【正文】 It is the father who is a doctor that is to blame for the spoiled child.StepⅤ. Homework Unit19 Communication Workshop 教案Teaching plan Objectives 1. To practice writing a formal letter 2. To practice using linking words for condition (as long as?！锿卣?be in focus清楚的 ■運用：翻譯下列句子。 You broke that vase on purpose.8. be aware of 知道，意識到realize, be aware that…知道，意識到■運用：翻譯下列句子。They had a wonderful holiday, despite the bad weather．盡管天氣不好，他們的假日還是過得極為愉快。For me, the pleasure of studying consisted in the process, not results. (2)這個醫(yī)療隊包括5名醫(yī)生和10名護士。 She looked at her son with approval. (2)她想贏得父親的同意。 Your bicycle resembles mine. (2)你非常像你的母親。The new song caught on really quickly. (2)我明白了他的意思。s not interested in the book. 我認為他對這本書不感興趣。如：I know little about him except that he lives downstairs. He differed from his classmates in that he devoted his spare time to reading. Mary wrote an article on ______ the team had failed to win the game.A. why B. what C. who D. that注意2:it作形式賓語的情況1．和it作形式主語一樣，我們常用it來作形式賓語，把真正的賓語從句放在句末。 1) Please give the book to _____ wins the first prize.2)_____ es back first will win the first prize.3) It was a matter of _____ would take the position. 4)I don’t think that Bob will e here again today. Please give the book to _____ es here first.5) I’m wondering _____ he expects will win the gold medal in the men’s Single.6) Those children were driving me mad. I feel sorry for _____has to be their babysitter.7) It is said that the famous football star is willing to play for _____ would pay him three million dollors a year.8) _____ you have praised should try to make more progess in the future.9) He is so kinkd as to help _____ asks him for help.10) The chief manager has decided to put _____ he thinks is energetic, clever and has good qualities in the position of the leadership of the pany.總結：引導詞用主格還是賓格（尤指who,whom,whoever,whomever），決定于它在賓語從句中作主語還是賓語。 that C. when。 what D. what。他們也可以引導讓步狀語從句，相當于no matter who/ what/ which。1當主句是I/ We think ( suppose, expect, believe, guess, imagine) 時，其后的賓語從句如果是否定形式，常把否定詞not從從句中轉移到主句中，成為否定的轉移。但從句中有or not時或介詞賓語從句中只能用whether連接。例 We believed that he had earned enough money to build a 。例 Where and when he was born has not been found. 他出生在何時何地還不知道。Winning a scholarship gave him the chance to go to a college in one of the northern states，where black people had equal rights and were free to live, study and work as they wished. StepⅣ. Grammar learning In this task, students are going to know and learn the four kinds of noun clause.GrammarNoun ClausesLearning objective: How to use Noun Clauses Key amp。據(jù)人們推測, 未來的某些工作將由電腦代替。 Joy and happiness surround you (3)部隊已將該城包圍。(1)如果他回來了，請告訴我。s fast. (2)一個人很難使自己適應他人的習慣。 他遲到的可能性很小。 watching English DVD。(1)adjust sth. (to sth.)調整(以適應/適合) (2)adjust to (doing) (做)某事(3)adjust oneself to …… 運用：請翻譯下列句子。It took her a long time to adjust to living alone America.(6)動物能使自己適應生存環(huán)境。 He was informed that he had been fired.7. surround v. 包圍 ★拓展：surrounding adj. 周圍的 (復數(shù))■運用：用surround翻譯下列句子。The medicine will ensure us a healthy body.重點句型：1. It was predicted as early as the 1700s that English would one day be the global language and that has proved to be the case in the last few ，就有預言說，總有一天英語會成為全球性的語言，而最近幾十年的情況證明了這一預言。結構分析:該句中的being able to speak more than one language為動名詞短語作主語，泛指經(jīng)常性的一般的情況；how引導一個表語從句。The important thing is what you do, but not what you say. 重要的是你做什么，而不是說什么。但為避免頭重腳輕，可以用it作為形式主語，而把主語從句放到后面。同位語從句一般跟在某些表示抽象概念的名詞后（如news, idea, information, fact, hope, thought, belief等），用來說明名詞所表示的具體內容，引導同位語從句的連接詞通常有that, whether和連接副詞when, where, why, how；連接代詞who，what，whose，which通常不能引導同位語從句。例 I could say nothing except that I was ，只是感到生氣。be sure 用于肯定句或疑問句時，后接that引導的名詞性從句；用于否定句時，后接whether/ if引導的名詞性從句。 that。 that D. what。 who do you think 11. How surprising _____ he should have refused to e!A. is he that B. he is that C. is it that D. it is that總結：在名詞性從句中一律用陳述句的語序，即使從句表達的是疑問含義。 / D. As。3．在take, hide, see to, insist on, depend on等動詞以及一些表示好惡的動詞（enjoy, hate, like, love, don39。名詞性從句的難點和考點 答案難點1. AACAC/BBAAC/AADB難點2. DACAB/DAABD/D難點3. whoever/ whoever/ who/ whoever/ who whoever/ whoever/ whomever/ whoever/ whoever難點4. DD / ABC/ CC/BCA難點5. AStepⅥ. HomeworkUnit19 lesson2 Varieties of English教案Teaching Aims:1. To practice listening strategies for identifying different English accents2. To develop awareness of different English expressions in different countries.3. To practise using phrasal verbs.Teaching difficulties:1. To practice listening strategies for identifying different English accents2. To develop awareness of different English expressions in different countriesTeaching Aids: CAITeaching procedures:StepⅠ. Warming up Have a free talk with the following questions:1. What’s your native language? 2. Do you speak Cantonese? Do you speak Hakka? 3. What about our native language? What’s the native language for all of us? 4. What about the native language for the following countries? 5.. How many countries can you name where English is the native language? Do all these English speakers sound the same? Canada, the USA, Ireland, New Zealand, Australia, Britain. No. The English language has different varieties.StepⅡ. Prelistening Task1: answer the question: How many countries can you name where English is the native language? Do all these English speakers sound the same?Task2: Match the British English words with the American English ones in the list below.StepⅢ. Listening Task1: Listen to the dialogue and decide if these statements are true (T) or false (F).Task2: Listen to the sentences and decide whether they are spoken in an American accent (A) or a British accent (B).Task3: Listen to these sentences and decide whether they are spoken in an Australian accent o