,Johnannesburg,Cairo
2.功能：
1)Describingplaces（描述“地點”）參考課本第111頁UsefulLanguage
Howbigis(Tokyo)?
Itisverybig.Ithasapopulationofabout…
Whereis(thecenterofNewYorkCity)located?
Itislocatedon(ManhattanIsland).
Whatis(Tokyo…)like?
Itisaverybig,moderncitywithhigh-riseofficesandapartmentbuildingseverywhere.
It’sadirty,noisy,crowdedcitywithbusytrafficandshabbystreets.
It’sasmall(ancient,dirty,old,crowded,noisy,quiet)citywithalonghistorydatingbackto(the16thcentury).
It’sabigcitywherethetraditionalandthemodernmeet.
What’sitfamousfor?/What’sitbestknownfor?
It’sfamousforitsfriendlyandhonestpeople/pleasantclimate/deliciousseafood/beautifulscenery.
2)Expressingthewillorpredictionsinthepast（“過去將來時”用來表示過去的意圖或預(yù)言）
Inhislecture,theoldscientistsaidthatpeoplewouldbeabletotraveltoMars（火星）oneday.
Marklookedattheskyandthensaiditwouldrainthenextday.
3.語法點：
本課出現(xiàn)了過去將來時，應(yīng)作為本課的知識點重點教學(xué)。
二.教學(xué)設(shè)計（TeachingDesigns）
教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考
1Reading作為“城市”這一主題的引入，教師可以利用“Jigsaw”的配對方法，結(jié)合小組合作活動方式，讓學(xué)生將相關(guān)著名城市與其著名景點或昵稱等凡能表述其特點的條目進行搭配，從而引出一些新的詞匯。
可以利用課本上所給出的部分世界著名城市名稱，結(jié)合網(wǎng)絡(luò)上搜尋到的相關(guān)圖片，來介紹該城市特點。
在此基礎(chǔ)上，閱讀并講解課文，使學(xué)生對這些城市能有更深刻、更全面的了解。
[鏈接1]“Jigsaw”配對活動的操作建議課本第100頁——Highlights部分
2Listening作為教材第110頁的聽力部分，可以讓學(xué)生了解掌握如何描述一個自己去過的地方，并且學(xué)會從多方面比較兩個城市。同時建議教師可利用上海外語教育出版社出版的《英語（新世紀(jì)版）聽力》，開展相關(guān)主題的聽力活動作為對教材的補充。課本第110頁——ListeningPractice
補充聽力——Metropolises
3Speaking以描述地點為主要功能設(shè)計口語活動。
活動一：根據(jù)圖片猜測談?wù)撛摮鞘刑攸c。
活動二：情景對話。兩個同學(xué)合作準(zhǔn)備以“MyFavoritePlace”為題的對話，盡量表現(xiàn)出該地方的吸引人之處。句型可參見“UsefulLanguage”
活動三：模擬導(dǎo)游。假設(shè)學(xué)生擔(dān)任國外游客的導(dǎo)游，指導(dǎo)學(xué)生分組收集介紹上海景點及近年上海市政建設(shè)的英語圖片和其他各種資料，準(zhǔn)備導(dǎo)游介紹。
[鏈接2]模擬導(dǎo)游的一些具體教學(xué)建議。課文第111頁——SpeakingPractice
4Writing本部分內(nèi)容——
讓學(xué)生通過完成課本第112至113頁上的表格初步了解賓語從句的種類，并通過書本相關(guān)練習(xí)加以反饋，了解學(xué)生的掌握程度。
同時，課本的“寫句子”的復(fù)習(xí)已經(jīng)結(jié)束，建議教師指導(dǎo)學(xué)生就各種句型作一個小結(jié)。課文第112頁——Writing部分
5Structure過去將來時是本課的語法教學(xué)內(nèi)容。教師可以通過與賓語從句、間接引語的結(jié)合，幫助學(xué)生復(fù)習(xí)已學(xué)知識，并且進行口頭操練。課文第107頁——Structure部分
6Additional
Reading本部分與Unit7內(nèi)容直接相關(guān)，建議放在最后一課時。
本文出現(xiàn)的重要詞匯與詞組：flood,necessity,search,promise,pave,apeoplealwaysonthemove,intheearly20thcentury,rapidgrowth,worklonghoursforlowpay,inspiteof,improveone’slivingstandards,insearchof,communityservice,awayoflife
針對“國家/民族”這一話題，實際上是本單元“城市”主題的拓展和延伸?？山M織學(xué)生展開一次討論，議論城市發(fā)展帶來的好處和問題
[鏈接3]話題討論的教學(xué)建議課文第114頁——AdditionalReading
[鏈接1]
說明：
利用“Jigsaw”配對是開拓學(xué)生思維，提高學(xué)生興趣的好辦法。這一環(huán)節(jié)的運用既能發(fā)揮學(xué)生的積極主動性，又能使學(xué)生在小組活動中互幫互助。通過以小組方式呈現(xiàn)合作結(jié)果，讓全體學(xué)生都對本課所描述的三個城市有所了解，同時對于新的詞匯加以補充與學(xué)習(xí)。
1.教師準(zhǔn)備一些世界著名城市的圖片（可以從報紙或雜志上剪，也可從網(wǎng)絡(luò)上下載打印），以及對于這些城市的描述語句（相關(guān)變化：也可以是這些城市中的標(biāo)志性景點或代表性建筑的名稱或描述）
2.將上述兩組內(nèi)容中的第一組（即城市圖片）分別發(fā)給各個小組，先讓他們討論得出這個城市的特點。
3.然后各小組派代表到教師處找到這個城市的標(biāo)志性建筑。每次只能上來一位同學(xué)，而且同一位同學(xué)不能重復(fù)上來。
4.最先找到所給城市的所有代表性建筑的小組獲勝。
5.最后，教師通過幻燈片進行小結(jié)。
相關(guān)城市可以如：
Cities/MetropolisesLandmark
LondonBigBen,TowerBridge,BuckinghamPalace
NewYorkCity“BigApple”(nickname),StatueofLiberty,EmpireStateBuilding
[鏈接2]
說明：
模擬情景的活動貼近學(xué)生的日常生活，大大激發(fā)學(xué)生投入語言操練和實踐的興趣和積極性。該活動著力體現(xiàn)了語言的社會交際功能，也是真實的、具有可操作性的任務(wù)。通過收集整理資料，準(zhǔn)備導(dǎo)游介紹詞，學(xué)生增加了對于上海這個他們生活著的國際化大都市的了解和熱愛，在小組準(zhǔn)備的過程中，學(xué)生也獲得了互相溝通交流信息、合作完成任務(wù)的語言學(xué)習(xí)和鍛煉的機會。
1.整個班級可以分為浦東、浦西兩大組。視班級人數(shù)多少，教師在兩大組的基礎(chǔ)上再分為4至5人或6至8人的小組。
2.一個小組只承擔(dān)若干或一個景點的介紹，收集介紹上海景點及近年上海市政建設(shè)的圖片、幻燈、文字信息等，準(zhǔn)備導(dǎo)游介紹。
3.屬于浦東和浦西的組員中各推選一位導(dǎo)游，負責(zé)將下屬各個小組所介紹的景點設(shè)計成合理的參觀路線，并準(zhǔn)備串聯(lián)詞。
4.課堂上教師作為來滬的游客，兩位導(dǎo)游全程陪同游客游覽上海浦東浦西各大景點，其間可由相關(guān)景點的負責(zé)小組介紹各景點，全班幫助教師完成行程。
5.可以參考介紹的景點有：
上海大劇院theGrandTheatre
國際會議中心theInternationalConventionCentre
東方明珠電視塔theOrientalPearlTVTower
盧浦大橋theLupuBridge
上海海洋水族館ShanghaiOceanicAquarium上海博物館ShanghaiMuseum
豫園YuGarden
南京路步行街NanjingWalkingStreet
城市規(guī)劃館ShanghaiCity-planningMuseum
外灘theBund

[鏈接3]
說明：
這個話題值得學(xué)生們思考與討論。這也是當(dāng)下熱門話題“可持續(xù)發(fā)展”所要解決的問題。作為身處國際大都市的公民，學(xué)生們可以通過這樣的討論和思考，增強自己的主人翁意識和社會責(zé)任感。
1.教師引導(dǎo)學(xué)生回顧本單元的課文，其中所介紹的三個城市各有千秋，也有其存在的問題。
2.在比較和分析課文之后，引出話題：現(xiàn)代城市發(fā)展給人們帶來的好處和相應(yīng)而來的問題。從而幫助學(xué)生學(xué)習(xí)以全面的眼光看待事物。
3.指出“Eachcoinhastwosides”的事物兩面性，引導(dǎo)學(xué)生積極思考相應(yīng)的解決方案。
4.此話題可以直接在課堂上展開全班范圍內(nèi)的討論，也可采用辯論的形式，將全班學(xué)生分成兩大組，分別說出城市發(fā)展的優(yōu)點和問題。目的還是引導(dǎo)學(xué)生積極思考并全面分析事物。
5.要指出的是，這類實踐活動對于學(xué)生的口語水平要求較高，教師可以視本班學(xué)生的具體情況而定。

Unit7TheSea教案

一名優(yōu)秀的教師就要對每一課堂負責(zé)，作為教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助教師能夠井然有序的進行教學(xué)。您知道教案應(yīng)該要怎么下筆嗎？以下是小編收集整理的“Unit7TheSea教案”，歡迎您參考，希望對您有所助益！

Unit7TheSea教案
Lesson1TheSpiritofExplorers
Grammar：定語從句
寄語：Agoodmedicinetastesbitter.良藥苦口。
Learningaims:1.關(guān)系副詞where/when/why引導(dǎo)的定語從句
2.介詞+which/whom引導(dǎo)的定語從句
Learningdifficultpoint:關(guān)系詞在定語從句中所做成分的判斷
LearningSteps:
Step1合并下列句子為含定語從句的復(fù)合句（B級）
1.Themanisapoliceman.Heisshakinghandswithmyfather.
2.TheprofessorhasgonetoShanghai.Youwishtoseetheprofessor.
3.Chinaisacountry.Chinahasalonghistory.
4.Iliveinaroom.Itswindowsfacethesouth.
Step2知識回憶（B級）
你能回憶起所學(xué)定語從句的知識么？
1.概念：
2.定語從句由引導(dǎo)，修飾前面的詞，并在句中做語。我
們上學(xué)期學(xué)習(xí)了關(guān)系代詞_______________________________
________引導(dǎo)的定語從句。
3.劃出以下句子的定語從句，關(guān)系詞，先行詞，并且在句中所做的
成分。
Theytalkedaboutthemenandthethingsthattheysaw.
Step3定語從句（1）（B級）
這一課時我們將學(xué)習(xí)關(guān)系副詞when,where,why引導(dǎo)的定語從句：
1.when在定語從句中表時間，作狀語，其先行詞往往是表示時間的名詞，如：time,day,season,age,occasion等。
Ican’tforgetthenightwhenIcametothefarm.
翻譯：
1.where在定語從句中表示地點，作狀語，其先行詞通常是表示地點的名詞。如place,situation,city,town,factory,case,等。
Thefactorywherehisfatherworksisinthewestofthecity.
翻譯：
WewenttovisittheplacewhereLincolnonceworked.
翻譯：
2.why在定語從句中表示原因，作狀語，先行詞一般是reason。
ThatisthereasonwhyIdidso.
翻譯：
Idon’tknowthereasonwhyhedidn’tcometoschoolyesterday.
翻譯：
請完成英語課本第九頁第十題。
Step4定語從句（2）（B級）
1.介詞+關(guān)系代詞（which,whom）引導(dǎo)的定語從句
介詞+which在定語從句中充當(dāng)時間，地點，原因狀語，相當(dāng)于when,where,why.其介詞可根據(jù)先行詞和定語從句中的謂語動詞來判斷。
A.when相當(dāng)于at/in/on/during等+which.
ThedateonwhichhejoinedthePartywasJuly1，1984.
翻譯：
B.where相當(dāng)于at/in/on/等+which。
Thehouseinwhichhelivedisalibrarynow.
翻譯：
C.why相當(dāng)于for+which.
Isthatthereasonforwhichhewasabsentfromclass?
翻譯：
2.介詞+which/whom,關(guān)系代詞作介詞的賓語，這是我們學(xué)習(xí)定語從句的重點，也是高考的常考點。which指物，whom指人。在這種結(jié)構(gòu)中，介詞的選擇非常關(guān)鍵,可根據(jù)定語從句所修飾的名詞或代詞來選擇介詞。也可根據(jù)從句的相關(guān)動詞來選用。
ThisistheprofessorfromwhomIhavelearntalot.
翻譯：
HaveyouseethepenwithwhichIwritemyhomework.
翻譯：
Inthedarkstreet,therewasn’tasinglepersontowhomshecouldturnforhelp.
翻譯：
在日常英語中通常把介詞放在從句的句末，省略關(guān)系詞which/whom。
Thisistheprofessor(whom/that)Ihavelearnedalotfrom.
Thisisthecamera(which/that)heoftentakesphotoswith.

I單項選擇（C級）
1.Thatisthewriter____alotofbookswerewritten.nCwA
A.bywhomB.whoC.whoseD.whomni!I
2.Thisistheplace____hestayedlastyear.uf(FA)
A.whichB.inwhereC.inwhichD.inthatAyc)cs
3.Theexhibitionin___thepicturesareonshowisonthesecondfloor.Pjp
A.whichB.thatC.whereD.itK.
4.Thisshirtisliketheone___wesawyesterdayinthatshop___Johntoldusabout.
A.that,whichB.which,whereC.whom;thatD.which,inwhich
5.Galileobuiltatelescope_____hecouldstudytheskies.%
A.withwhichB.throughwhichC.throughthatD.which/T
6.Iwillneverforgettheday____westudiedtogether.AvM%
A.atwhichB.onthatC.atthatD.onwhichZ
7.Thepencil____hewaswritingwasbroken.`(CUsN
A.whichB.thatC.withthatD.withwhichLjZ
8.Theyoungwoman_____Ispokejustnowisayoungdoctor.zF
A.whoB.towhomC.whomD.that{T
9.Ilikethehouse_____windowsfacesouth.
A.whoseB.who’sC.itsD.itsO[x
10.Doyouknowthestudent_____?^fJ+5
A.whomIoftentalkB.withwhoIoftentalk0F6F%j
C.IoftentalkwithD.thatIoftentalkH6?
11.Wouldyoutellmewheretogetthedictionary_____?umL
A.whatIneedB.IneedC.whichIneeditD.thatIneedit;
12.Charlietoldhismotherall____had[emailprotected],.
A.thatB.whatC.whichD.who9xA
13.Thisisthemuseum______wevisitedlastyear.(eT$]U
A.whereB.inwhichC.whichD.inthat?Z(
14.Thestudentswereinterested____youtoldthemyesterday.w^@F_
A.inwhichB.inthatthisC.allthatD.inevery{
15.What’sthenameoftheprogram________?Ze4l
A.whicharelisteningB.youarelisteningto2%6Y3Z
C.tothatyouarelisteningD.thatyouarelisteningTSd[
16.Beijing,______isthecapitalofChina,isabeautifulcity.
A.that　B.it　C.which　D.／
17.Thatsthehotel_______lastyear.
　A.whichwestayedB.atthatwestayed
　C.Wherewestayedat　D.wherewestayed
18.Thedoctordidall________tosavethewoundedboy.
　A.whathecouldB.hecould
　C.everythingwhichhecouldD.forwhichhecoulddo
19.Theplace_________youarestandingusedtobeanoldchurch.
　A.which　B.where　C.that　D.when
20._________youknow,heisafamousmusician.
　A.As　B.which　C.That　D.／
II課本第十頁第11題。

小結(jié)反思：
______________________________________________________________________________________________________________________

Unit7TheSea當(dāng)堂檢測卡（3）
Grammar：定語從句
日期：班級：
姓名：層次：評價：
I單項選擇（B級）
1Ihavemanyfriends,____somearebusinessmen.
AofthemBfromwhichCwhoofDofwhom
2Withherhusbandkilledintheaircrash,Mrs.Liuremarriedarichman,_______wereallmarried.
AthechildrenofwhomBthechildrenofwho
CwhosethechildrenDallofhischildren
3Thatsthehotel　lastyear.
A.whichwestayedB.atthatwestayed
C.wherewestayedatD.wherewestayed
4Thenovel,thecover____isveryold,iswrittenbyafamousAmericanwriter.
AofitBofwhichCofthatDofwhat
5Thewolveshidthemselvesintheplaces______couldn’tbefound.
AthatBwhereCinwhichDinthat
6.Isthisthemuseum　youvisitedtheotherday?
　A.that　B.where　C.inwhich　D.theone
7.IbegantoworkinBeijingintheyear　NewChinawasfounded.
　A.when　B.that　C.which　D.where
8.Thereisnodifficulty　cantbeovercomedintheworld.
　A.that　B.which　C.who　D.what
9.Whoistheperson　isstandingatthegateofBeijingTourismTower?
　A.who　B.that　C.which　D.whom
10.Thiswasthesupermarket　Iboughtthiskindoftin.
　A.where　B.that　C.who　D.which
11.Thisisthelasttime　Ishallcomeheretohelpyou.
　A.that　B.which　C.when　D.what
12.Theplace　youarestandingusedtobeanoldchurch.
　A.which　B.where　C.that　D.when

II].用適當(dāng)?shù)慕樵~+關(guān)系詞填空（C級）
1Theteacher___________IlearntmostwasMrs.Zhu..j3
2.Mathematicsisthesubject________Iammostinterested.
3.Thisisthehouse___________________Iwasborn.9
4.Isthatthegirl________________youlentyourbicycle?
5.Thisisthecarhepaidahighprice.
6.Thesearethethings_______________Ispokejustnow.h
7.Isthatthefish______________youaskedthewaiter?t.
8.Themoonisaball_____________therearenoliving[emailprotected]
9.Waterisveryimportanttofish,____________itcantlive.:W
10.Welovethevillage______________weworkfortwoyears.q

錯因與糾正：