概要：unin 14 Roots-Lesson 55-56教学设计方案Lesson 55Step 1 Revision1Check the homework exercises.2Get 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
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教学设计方案Lesson 55Step 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.
教学设计方案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.