“是她”通过精心收集，向本站投稿了14篇高二Unit 7 教案LIVING WITH DISEASE，以下是小编收集整理后的高二Unit 7 教案LIVING WITH DISEASE，欢迎阅读与借鉴。
- 目录
篇1：高二英语unit7课件
高二英语unit7课件
一、教案背景
1，面向学生： 高二
2，学科：高二英语选修七Unit 1 Living well 3，
课时：period 2 4，
学生课前准备：
①小组内相互预习新单词。
②各小组派代表讲述每一段的大意。
③布置预习任务，要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事。
二、教学目标
1. 知识目标
a. 掌握以下重点词汇和短语
ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.
b. 理解和运用以下重点句型 1. I have to adapt to my disability.
c. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. 能力目标
a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
b. 让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但 他们在日常生活和工作中比健全人面临着更大的挑战。
3.情感目标
a. 结合个人经历，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。加强合作意识、陶冶情操，培养正确的审美观和价值观。
b. 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。
三、教材分析
Living well高中英语选修7 第一单元的内容。本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。它在整个单元教学中占有十分重要的地位。这是对新课程目标中情感态度与价值观培养目标的全方位体现。
四、教学过程
Step1.Leading in(导入)
从提问入手引出残疾人的话题，通过观看影片和猜测游戏让学生了解这些残疾人的顽强意志及其取得的辉煌成就。
1)Ask students a questions
Do you know her name? What’s her disability? What’s she famous for? Play a video for students to watch.
视频：(播放《千手观音》片断)
2)A guessing game
Who are they? What are their disabilities? What’s their achievements?
Show the pictures of Edison, Stephen Hawking, Beethoven, Hellen Keller and Zhang Haidi.
Step2. Warming up
让学生将书本上的四幅图对应的人物与其取得的成就进行配对。让他们了解残疾的种类，简短地讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元的.Reading部分精彩故事做好了铺垫。
Gao Qiang 1. represented her country in an athletics competition and won a gold medal in the 50-meetre race.
Barry 2. owns a personal website on the Internet.
Sally 3. played a major part in the school play; takes singing and dancing lessons after school.
Rada 4. passed the university entrance exam; will train to be a teacher.
Step3. Pre-reading
通过介绍“Family village”，让学生说出这一网站的目的，重点在于该网站不仅对残疾人大有帮助，而且对健全人也同样有所裨益。以激发学生的阅读兴趣。
1.To give ordinary young people with a disability the chance to tell their personal stories.
2. Other disabled people also find the website beneficial.
3. The website is also a way for non-disabled people to understand more about how challenging life can be for people with disabilities.
Step4 . Reading
课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
让学生通过略读填写下面信息表，以帮助学生了解Marty的疾病给生活带来的困难和他如何克服这些困难并取得成就的;并掌握scanning的阅读技巧，提高他们的阅读速度和快速寻找信息的能力。
五、教学反思
本节课通过形象的视频展现给学生逼真的画面，让学生更加的懂得残疾人和我们一样，我们应该尊重他们，而且要学习他们自强不息，坚忍不拔的精神。通过快速阅读和细读的训练，学生的阅读水平有了进一步的提高，另外还需要加强学生对课文的概括能力。
篇2：人教版高二unit7 Living with disease
The First Period Warming up and Speaking
Time: November 9
Teaching goals 教学目标
1. Target language目标语言：
a. 重点词汇和短语
AIDS, drug, cocaine, heroin, smoking, drinking, in one’s opinion
b. 交际用语 supporting and challenging an opinion
In my opinion,
I think that..., because...
First,...
One reason is that…
For example，...
If we/they were to ..., we/they could ...
Perhaps, but what if/about ...?
Have you thought about ...?
What makes you think that ...?
Could you please explain ...?
If I were you, I would ...
2. Ability goals能力目标
Enable the students to decide which of the four problems is the most serious and tell the other members why the problem is the most serious. Enable the students to talk about some serious problems in English and support and challenge an opinion with suitable expressions.
3. Learning ability goals 学能目标
Help the students learn how to decide a serious problem.
Teaching important points教学重点
Let Ss learn to use the structures of supporting and challenging an opinion.
Teaching difficult points 教学难点
How to challenge an opinion.
Teaching methods教学方法
1. Looking at the pictures (individuals). 2. Work in groups of four. (cooperative learning).
Teaching aids教具准备
1. A computer 2. A projector
Teaching procedures & ways教学过程与方法
Step Ⅰ Revision
The Ss check their writings each other.
Step Ⅱ Preparation
Showing the courseware to the Ss.
T: Look at the pictures on the screen. Each of them is a picture about a problem. What do you see in the pictures?
(the pictures about AIDS patient in hospital, a drug-user, a smoking person and a drinking person)
Sa: In Picture 1, a person who has got AIDS is being treated in hospital.
Sb: In Picture 2, a person is using drugs by injecting.
Sc: In Picture 3, a person is smoking.
Sd: In Picture 4, a person is drinking.
T: All of you are right. And you know AIDS, drugs, smoking, drinking, and so on are serious social problems. And today we will talk about these problems. Please open your books on Page 50.Let’s come to the part--SPEAKING. At first please look at the requirement. Here I have four kinds of role cards. On each role card there is a word AIDS or drugs or smoking or drinking, which stands for one of the four problems listed. You will choose one role card. For example, if you choose a card with AIDS, you think AIDS is the most serious and you must try to find enough proper reasons to prove your view. Of course if you think some other problem is the most serious, you can make your own role card. Are you clear?The teacher can let each group choose one of them freely
Ss: Yes.
Give out the role cards.
T: OK. You have several minutes to prepare. And each should state your reasons why you think the problem is the most serious. When you state, you can use the useful expressions given below on Page 50. OK. Please begin.
Step Ⅲ Speaking
T: OK. It’s time for you to do some oral practice. Each group should choose one student to state your reasons.
Ga: We think drinking is the most serious problem. One reason is that drinking too much is bad for our health. Many diseases are caused by drinking. The second reason is that sometimes drinking may ruin some important meetings, negotiations and so on. And the last one is that drinking can threaten our lives. It is reported that many traffic
accidents are caused by drinking too much. So we think drinking is the most serious one.
Gb: We don’t agree with you. Have you carefully thought about smoking? In our opinion, smoking is the most serious.
Step Ⅳ Homework
1. Tell the other students why you think one of the four problems is the best one, using at least four or five sentences.
2. Do the Talking on page 124 in groups. (If in class there is no time to do the talking on page 124)
Record after teaching : The Ss are familiar with AIDS and they are active in class .
2nd Period Reading Time: November 10
Teaching aims : Let the students know more about AIDS.
Important & difficult points : How to improve the Ss’ reading ability .
Teaching methods : 1. Fast reading to get the general idea
2. Careful reading to master the detailed information .
3. Discussion to help the students understand the passage better
StepⅠPre-reading 1) Q1: What do they look? Show the picture of a father
and his son. (The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look? Show the students some pictures of AIDS patients. (If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it? Show more pictures of people infected with HIV or AIDS. (I?m afraid not. Like any father, ?Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of ?.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life? Our text is about Xiaohua?s life. What questions do you think will be answered in the text? 1._______________ 2._______________ 3._______________ 4._______________ II. While-reading 1) Skimming: Q: What’s Xiaohua’s attitude towards her disease?
Step Ⅱ Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in ? 3)
Step Ⅲ Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
2.AIDS is a hidden enemy. If a person doesn’t know he has got AIDS and he offers blood, there will be a lot of people who can be infected. In this way, many people will suffer this kind of incurable disease. And people can contract AIDS in other ways such as unprotected sex, birth, injection and so on.
Gd: But if we improved our medical condition and treatments, we would find good ways to cure AIDS patients. And people who have got AIDS have normal minds and can make contributions to society for some years. But What about taking drugs? As we know, drugs like cocaine and heroin are disastrous substances. Once people take drugs, they will be addicted to it day by day. Even when they realize that they are wrong, they can’t control themselves. They can do nothing but spend endless money on drugs until they have nothing left. And at last they will end up in terrible and unbearable death. Taking drugs not only can do harm to one’s health and spirit, but the family, even society. So I think it is the most serious social problem.
AIDS is an incurable disease, the AIDS virus cannot be transmitted to others by communicating between people. Therefore it is safe
to stay with people with AIDS. And I think we should keep it a secret because it is good for my son and others. In this case, others will not look down upon my son and
it cannot cause others’ fear.
StepⅣ Post-reading
1) Questions (Much of the answers to these questions can be referred to the reading material on P127.) Q1: Why is AIDS a deadly disease? (Break down/ defenseless/treatment/not available/incurable)
Q2: Why do the young suffer the most? (As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from? (Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation? (By the government: By specialist and doctors: By other people: By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do? (not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes? (I wish I could remember If I were to live long … I wish people could… If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do? 2) Creation ? AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students. ? Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech. StepV Homework
1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
Record after teaching : It’s easy to understand the text , the Ss could do the reading exercises correctly .
Time: November 11
Teaching aims : 1.Learn the useful expressions well .
2.Understand the text exactly
Important points : a lack of , persuade, break down, die of/from, b cheer up, suffer from…etc
Difficult points : To understand the sentences with special verb-forms
Used in the Subjunctive Mood .
Language points:
The Forth Period
Teaching Time: November 14
To learn about some antonyms?
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
StepI. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
StepII. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. Defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible
3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)
1. In February some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
StepIII. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
IV. Complete the short summary of the text with the proper forms of the following words and phrases. break down the immune system leave defenseless infect with live with live life to the fullest die of available deadly a lack of on the contrary AIDS is a disease that breaks down the body's immune system and leaves a person defenseless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year. So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous. Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
StepV. Set a new situation, asking students to write down a short dialogue.
In this way, they can review and use the words and phrases again. Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions that have been mentioned above.
StepVI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
Step V. Record after Teaching
Comparing with the words is very easy to make students grasp the antonymy.
The 5th Period
Teaching Time: November15
To learn the Subjunctive Mood? To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
StepI. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS? (She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.
StepII. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
StepIII. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
StepIV. Record after Teaching
The Ss couldn’t remember the rules quiet well .
The sixth Period Writing
Teaching Time: November 16
Aims : Learn more about
Do some writing practice to improve the Ss’ writing ability .
Important & difficult points : How to write a personal narrative essay .
Step I. Leading in
Hello, everyone. We have learned a lot about HIV and AIDS. Today let’s learn about something else about illness. When you not sure about your illness, you must see a doctor. What will happen when you go to see a doctor? See the picture and talk about it. When the doctor tells you what is wrong with you, what do you react? If you have a serious illness, what’s your reaction?
Picture 1: Mother, you and a doctor at a clinic.
Picture 2: The doctor is giving you some medicine and telling you to have a good rest.
Picture 3: The doctor says you probably have HIV or AIDS.
Step II. Discussing
Now you are divided into groups and discuss the following questions:
(1) How did cancer change the writer’s life?
(2) What would you do if you suffer from a serious illness?
(3) Describe how happy you are when you meet a pleasant event.
StepIII. Pre-writing
1. Ss read the passage on P127 and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
While-writing
1. Ss write a short paragraph to explain why you think that the problem you have chosen is most important and suggest what could be done to solve the problem.
2. Ss exchange their writing and correct the mistakes.
3. Ss rewrite the process again.
After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to reasoning.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 129. It is very important to improve their learning and let them have a sense of achieving gradually.
Step V. Record after Teaching
__________________________________________________________________
Writing is difficult for the Ss
The seventh Period
Teaching time: 17
本单元检测题
第一节 单项填空(共15小题,每小题1分，满分15分)
从 A,B,C,D 四个选项中,选出可以填入空白处的最佳选项。
11. ---I am looking for ______ sweater for my son.
---OK. Here's _______ nice cotton one for $38.
A. a; the B. the; a C. a; a D. the; the
12. He is ____ old man. He lost his left leg when he was _____; at the age of_____ he last his parents.
A. 80-year-old; 8; 18 years old B. a 80-year-old; 8 years old; 18
C. an 80-years-old; 8 years; 18 D. an 80-year-old; 8; 18
13. Chen Wei and Susan were walking down the street _______ they saw an accident. Susan stayed to look after the wounded _________Chen Wei went to make a telephone call.
A. while; when B. when; while C. when; when D. while; while
14. I was really anxious about you. You ________ home without a word.
A. mustn’t leave B. shouldn’t have left
C. couldn’t have left D. needn’t leave
15. It ________ last night, for the ground is still so wet .
A. must rain B. must have rained C. might rain D. should have rained
16. With all my homework __________ in time, I went home happily.
A. finish B. finishing C. finished D. had finished
17. Please do be careful while __________ the road as the traffic is so heavy.
A. cross B. to cross C. crossing D. crossed
18. Can you ______ the difference between the two villas?
A. say B. explain C. tell D. speak
19. This is the only one of the books __________by all the middle school students.
A.which is enjoyed B. that are enjoyed C. that is enjoyed D. that enjoys
20. Is it really true ________ Bob asked all the airlines to fly the pop stars for free?
A. how B. that C. why D. whether
21. --Excuse me, is this case mine, Betty?
--Sorry, but it belongs to ________, though it is similar to ________.
A. me; yours B. mine; yours C. me; you D. mine; you
22. Mrs Pattis gave us another wonderful talk, _______ of great importance to our English study.
A. I think which is B. I think it is C. which I think is D. which I think it
23. --There's a flower show in the nature park. Shall we go and see it?
--__________.
A. Quite well B. Yes, please C. Good idea D. No problem
24. Paula refused the invitation to David's party the next week, ________ of course made
him puzzled.
A. what B. where C. when D. which
25. Sorry. I took your schoolbag ___________.
A. by mistake B. by a mistake C. without a mistake D. with mistake
第二节 完形填空（共20小题，每小题1分，满分20分）
阅读下面短文,掌握其大意，然后从26---45各题所给的四个选项（A、B、C和D）中,选出最佳选项。
Ben and his wife Susan were on their way to have dinner with their friends, Ian and Betty. It was a dark, 26 night, and they did not know the road very well. They 27 through Cookstown, until they found 28 they thought was the road to Dorling, where Ian and Betty 29 . But it soon became 30 that they were not on the road to Dorling at all. The road that they were on was getting 31 , and there were no other 32 on it. The wind was blowing 33 with every minute that passed.
Now they went past a small church, and then two houses without 34 on. There was nobody to find who could tell them 35 they were. Just then Ben caught sight of a telephone 36 , fifty metres or so ahead. They planned to telephone Ian and Betty for 37 , so they moved a little bit and 38 their car in front of it. Ben got out of the car and was trying hard to 39 the door of the box when Susan saw a 40 making telephone in the box. They had to 41 for quite a long time in the freezing wind 42 the door opened, and 43 came the young lady. It was
44 else but Betty, one of the friends they had been 45 for.
26. A. sunny B. fine C. windy D. snowy
27. A. looked B. walked C. came D. drove
28. A. how B. which C. where D. that
29. A. lived B. worked C. stayed D. studied
30. A. sorry B. certain C. clear D. known
31. A. longer B. shorter C. wider D. narrower
32. A. buses B. trucks C. cars D. people
33. A. harder B. faster C. stronger D. weaker
34. A. phones B. lights C. radio D. window
35. A. what B. which C. where D. who
36. A. box B. card C. call D. message
37. A. ideas B. advice C. information D. help
38. A. slowed B. found C. started D. stopped
39. A. break B. shut C. open D. knock
40. A. boy B. man C. friend D. woman
41. A. keep B. stay C. sit D. wait
42. A. as B. after C. until D. when
43. A. up B. out C. down D. in
44. A. nobody B. anybody C. somebody D. everybody
45. A. sending B. waiting C. looking D. asking
第三部分： 阅读理解（共20小题，每题2分，满分40分）
阅读下列短文,从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
There are many songwriters, but none quite like Noralee Dahl from Torrance, California. The 55-year-old songwriter will write a song for anyone. Just give her a call, and in about thirty minutes she will play an original (最初的) song just for you over the telephone.
Noralee calls her operation “phone-a-song.” As soon as she receives a request by telephone, she starts writing. The cost is fifteen dollars a song, plus three dollars for a tape of her song.
Noralee’s songs are a blend (混合) of country and popular music. She does the singing --- which she has been doing since she was three years old --- and the guitar playing. So far, Noralee figures she has wrote about 500 songs.
46. Who does Noralee write songs for?
A.Some pop stars. B. Anyone who calls to ask for songs.
C. Those who love her songs. D. Anyone who telephones her.
47. What does the word “figures” mean?
A. numbers B. wishes C. learns D. hopes
48. The best title is _____.
A. Noralee’s phone-a-song B. Selling songs
C. Over the phone D. Songwriters and Noralee
B
Among other buildings in a certain town, there is a house for poor people. They go there when they have no money and no where to live. It’s called a workhouse.
Oliver twist was born there. His mother, a young woman, lay ill in bed. A doctor and an old woman stood by her side.
“Let me see the child, and die,” she said.
“Oh, you must not talk about dying yet,” said the doctor.
“No, dear,” said the old woman. “You are too young to die.”
The young woman shook her head and held out her hand towards the child.
The doctor put the child in her arms. She pressed her cold white lips (嘴唇)to its face, and then fell back --- and died.
“She’s dead,” said the doctor. “Where did she come from?”
“She was brought here last night,” said the old woman. “She was lying in the street. She had walked a long way and her shoes were worn out. Nobody knows where she came from, or where was she going to.”
The doctor said “Goodbye” to the old woman and left. He went home to his dinner.
The old woman sat down on a chair in front of the fire and began to dress the baby. She dressed him in the very old clothes used for a baby born in the workhouse --- a poor child without father or mother, born into a world which had no love or pity for him.
49. People would go to the workhouse when they ________.
A. were out of work B. had no money and no place to live in
C. were very ill D. were dying
50. Before the young woman died, she _______.
A. kissed her child B. walked a long way
C. was lying in the street D. shook her head
51. What kind of life would Oliver lead?
A. A happy life B. A simple life C. A quiet life D. A terrible life
C
How men first learned to invent words is unknown, in other words, the origin of language is mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thoughts and feelings, actions and things, so that they could communicate with each other, and that later they agreed upon certain signs, called letters , which could be combined to represent those sounds and which could be written down. Those sounds, whether spoken, or written in letters, we call words.
The power of the words, then, lies in their associations--- the things they bring up before our minds. Words become filled with meaning for us by experience, and the longer we live , the more certain words recall us the glad and sad events of our past, and the more we read and learn, the more the number of words that mean something to us increases.
Great writers are those who not only have great thoughts but also express these thoughts in words is what we call literary style. Above all, the real poet is a master of words. He can convey his meaning in words which sing like music, and which by their position and association can move men to tears. We should, there, learn to choose our words carefully and use them accurately, or they will make our speech silly and vulgar.
52.The origin of language is_______
A a legend handed down from the past B.a matter that is hidden or secret
C a question difficult to answer D.a problem not yet solved
53.One of the reasons why men invented certain sounds to express thoughts and actions was
that_______.
A.they could agree upon certain signs
B.they could write them down
C.they could communicate with each other
D. they could combine them
54.In expressing their thoughts, great writers are able ______
A.to confound the readers B to move men to tears
C.to move us to action D to confuse our feeling
55.Which of the following statements about the real poet is NOT true?
A.He is no more than a master of words
B.He can convey his ideas in words which sing like music
C.His style is always charming
D.His poems can move men to tear
第四部分：写（共两节，满分30分）
第一节 短文改错（共10小题，每题1分，满分10分）
此题要求改正所给短文中的错误。对标有题号的每一行作出判断：如无错误，该行右边横线上画一个勾（√ ）；如有错误（每行只有一个错误，则按下列情况改正：
此行多一词：把多余的词用斜线（/）划掉；在该行右边横线上写上该词，并也用斜线划掉。
此行缺一词：在缺词处加一个漏字符（∧），在该行右边的横线上写上该加的词。
此行错一词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要该。
Bob Geldof had a idea of organizing two big pop 66___________
concerts on the same day, one in England and other in the 67___________
USA. He persuaded all the world-famous pop stars come 68___________
and sing at one of these concerts of free. He also persuaded 69___________
other people to providing money or to give help. He told the 70___________
BBC that he had wanted 17 hours of non-stop TV time so that 71___________
both concerts could be shown on television. On July 13th 1985 72___________
the concerts held. 85% of the world’s TV sets were 73___________
turned on and about 1.5 billion people in 160 country 74___________
watched the program. The two concerts costed 4 million dollars. 75___________
第二节：书面表达（共1题，满分20分）
有一英国教育代表团即将访问我国，请你写一书面材料，在他们出发前简单介绍一下中国的情况。内容要点如下：
1）中国历史悠久，首都北京是政治、经济和文化中心；
2）有13亿人口，世界第一；
3）幅员辽阔，气候不同，冬天北方寒冷且漫长，南方温暖且湿润；
4）石油、煤炭等资源丰富。
注意： 1）要有标题；
2）介绍须包括所有要点；
3）词数100左右。
选择题答案
第一、二、三部分（Key to 1---65）
1----5 BCBAC 6----10 BBCCA
11---15 CDBBB 16---20 CCCCB 21---25 ACCDA
26---30 CDBAC 31---35 DCABC 36---40 ADDCD 41---45 DCBAC
46---50 BAABA 51---55 DBCDA 56---60 DBADB 61---65 BBCAB
第四部分：
第一节：
66. aàan 67. Other前加the 68. Come 前加to 69. ofàfor 70. providingàprovide
71. 去掉had 72. √ 73. held前加were 74. countryàcountries 75. costedàcost
第二节：
One possible version:
China is a great country with a long history. Beijing is the capital of the country, which is also the center of politics, economy and culture.
The population of the country has reached 1.3 billion. It is considered the largest country in population in the world.
The weather is different from area to area. In the north, the winters are long and cold while in the south, it is warm and wet. It is rich in coal, oil and so on..
篇3：人教版高二unit7 living with disease
高二Unit 7 教案
TEACHING PLAN FOR UNIT 7 (Book 2A)
LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Six Periods)
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading-Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study-Word Study
6th period: Language Study-Grammar
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject-AIDS
Are you familiar with this red ribbon?
What’s it related to?
What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of?
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion
What’s the full name of AIDS?
Can AIDS be transmitted?
In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why?
(Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)-check students’ knowledge about AIDS.
2) Picture quiz -Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not?
(Through these questions-
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China?
About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so?
2. What should we do with it?
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking?
About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
For example, … Could you please explain …?
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion-Class discussion
Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look?
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look?
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it?
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life?
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text?
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease?
2) Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in 2002?
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease?
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most?
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from?
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do?
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes?
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.
IV. Homework
1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
The Forth Period
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them?
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease?
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
IV. Complete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
The Sixth Period
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right?
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS?
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen?
If you were Xiaohua, what would you like to tell them?
If you were a doctor, what would you do?
If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
IV. Background Information
What is AIDS?
--www.aids.org/factSheets/index.html#Preventing
WHAT DO “AIDS” MEAN?
AIDS stands for Acquired Immune Deficiency Syndrome:
Acquired means you can get infected with it;
Immune Deficiency means a weakness in the body's system that fights diseases.
Syndrome means a group of health problems that make up a disease.
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make “antibodies”, special molecules that are supposed to fight HIV.
When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called “HIV-Positive”. Fact Sheet 102 has more information on HIV testing. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called “opportunistic infections” (see Fact Sheet 500).
HOW DO YOU GET AIDS?
You don't actually “get” AIDS. You might get infected with HIV, and later you might develop AIDS.
You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:
Having sex with an infected person.
Sharing a needle (shooting drugs) with someone who's infected
Being born when the mother is infected, or drinking the breast milk of an infected woman.
Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.
There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.
In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.
IS THERE A CURE FOR AIDS?
There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.
There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.
HOW CAN YOU PROTECT YOURSELF AND OTHERS?
Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.
Sexual Activity
You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).
Drug Use
If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.
Vertical Transmission
With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.
Contact with Blood
HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.
THE BOTTOM LINE
HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.
To decrease the risk of spreading HIV:
Use condoms during sexual activity
Do not share drug injection equipment
If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs
If you are an HIV-infected woman, don't breast feed any baby
Protect cuts, open sores, and your eyes and mouth from contact with blood.
If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.
篇4：人教版 高二英语Unit7知识
Unit 7 Living with diseases
I.词汇
1. persuade v. cause (sb) by reasoning (to do sth)
persuade 的意思时“说服”，否则与try 连用
(1). We persuaded him to stop smoking.
(2). We tried to persuade him, but he wouldn’t listen to us.
persuade sb 说服某人
He has persuaded his friend.
persuade sb to do sth 说服某人做某事
I’ll persuade her to go with you.
persuade sb into （doing） sth: cause sb to do sth
Tom couldn’t persuade Tommy into accepting his terms. 汤姆没能说服汤米接受他的条件。
persuade sb out of （doing）sth：cause sb to stop doing sth
I persuaded him out of the idea of dropping the experiment. 我劝他打消了中断实验的念头。
2. lack n. (常与of连用)want, need, shortage
There is no lack of vegetables.
It was lack of current capital that defeated their business.
由于缺少流动资本，他们的企业宣告失败。
vt. & vi. not have; have less than enough of
He lacks courage.
These photographs lack definition. You’d better have them taken again.
这些照片不够清晰，你最好重拍。
be lacking in sth: not have enough of it
He is lacking in courage. = He lacks courage.
be lacking: be in short supply
Money was lacking for the plan. = There was no money for the plan.
3. contrary adj. opposite ( in nature or tendency)
The boy was swimming in a direction contrary to the current. 那个男孩逆流游去。
adv. (常与to连用) against
He passed the examination, contrary to what I expected.
他考试及格了，和我预料的情况相反。
n. (前面与the连用) opposite
---You must be tired. 你一定很累了。
---On the contrary, I feel wide awake. 相反，我觉得很清醒。
4. infect vt. give disease, feelings, ideas, to a person, his body or mind
One of the boys in the class had a fever and he soon infected other children.
She infected the whole class with her laughter 她的笑声感染了全班同学。
5. available adj. ①. (of objects) able to be used
②. (of persons) able to be present
I’m sorry, those overcoats are not available in your colour and size.
对不起，这种外套没有你要的颜色和尺码。
Attention, please. These tickets are available on (the) day of issue only.
请注意，这种车票仅在发售当天有效。
The lawyer is not available now. 律师现在没空。
Are you available for a meeting tomorrow morning? 你明天上午能出席会议吗？
6. limit n. line or point that may not or can not be passed; greatest or smallest amount, degree, etc of what is possible
There is a limit to the amount of money I can afford. 我能付得起的钱数是有限的。
The speed limit is the fastest speed you are allowed to drive a car at.
限速是允许驾车的最快速度。
vt. (与to连用) put a limit or limits to; be the limit of
My mother limits the amount of food that I eat. 我妈妈限制我的饭量。
II. 重难点解析
Reading:
1. AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illnesses.
break down 毁掉; 制服; 压倒; 停顿; 倒塌; 中止; 垮掉; 分解
Chemicals in the body break our food down into useful substances.
人体中的化学元素把食物分解成有用的物质。
The robbers broke the door down. 强盗们把门砸开了。
The peace talks are said to have broken down. 据说和谈破裂了。
Our truck broke down outside town. 我们的卡车在城外抛锚了。
The car broke down halfway to the camp. 我们的车在去营地的半路上抛锚了。
常用搭配：
break away 逃走；逃脱
The robbery suspect broke away from the lockup. 抢劫嫌疑犯从拘留所逃脱了。
break in 闯入；强行进入；打断；插嘴
It’s her usual habit to break in with some ideas of her own.
她常常打断别人的话来发表自己的观点。
The telephone ring broke in on/upon my thought. 电话铃声打断了我的思路。
break into 闯入
The thieves broke into the office and stole some money. 小偷闯入办公室，偷了一些钱。
break out 爆发
The fire broke out in the kitchen. 厨房突然发生了火灾。
World War II broke out in 1939. 1939年爆发了第二次世界大战。
break through 突破
After the storm the sun broke through the clouds. 风暴过后太阳冲破了云层。
break up 分裂；结束；解散
The crowd started to break up when the night fell. 天快黑时人群开始散开了。
The ice will break up when the warm weather comes. 天气转暖，冰层就会破裂。
The police broke up the fighting crowd. 警察驱散了打架的人群。
2. As with most diseases and disaster, the young suffer the most.
正如大多数疾病和灾难一样，遭受最多痛苦的往往是年轻的患者。
with: 对于；关于；就……来说
They are friendly with us.
We are pleased with the house.
It is day with us while it is night with them. 对于我们此时是白天，而对于他们则是夜晚。
3. The drugs that are available are much too expensive and difficult to find.
有效的药物价格极其昂贵，而且很难买到。
much too 与 too much 的区别
Americans eat too much meat in my opinion.
She is afraid the trip will be too much for me.
Too much was happening all at once. 同时发生的事情太多了。
You are much too kind to me.
It’s much too cold.
You are driving much too fast.
4. She also goes to visit other AIDS patients in hospitals across the country to support them and cheer them up.
(1) across the country = throughout the country ; all over the country
(2) cheer up 使振奋，感到振奋；（用话）鼓舞（某人）
5. The disease is not the only thing that AIDS patients have to suffer from.
(1) the only 修饰先行词时，后面只能用引导词that, 不用 which.
if only 若是……那该多好啊； 真希望……；只要， 只要……就好
(2) suffer from vt. & vi. 患……病；受……苦; 受苦； 受难
She’s suffering from a headache.
Many people suffer from a great dread of heights. 许多人非常畏高。
6. “I wish people would find out the facts,” she says, “and not act as if I were a bad or dangerous
person.”
(1) as if = as though
She spoke to me as if she knew me.
It looked as if she were made of ice.
It seemed as if the meeting would never end.
(2) find out vt. & vi. 找出；发现；查明（真相）；认识到；想出；揭发
We must find out the truth of the matter.
I’ll find out where they live.
I’ll find out from my wife what dates we have ahead.
They have to find out how to bring about improvement
I had found out from him that he knew the subject thoroughly.
I don’t know how the car works, but I’ll soon find out.
Mary was angry when Jane found out her secrets.
You may get away with dishonesty for a while, but you’ll be found out sooner or later.
Integrating skills
7. I remember having an empty feeling in my stomach and thinking that my life was going to end. 我记得当时脑子里一片空白，以为我的生命就要结束了。
remember to do sth
remember doing sth
remember … for 因为……而记住
remember … as 作为……而记住
remember me to … 代我向……问好
8. Cells either divide too fast or at the wrong time, making it difficult for the body to function properly. 细胞要么分离太快，要么就是时候不当，这使身体功能难以协调起作用。
making it difficult for … 作结果状语。此外还可以表时间、原因、方式或伴随情况。
9. They helped me find the strength I needed to recover and they kept me from feeling sad and lonely. 他们帮助我找到了我需要恢复的力量，让我不再感觉到悲伤和孤独。
(1) recover vt. & vi. 恢复；收回；取回
I recovered the money I had lost. 我找回了丢失的钱。
She soon recovered herself and stopped crying. 她很快就恢复了常态，不哭了。
(2) keep … from doing sth prevent sb from doing sth stop sb from doing sth
You can’t stop us (from) going if we want to. →We can’t be stopped from going if we want to.
Nobody can prevent us (from) getting married.→We can’t be prevented from getting married.
The church bells keep me from sleeping.
常用搭配
keep away 使离开；扣下；留下
keep back 阻止，阻挡；隐瞒，保留
He can keep nothing back from his friends. 他向朋友什么也瞒不住。
The boss keeps back $50 a month towards my uniform. 老板每月扣我50美元服装费。
keep in touch with
keep off 避开；不接近
Keep off the grass!
My doctor has warned me to keep off sugar. 医生劝我别吃糖。
keep on 继续；保持
He just kept on writing.
注意区分：He kept standing at the school gate for half an hour without moving..
keep out 关在门外；不准入内
keep out of 躲开； 置身于……之外
Do you try to keep out of trouble! 你得躲开这麻烦。
Keep out of the sun.
keep to 坚持；保持；不离开
He always keeps to his promise. 他总是说话算数的。
We kept to the roads we knew. 我们不离开我们认识的路。
keep to oneself 对……守口如瓶
He kept his conclusions to himself. 他对他的结论守口如瓶。
keep up 继续；坚持；保持；维持
The high cost of materials keeps up prices. 材料的昂贵费用使价格居高不下。
keep up with
keep … adj.
For some, medicine can help keep them alive, but the treatment is expensive and does not cure them.
Please keep the classroom clean all day long.
10. The cancer in my body has been defeated for the moment, but I know that never be completely free from it.
for the moment 暂时，目前
at any moment 随时；在任何时候；马上
at moments 时刻，常常
at the last (critical) moment 在最后关头
at the moment 此刻；（正当）那时
every moment 时时刻刻
for a moment 片刻
in a moment 一会儿，不久；立即，马上
the (very) moment (that …) = as soon as
the moment 立刻，马上；刚才
11. Living with cancer has made me realize how precious life is and how important it is for us to take every chance to live life to the fullest.
take a chance / take one’s chance / take chances 冒险，碰碰运气，利用一下机会
take no chance 不冒险，力求万全
by chance = by accident 偶然，意外地
篇5：新编高一上 unit7 教案
新编高一上 unit7 教案
Teaching Procedures for the 1st Period
Step one Warming-up
1. Greeting.
2. Watching & Chatting：Watch a video which introduces some famous cultural sites across
Shaoxing, having a free chat with the Ss.
3. Questions & Answers：Show to the Ss three pictures, asking them:
① What do you know about the places in the pictures?
② Where are they?
③ Which one would you like to see most? Why?
Step two Pre-listening
1. Ticking：Listen to the tape and tick the things Ss hear.
2. Questions & Answers：Listen again and discuss the questions in groups
① Why is it important to protect cultural relics?
② Why is it difficult to find out how people lived in ancient times?
③ What do we know about life in ancient Egypt?
④ Why do we know so much about the way the ancient Egyptians lived?
⑤ What do you think we can do to protect our cultural relics?
Step three Listening
1. Language Input ：Well, now we're going to listen to a description of three cultural sites.
Please ① Listen to the tape and write down the name of the site in the form below.
② Listen to the tape again and write down about its importance.
Name of the site Why is it important? What is being done to protect it?
Site 1
Site 2
Site 3
③ Listen to the tape again and write down about “What's being done to protect it”.
Ss discuss their answers in groups and then check in class.
Step four Post-listening
1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：
① Why do our city government make such great effort to protect cultural sites?
② Do you think it necessary to spend so much money on the project?
Step five Error-finding
1. Language Input：Now we're going to listen to the description of the three maps. Please
① Listen to the tape and put the statues in the right place.
② Listen to the tape and put the temple and the museum in the right place.
③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.
Step six Game
1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!
[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group A Group B Group C Group D
Score
Homework
1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history
③ Its importance and what is being done to protect it.
(Better surf on the Internet!)
2. Preview “Speaking”.
Teaching Procedures for the 2nd Period
Step one Warming-up
1. Greeting.
2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.
Step two Pre-speaking
1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?
[T collect the answers and write them on the blackboard.]
Step three Speaking
1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
Asking for suggestions Making suggestions
● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]
Things you want to put in Reasons for your choices
1
2
3
4
5
【Model】
SA：In my opinion we could put in ….
SB：That sounds a great idea. And I'd like to choose ….
SA：Sorry, I don't think that's the best choice.
SB：Then what about …?
……
2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..
Step four Useful Expressions --- Making suggestions
1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.
Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions
Acceptance Refuse
1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note：除句型8和12后接动名词 （短语）外，其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….
Step five Dialogue Production
[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]
Situation A：Two friends are discussing what to do in the coming weekends.
【Model】
A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?
B: I'm afraid I won't. I have seen it twice.
A: What do you suggest doing, then?
B: Would you like to go out for an outing?
A: I'd like to, but it's going to rain in the next two days.
B: What a pity! Have you considered going to the library?
A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?
B: Sure.
Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.
【Model】
Jessica: My English is poor. I wonder what I should do.
Susan: You should remember as many English words as possible.
Jessica: OK.
Susan: And you need to have more listening, speaking, reading and writing.
Jessica: It sounds nice, but I still don't know what to do.
Susan: I'm not certain, either. Why don't you ask Mr Wang?
Jessica: That's a good idea. Let's go together.
Susan: All right.
Step six Post-speaking
Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Teaching Procedures for the 3rd Period
Step One Warming-up
1. Greeting.
2. Comment on the Ss’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step Two Pre-reading
1. Language Input：Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Step Three Reading
1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.
2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )
3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.
4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.
Questions：① Where do people usually build a city? Why?
② What were the palaces like?
③ What were the palaces used for after the Czars' rule over the city ended?
④ What did the Germans do as they leftthe city?
⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?
⑥ What did the people do to bring the city back to life?
5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.
Step four Post-reading
1. Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Step five Interview
Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.
【Model】R-- reporter C--citizen of St Petersburgh
R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?
C: Sure.
R: When was your city built and and who built the city?
C: ……
Step six Debate
Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?
Step seven Summary and homework
1. Summarize the passage and ask the Ss to retell the story.
2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.
Teaching procedures for the 4th Period
Step one Warming-up
1. Greeting.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step two Lead-in
1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.
2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading
1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.
▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise
▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20～50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:
1.What are the only three man-made projects that can be seen from the earth? Where are they?
2.When was the Aswan High Dam completed?
3.What was the High Dam built for?
4.What problems were caused by building the High Dam?
5.What do you know about the temple at Abu Simbel?
6.How did the engineers decide to move the whole temple?
7.How long did the project last?
8.How much did the project cost?
9.When was the project completed?
10.How can you get to the temple at Abu Simbel?
Step four Post-reading
1. Discussion Divide the class into groups and ask each group to discuss the question:
① Do you think it necessary to spend so much money on rescuing this temple?
② Do you think that the Egyptian engineers solved the problem in the best way possible?
③ Are there other temples or buildings that we could not move?
④ What about the Great Wall or the Temple of Heaven?
⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?
2. Fill in the blanks with proper words.
The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.
The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.
Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true man.”
【KEYS】like; that; was; for; long; enough; by; interest; from; who
Step five Discussion
1.Language input：In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?
[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]
Step six Summary and Homework
1. Read the passages and finish off Workbook Ex 4 on p.126.
2. Write a report about the discussion.
Teaching procedures for the 5th Period
Step one Warming-up
1. Greeting.
2. Check the homework.
3. Ask individual Ss to act out their reports, making some comments if necessary.
Step two Language study
1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.
3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ recall v. call back
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts
⑻ reforest v. plant again with trees
⑼ re-form v. form again
⑽ rehouse v. provide with a new house
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
⒃ reprint v. print again; print a new impression of
⒄ retell v. tell again
⒅ rethink v. think about again; reconsider
⒆ reunite v. bring together or come together again
⒇ rewrite v. write again
4. Structure (Grammar)
Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.
① 在过去的'三个月里学生们已经收集了二千节旧电池(n.battery)。
② 园林工人已完成寺庙百分之八十的重建任务。
③ 他已将那台旧电视机送给邻居了。
④ 中国已向太空发射了几十颗人造卫星。
⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.
Active Voice Passive Voice
① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.
Step three Practice
1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.
2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.
① What is the first news story about?
② Why are some of the cultural sites not well protected?
③ What has happened to some ancient sites?
④ What are the villagers worried about?
⑤ What have they decided to do?
⑥ What is the second news story about?
⑦ What will be the result of the repair project?
⑧ What are the people of Beijing asked to do? And what’s the result?
⑨ When was the old city wall built?
⑩ Why do you think the city of Beijing plans to repair the old city wall?
Step four Summarise and Homework
1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.
2. Finish off workbook exercises on page 128.
3. Preview “Intergrating skills”.
Teaching procedures for the 6th Period
Step one Warming-up
1. Greeting.
2. Check the homework, giving some explanation if necessary.
Step two Reading
1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.
Questions：
① Where does the writer live?
② What is the writer worried about?
③ How does the air pollution come about?
④ What suggestions does the writer make?
Step three Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step four Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.
Step five Proof Reading
T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua
【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is
6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
篇6：新高一 unit7 教案
新高一 unit7 教案
Period 1
Step 1 1. Questions:
Warming-up 1) What are cultural relics?
The Great Wall in China Egypt
Stonehengein England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phraseCultural relicsmean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3)
Stonehengein England
When they were built
What they were built for
Stonehengeis a circle of large standing stones located near Salisbury
Step 2 1. Listen to the description of the three cultural
Listening sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 1. Go over listening exercise on Page 121.
Homework 2. Go over Speaking on Page 44 and fill in the
table.
3. Think about cultural sites in Nanjing
should be done to protect them.
篇7：新高一 unit7 教案
Period 1
Step 1 1. Questions:
Warming-up 1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China or in the world?
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3) Stonehenge in England
When they were built
What they were built for
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.
Step 2 1. Listen to the description of the three cultural
Listening sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 1. Go over listening exercise on Page 121.
Homework 2. Go over Speaking on Page 44 and fill in the
table.
3. Think about cultural sites in Nanjing and what
should be done to protect them.
篇8：新编高一上 unit7 教案
Teaching Procedures for the 1st Period
Step one Warming-up
1. Greeting.
2. Watching & Chatting：Watch a video which introduces some famous cultural sites across
Shaoxing, having a free chat with the Ss.
3. Questions & Answers：Show to the Ss three pictures, asking them:
① What do you know about the places in the pictures?
② Where are they?
③ Which one would you like to see most? Why?
Step two Pre-listening
1. Ticking：Listen to the tape and tick the things Ss hear.
2. Questions & Answers：Listen again and discuss the questions in groups
① Why is it important to protect cultural relics?
② Why is it difficult to find out how people lived in ancient times?
③ What do we know about life in ancient Egypt?
④ Why do we know so much about the way the ancient Egyptians lived?
⑤ What do you think we can do to protect our cultural relics?
Step three Listening
1. Language Input ：Well, now we're going to listen to a description of three cultural sites.
Please ① Listen to the tape and write down the name of the site in the form below.
② Listen to the tape again and write down about its importance.
Name of the site Why is it important? What is being done to protect it?
Site 1
Site 2
Site 3
③ Listen to the tape again and write down about “What's being done to protect it”.
Ss discuss their answers in groups and then check in class.
Step four Post-listening
1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：
① Why do our city government make such great effort to protect cultural sites?
② Do you think it necessary to spend so much money on the project?
Step five Error-finding
1. Language Input：Now we're going to listen to the description of the three maps. Please
① Listen to the tape and put the statues in the right place.
② Listen to the tape and put the temple and the museum in the right place.
③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.
Step six Game
1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!
[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group A Group B Group C Group D
Score
Homework
1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history
③ Its importance and what is being done to protect it.
(Better surf on the Internet!)
2. Preview “Speaking”.
Teaching Procedures for the 2nd Period
Step one Warming-up
1. Greeting.
2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.
Step two Pre-speaking
1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?
[T collect the answers and write them on the blackboard.]
Step three Speaking
1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
Asking for suggestions Making suggestions
● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]
Things you want to put in Reasons for your choices
1
2
3
4
5
【Model】
SA：In my opinion we could put in ….
SB：That sounds a great idea. And I'd like to choose ….
SA：Sorry, I don't think that's the best choice.
SB：Then what about …?
……
2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..
Step four Useful Expressions --- Making suggestions
1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.
Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions
Acceptance Refuse
1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note：除句型8和12后接动名词 （短语）外，其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….
Step five Dialogue Production
[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]
Situation A：Two friends are discussing what to do in the coming weekends.
【Model】
A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?
B: I'm afraid I won't. I have seen it twice.
A: What do you suggest doing, then?
B: Would you like to go out for an outing?
A: I'd like to, but it's going to rain in the next two days.
B: What a pity! Have you considered going to the library?
A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?
B: Sure.
Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.
【Model】
Jessica: My English is poor. I wonder what I should do.
Susan: You should remember as many English words as possible.
Jessica: OK.
Susan: And you need to have more listening, speaking, reading and writing.
Jessica: It sounds nice, but I still don't know what to do.
Susan: I'm not certain, either. Why don't you ask Mr Wang?
Jessica: That's a good idea. Let's go together.
Susan: All right.
Step six Post-speaking
Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Teaching Procedures for the 3rd Period
Step One Warming-up
1. Greeting.
2. Comment on the Ss’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step Two Pre-reading
1. Language Input：Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Step Three Reading
1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.
2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )
3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.
4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.
Questions：① Where do people usually build a city? Why?
② What were the palaces like?
③ What were the palaces used for after the Czars' rule over the city ended?
④ What did the Germans do as they leftthe city?
⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?
⑥ What did the people do to bring the city back to life?
5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.
Step four Post-reading
1. Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Step five Interview
Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.
【Model】R-- reporter C--citizen of St Petersburgh
R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?
C: Sure.
R: When was your city built and and who built the city?
C: ……
Step six Debate
Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?
Step seven Summary and homework
1. Summarize the passage and ask the Ss to retell the story.
2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.
Teaching procedures for the 4th Period
Step one Warming-up
1. Greeting.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step two Lead-in
1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.
2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading
1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.
▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise
▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20～50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:
1.What are the only three man-made projects that can be seen from the earth? Where are they?
2.When was the Aswan High Dam completed?
3.What was the High Dam built for?
4.What problems were caused by building the High Dam?
5.What do you know about the temple at Abu Simbel?
6.How did the engineers decide to move the whole temple?
7.How long did the project last?
8.How much did the project cost?
9.When was the project completed?
10.How can you get to the temple at Abu Simbel?
Step four Post-reading
1. Discussion Divide the class into groups and ask each group to discuss the question:
① Do you think it necessary to spend so much money on rescuing this temple?
② Do you think that the Egyptian engineers solved the problem in the best way possible?
③ Are there other temples or buildings that we could not move?
④ What about the Great Wall or the Temple of Heaven?
⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?
2. Fill in the blanks with proper words.
The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.
The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.
Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true man.”
【KEYS】like; that; was; for; long; enough; by; interest; from; who
Step five Discussion
1.Language input：In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?
[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]
Step six Summary and Homework
1. Read the passages and finish off Workbook Ex 4 on p.126.
2. Write a report about the discussion.
Teaching procedures for the 5th Period
Step one Warming-up
1. Greeting.
2. Check the homework.
3. Ask individual Ss to act out their reports, making some comments if necessary.
Step two Language study
1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.
3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ recall v. call back
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts
⑻ reforest v. plant again with trees
⑼ re-form v. form again
⑽ rehouse v. provide with a new house
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
⒃ reprint v. print again; print a new impression of
⒄ retell v. tell again
⒅ rethink v. think about again; reconsider
⒆ reunite v. bring together or come together again
⒇ rewrite v. write again
4. Structure (Grammar)
Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.
① 在过去的.三个月里学生们已经收集了二千节旧电池(n.battery)。
② 园林工人已完成寺庙百分之八十的重建任务。
③ 他已将那台旧电视机送给邻居了。
④ 中国已向太空发射了几十颗人造卫星。
⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.
Active Voice Passive Voice
① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.
Step three Practice
1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.
2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.
① What is the first news story about?
② Why are some of the cultural sites not well protected?
③ What has happened to some ancient sites?
④ What are the villagers worried about?
⑤ What have they decided to do?
⑥ What is the second news story about?
⑦ What will be the result of the repair project?
⑧ What are the people of Beijing asked to do? And what’s the result?
⑨ When was the old city wall built?
⑩ Why do you think the city of Beijing plans to repair the old city wall?
Step four Summarise and Homework
1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.
2. Finish off workbook exercises on page 128.
3. Preview “Intergrating skills”.
Teaching procedures for the 6th Period
Step one Warming-up
1. Greeting.
2. Check the homework, giving some explanation if necessary.
Step two Reading
1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.
Questions：
① Where does the writer live?
② What is the writer worried about?
③ How does the air pollution come about?
④ What suggestions does the writer make?
Step three Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step four Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.
Step five Proof Reading
T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua
【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is
6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
篇9：新教材高一英语UNIT7教案
科目：英语 题目：Cultural relics
授课班级： 授课教师：罗晓兵(1-4) 刘应清(5-6)
电子教案设计老师：胡章盛 课时数：8课时(7-8考试)
日期：11月18日
Teaching plan
Unit 7 SB1A Cultural relics
Teaching aims and demands:
1.Master the main contents of the unit by listening, speaking, reading and writing.
2.Get to know the world cultural relics and know how to protect them.
3.Learn to give advice and make suggestion
4.Learn to use the Present Perfect Passive Voice
The main points of teaching:
Words and expressions, listening, speaking, communications
The difficult points of teaching:
The key phrases, sentence patterns, communications and grammar (The Passive Voice 1) Time arrangement:
The 1st period: Warming up, listening and speaking (WB Listening P 121)
The 2nd and 3rd periods: Pre-reading, reading, post-reading {WB Talking, Writing}
The 4th period: Language study (WB Grammar)
The 5th period: Integrating skills, tips (Vocabulary)
The 6th period: Checkpoint 7 (Integrating skills, assessing)
The 7th period: Exam
The 8th Period: Explanation
Teaching process:
The 1st period(第一课时)
Step One Warming up
1. Answer the following questions.
1) Have you been to any famous places in our country or in the world?
2) Where have you been?
3) Can you tell us the reason why you went there?
4) What do you think of the place you visited?
5) Do the people there protect the place well?
2.Talk about pictures:
Now look at the pictures on Page 43 and talk about these pictures.
1) What do you know about the places in the pictures?
2) Do you know any stories about the places?
3) Which one would you like to visit? Why?
4) What do they have in common?
5) Are they important to us today? Why?
6) Can you tell us how to protect them?
7) Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?
Step Two Listening
1. Listen to the tape, know about some cultural sites and place a few objects in the proper places, using cues from the listening. (This work can be done after class.)
1) Put the statues in the right places.
2) Put the temple and the museum in the right place.
3) Put the Moon Tower in the right place.
2. Listen to the tape and list reasons why the sites are important and what is being done to protect them.
Step Three Speaking
1. Work in pairs to prepare a “Chinese Culture Capsule”----an imaginary large box which will be sent into space, according to the instruction
2. Act out the dialogues made by the students, paying attention to asking for suggestions and making suggestions.
3. Fill in the chart on Page 44 after class.
The language points
1. cultural adj. ---about the art, ideas and way of life of a group of people 文化的
e.g. Wuchang is the cultural center in the city of Wuhan.
cultural traditions
cultural differences
cultural and educational work
culture n.
2. represent v.t. ---to act officially for (another person or people) 代表
---describe; declare to be (as) 描述；声称
e.g. Can you represent your parents at the meeting?
He represented himself as a friend of mine, but now I know the truth.
3. include v.t. ---make sb. or sth. part of a group 包括
e.g. Eight students have read the book, including Tang Ling.
Compare: contain v.t. ---to hold, have within itself 包含；含有
e.g. The book contains all the information you need.
Homework
Workbook Listening Ex. 1 and Ex. 2 (P121)
The 2nd period(第二课时)
Step One Revision
1. Check the chart in which the students filled after class on Page 44.
2. Check Exercise 1 and Exercise 2 on Page 121.
Step Two Pro-reading
1. Show the Ss some pictures about some great cities, like Paris and Beijing and then ask some questions about them.
1) In your opinion, what makes a city great?
2) What are your favorite cities? Why?
3) What cultural relics are there in the place where you live?
4) How important are they?
2. Discuss the questions above in pairs or in groups.
3. The teacher may check the students’ answers and help them.
Step Three Reading
1. Read the passage quickly and then answer the following.
1) What is the name of the city?
2) Who are the heroes of the city?
3) What is the difference between “A City of Heroes” and “Heroes of a City”?
4) Where has the city been built?
5) Who tried to destroy the city?
6) What did the Germans do as they left?
7) Is the city great? / What do you think of the city?
8) How about its people?
2. Read the text again and sum it up.
1) Speak out what the text implies.
2) Please point out the topic sentence of each paragraph.
3) Sum up what the text tells us in each paragraph.
Step Four Post-reading
Read the text again and finish the exercises.
Homework
Workbook Talking(P121---122)
The 3rd Period(第三课时)
Step One Revision
1. Check the homework
2. Retell the text by the students.
Step Two Deal with the language points in the text
1. give away ---give freely; distribute; act so that sth. is lost: 赠送; 分送; 泄露
give back ---restore; send back: 恢复; 归还
give in ---surrender; yield; stop fighting or arguing: 投降; 屈服; 终止争吵或辩论
give off ---send out(vapor, smoke, etc.): 放出(蒸气,烟等)
give out ---distribute; tired out; send out(smell, heat etc.)分发;精疲力竭;发出(气味,热等)
give up ---resign; stop(doing sth.); surrender(oneself) to sb. 放弃; 停止(做某事);使(自己)向某人屈服
give way to ---abandon oneself (to); retire: 放弃; 后退
2. burn v.t., v.i. & n. --- destroy, or hurt by fire, heat, or the action of acid 烧/焚毁, 烧焦/伤
e.g. The coffee is very hot, don’t burn your mouth.
Wood burns easily.
All the lights were burning .
He was burning with anger.
3. restore v.t. ---rebuild as before; make well or again 修复,重建; 复归
e.g. The workers are restoring a ruined abbey.
Law and order have been restored.
4. be used to do sth.
be used to doing sth.
get used to doing sth.
used to do sth.
5. beauty n.(u) (c)
e.g. Everyone must admire the beauty of a mother’s love.
We are always finding new beauties in Shakespeare’s poetry.
She is known as a great beauty.
6. unite v.t. & v.i. ---make or become one; join; act or work together联合;结合;协力
e.g. Unite to win still greater victories.
Unite all the forces that can be united.
Homework
Writing (P126)
The 4th Period(第四课时)
Step One Revision
Revise the Present Perfect Tense.
Step Two Word study
1. Rewrite the following sentences using the words formed by the prefix “re-”.
1) He drank the coffee at one mouthful, and filled his pot again.
2) After three hours’ terrible fight, they gained the control of the top of the hill again.
3) With the disappearance of SARS, some theatres and restaurants opened again.
4) The students are asked to tell the text again in their own words.
5) I think all of us need to think again about our attitudes toward the public health after SARS.
2. Do Ex. 1.
3. Do Ex. 2.
Step Three Grammar
The Present Perfect Passive Voice
1. Forming: To form the Present Perfect Passive Voice, use has/have been done.
2. Directions:
A. The Present Perfect Passive Voice gives the idea that something happened before now, having the effect to now (the exact time is not important).
e.g. The palace has been rebuilt by modern Russian artists.
Something has been done to protect the cultural relics in this village.
B. The Present Perfect Passive Voice gives the idea that something started to happen in the past, but it has been finished just now.
e.g. The classroom has not been cleaned for three days.
The building has been built for more than a year.
Step Four Practice
1. Rewrite the sentences in Ex. 1 using the Present Perfect Passive Voice. (P47)
2. Read the two news stories in Ex. 2 and fill in the blanks with the correct form of the verbs, using the Passive Voice. (P47)
Language Points
1. damage n. ---harm or injury that causes loss of value 损害; 损毁(使失去价值)
v.t. ---cause damage to 使受损害; 损坏
e.g. The storm did great damage to the crops.
The furniture was damaged in the fire yesterday.
*Compare: destroy v.t.---break to pieces; make useless; put an end to 毁灭;毁坏;破灭
e.g. Don’t destroy that box; it may be useful.
All his hopes were destroyed.
2. ancient adj. ---belonging to times long past; very old 古代的; 远古的;很旧的
e.g. an ancient city 古城
ancient ruins 古遗址
ancient history 古代史
an ancient-looking hat 一顶样子很旧的帽子
3. repair v.t. ----restore(sth. worn or damaged) to good condition 修理
----put right again 补救; 纠正
e.g. repair the roads (a puncture, a watch, a shirt) 修路(补洞,修表,补衬衣)
n. ----repairing or being repaired 修理
e.g. The road is under repair.
The shop will be closed during repairs.
Similar words: fix, mend
Homework
Grammar Exercises 1 and 2 (P47)
The 5th Period(第五课时)
Step One Revision
Check the homework (P47)
Step Two Integrating skills
Reading and writing
1) Read the letter on Page 48 and learn to write a letter according to the instruction.
2) Work in pairs and fill in the blanks.
3) Write two letters to the editor using the information you fill in the blanks.
Step Three Language points
1. pollution n. ---polluting or being polluted 弄脏; 污染; 污垢物
e.g. The environmental(airborne) pollution here is a big problem..
the pollution of the atmosphere 大气层的污染
pollute v.t. ---make dirty; destroy the purity or sanctity of 使脏; 染污
e.g. The river was polluted by the waste water from that factory.
2. breath n. ---air taken into and sent out of the lungs 呼吸; 气息
e.g. His breath on the window melted the frost.
Draw in a breath of fresh country air, please.
bad breath
take a deep breath
take breath
hold one’s breath
lose one’s breath/out of breath
breathe v.t. & v.i. ---take air into the lungs and send it out again; send out; utter
e.g. He was breathing hard when he finished the race.
The patient needs to breathe wholesome air.
breathe again/freely
breathe one’s last
breathe upon
3. limit v.t. ---put a limit or limits to; be the limit of 限制;作为…的界限
e.g. I should limit myself to three aspects of the subject.
limited p.p. ---small; restricted; narrow 少的;有限制的 狭小的
e.g. He seems to have only a limited intelligence.
4. sincere adj. ---(of feelings; behavior) genuine; not pretended 真挚的;真实的
e.g. It is my sincere belief that….
sincerely adv.
e.g. Yours sincerely/Sincerely yours.
Step Four Practising
Vocabulary
Exercises 1 and 2 on Page 122 and Page 123.
The 6th Period(第六课时)
Step One Revision
Read out the letters they wrote to the editor.
Step Two Checkpoint 7
Revise the grammar.
1. How to form the Present Perfect Passive Voice.
2. How to use it.
Point out the useful expressions you’ve learnt in this unit.
Step Three Workbook
3. Do grammar exercises.
4. Integrating skills.
1) Read the passage and fill in the information chart.
2) Finish the exercises.
4) Writing
The 7th and 8th Periods第七,八课时)
Have an exam and explain the paper.
二。 辅导答疑：
Unit 7 SB1A
科目：英语 年级：高一
辅导答疑老师：胡章盛 日期：November,
Answer the students’ questions:
1. 问： 请问老师 “Someone broke in while I went out.”这个句子对吗?
答: 这个句子不对。正确句子应是：“Someone broke in while I was out.”
分析：while 必须用延续性动作，go out 是非延续性动作，因此该句是错误的，但用when 或as句子就是正确的了；非延续性动作go out 可以用 be out 来代替，以表示延续性动作。
2. 问： “爬了6个小时后我们可以到达山顶。”译成“After six hours of climbing, we could reach the top of the mountain.”对吗？
答： 这个句子应译成：“After six hours of climbing, we were able to reach the top of the mountain. ”才对。
分析：表示过去能干某一具体的事情，不能用 could, 只能用be able to 。
3. 问： 老师，应如何分析课文中的这句话？Perhaps this is not always true, but it is true that many of the world’s greatest cities have been built on the banks of the river.
答： (1) 本句是由连词but 连接的并列复合句，第二个分句中用了形式主语it 的句型：It is/was + adj. / n. + that - clause. 句型 It is true + that - clause. =that - clause is true. 其中it 是形式主语，代替后面的真正主语 that - clause。
e.g. It is important that we learn English well.
It is a great pleasure that you come to join the club.
(2) ’s常表示有生命的.东西，但也表示无生命的东西的所有格，如国家、城市等实体，或拟人化的事物。
e.g. the country’s tax system death’s door
the world’s people one week’s time
(3) have been built 是现在完成时被动语态形式，表示“从过去某时起至今；某事曾经被做或某事持续被做”。课文中的这一句属于第一种情况。而下一句属于第二种情况。
e.g. The story has been told from generation to generation.
4. 问： 老师，“她出事了。”用英语“Something has been happened to her.”对吗？
答： 这样说不对。应为：“ Something has happened to her.”
分析：这是被动语态的误用。Happen为不及物动词，而不及物动词没有被动语态。
5. 问： 在“We will not let our history and culture be destroyed, and we would do everything we can to save our city!”中can 后面为何接to save？
答： 你的问题提得很好。
分析：这是个并列复合句。and 后面的分句是个省略句完整的句子为：We would do everything that we can do to save our city!其中that we can do 是定语从句，修饰先行词everything。hat 在引导从句的同时还充当do的宾语，因此可以省略；由于从句的谓语动词与主句的谓语动词相同，所以从句中的do也可以省略。can与后面的不定式to save our city在结构上没有连接关系，不定式在句中作目的状语。该句可归结为do everything (that ) one can (do) to do sth. =do what we can (do) to do sth.。
e.g. We should do everything we can to learn English well.
=We should do everything we can to learn English well.(do后面接宾语从句)
The Exam Paper Unit 7 (SB1A)
命题人: 胡章盛
I.选择填空： (1 × 15=15分)
1. ---Every year I go back home in Dalian by train.
---Why not ______ by water for a change?
A. to try going B. trying to go C. to try and go D. try going
2. The house needs ______. The man wants to ______ orders for building materials.
A. decorating…put in B. decorate…put away C. to decorate…put down D. decorate...put out
3. We all know that the clock is used to ______ us the time.
A. have told B. telling C. tell D. give
4. ______ is necessary ______ to take off our shoes when we enter the computer room.
A. It…for us B. This...to us C. That…of us D. One…with us
5. The dream of the Chinese people who want to go to outer space ______.
A. have realized B. has come true C. come truly D. realize
6. The teacher told me that he could do everything _____ he could _____ me with my English.
A. which…help B. /…to help C. that…helped D. whom…helping
7. The teaching building can’t be used because of the earthquake. It is ______ .
A. under repairs B. repaired C. being repaired D. under construction
8. Hearing the news that he would be dismissed, he seemed ______.
A. feeling worried B. to feel worry C. being worrying D. to feel worried
9. The number of the people who ______ invited to the wedding ______eighty, but a number of them ______absent for different reason.
A. was…was…was B. were…was…were C. were…were…was D. were…was…was
10. The sportsman didn’t arrive ______the game had begun.
A. unless and until B. untill C. if D. whether
11. ______ more than fifty students want to go to the party and the head teacher will have to ______ and say “yes”.
A. In all…give in B. At all…give away
C. After all…give out D. Above all…give over
12. It is reported that the freeway to the mountains ______ by the snow for about three days.
A. cuts down B. have cut off C. has been cut off D. has been cut down
13. The graduates should go ______ they are most needed by the motherland.
A. in which B. where C. there D. in place of
14. The boy ______ on the ground ______ that he ______the dictionary on the shelf.
A. lying…lay…had lied B. lay…lied…had lain
C. lied…lay…was lying D. lying…lied…had laid
15. After arriving at the top of the mountain, ______ the old but the young _____ out of ______.
A. not…was…breathing B. not only…was…the breath
C. not only…were…breath D. not…were…breathe
II. 完形填空：（1.5 × 20 =30分）
It was very late that Mr. and Mrs. Davies took off to do their Christmas shopping. There were only a few 16 more before Christmas, and of course the 17 and streets were terribly 18 , but they had to get 19 for their family and friends, so they 20 early one morning for the down town, and spent several tiring hours buying the things they 21 in the big shops.
22 , Mr. Davies was carrying parcels of all shapes and sizes. He could hardly 23 where he was going 24 he and his wife left the last shop on their way to the railway station
25 home. Outside the shop they had to cross a busy street, made even 26 than usual by the thousands of people who had come by car to do their 27 Christmas shopping.
Mr. And Mrs. Davies had to wait for the traffic lights to turn green, 28 as Mr. Davies could not see very well in front of him, he 29 moved forward into the street without realizing 30 . Mrs. Davies saw this and became 31 . Many times she told him to 32 off the street, but 33 .
Finally she shouted in a voice above all 34 , “Henry! If you want to stand in that dangerous 35 a moment longer, give me the parcels!”
16. A. hours B. days C. weeks D. months
17. A. roads B. city C. houses D. shops
18. A. crowded B. busy C. beautiful D. noisy
19. A. food B. clothes C. presents D. money
20. A. started out B. set down C. went out D. took down
21. A. liked B. wanted C. bought D. used
22. A. By 8 o’clock B. In the daytime C. At dawn D. By lunch time
23. A. know B. find C. see D. realize
24. A. as B. while C. before D. to
25. A. or B. to C. for D. and
26. A. worse B. busier C. better D. noisier
27. A. pleasant B. last-day C. last-minute D. easy
28. A. since B. so C. then D. but
29. A. slightly B. patiently C. merely D. gradually
30. A. them B. her C. it D. him
31. A. worried B. frightened C. sad D. careful
32. A. go over B. come back C. leave out D. turn away
33. A. much trouble B. no hurry C. without success D. too noisy
34. A. voices B. noises C. sounds D. shouting
35, A. position B. situation C. way D. spot
III. 阅读理解：（2 × 10 =20分）
Astronomers（天文学家）have spent hundreds of years searching for signs of life on other planets, using telescope. When they saw the geography of Mars, they thought they could see canals and that this might be evidence of intelligent life on the planet. More recently, however, spacecraft have been sent there to analyze the soil for signs of life. The results were negative and astronomers are now convinced that no life exists on the surface of any other planet in our solar system except Earth. To send a spacecraft far beyond our solar system is not realistic because of the huge distances involved.
Unless life comes and visits us, the only was we are likely to know of its existence is from radio messages. Listening for intelligent extraterrestrial ( 天外来客)---or E.T. ---life is not a new idea, but the techniques now being used offer a much better chance of success than before. Looking for evidence（证据）of life in other solar systems now means using special radio receivers called radio telescopes to listen out for messages. The assumption is that intelligent forms of life would have discovered radio waves and would, like us, be using them to communicate. Through its research work, NASA (国家航空和宇宙航行局) has developed two means of systematically searching for E.T. life. The first method is to select the closest 800 stars like our sun and to direct a radio telescope to scan（细看）each one of them for electromagnetic（电磁）waves. The second way is to survey（眺望）the entire sky, listening for continuous signals which may come from extraterrestrial（地球外的）life. Scientists are looking in the 1000~10000 megahertz（兆赫）frequency range----a range where there are fewer natural radio signals which could interfere with transmissions（传输）. By looking for signals in these specific regions, scientists can avoid any confusion that might be caused by receiving a natural radio signal rather than one sent by intelligent life.
NASA’s search in space has already resulted in some discoveries----including sophisticated(尖端的) new communication and medical technologies.
36. The passage tells that _______.
A. no spacecraft been sent to Mars
B. there is no life on Mars because there is no soil there
C. great distances make it a dream to send spacecraft far beyond our solar system
D. astronomers at first used telescope to search for signs of life on heavenly bodies beyond solar system
37. The abbreviation “E.T.” in paragraph 2 stands for ____________ and means ________.
A. extraterrestrial, outside the earth B. extraterrestrial, in our solar system
C. electromagnetic, outside the earth D. electromagnetic, in our solar system
38. We know from the passage that radio telescopes ___________.
A. give us a better chance to find signs of life in outer space because we can see farther away through them
B. offer a much better chance of success in looking for evidence of life in our solar system
C. are supposed to receive radio waves coming from intelligent forms of life in other solar system
D. Both A and B
39. It can be inferred that natural radio signals are sent by _______.
A. NASA B. people on the earth
C. intelligent life in other solar system D. heavenly bodies
40. Which of the following statements may the author be in favor of?
A. NASA is wasting money and time
B. Maybe we are not alone in the universe
C. No life exists on any other planet beside the Earth
D. Signals sent by E.T. life might introduce confusion to the scientists on the Earth
IV. 短文改错：（1×10=10分）
Nov. 18, 2003
Dear editor,
There is a river in the front of my house. When I was a primary 41. ______________
school student, it was used to be a clean and clear river. There were all 42. ______________
kinds of fish in it. We often saw beautiful birds fly just over the water 43. ______________
surface. We used to fish by the river on spring Sundays but swim in it 44. ______________
in summer holidays. What happy it was during my childhood! 45. ______________
But later, a chemical plant was built near the river. From then , a 46. _______________
lot of dirty water has put into the river. It has been polluted seriously. 47. ______________
The green water has turned darkness. No fish can live in the dirty water. 48. ______________
No birds wanted to come to the river. We don’t want to swim in the dark 49. ______________
and dirty river in summer. How terribly the pollution is! 50. ______________
We hope that some measures should be taken to stop the pollution.
Yours,
Wang Ping
用所给动词的正确形式填空：（1.5 × 10 =15分）
51. ----Can you tell me how long Tom and Mary ________________________(marry)?
----For about three years.
52. Mr. John and I ____________(be) friends for ten years. We first got to know each other at a Christmas party. But we ____________(see) each other a couple of times before that.
53. All the preparations for the task _________________(complete), and we’re ready to start.
54. It is reported that the Yellow Crane Tower __________________(visit) by millions of people from all over the world since 1990.
55. The building _______________(destroy) in the earthquake last year, we know that __________(restore) it seems impossible.
56. The students must be made _____________(know) that they should do everything they can _____________(study) English well.
57. Don’t come in without _____________(ask)
.
VI. 根据汉语意思，完成下列各句，每空一词：(0.5 × 40=20分)
58．在医生的帮助下，上午被送到医院的那个人活过来了。
The man who ______ _______to the hospital this morning has ______ ______ ______ ______ ______ the ______ of the doctor.
59．有人告诉他书看完后应放回原处。
Someone told him that the book should be put ______ ______ ______ when ________.
60．人们关心的问题正在讨论。
The problems that the people _______ _______ _______ ________ _______ _________.
61．老师在课堂上讲的都很重要。
______ the teacher _______ in class is of _______ _________.
62．记住离开时把教室的灯关掉。
Remember ______ ______ ______ the lights in the classroom _______ _______ ______.
63．他来到七楼办公室时，已上气不接下气。
When he came to the _______ on the _______ ______, he was ______ ______ _______.
64．在战争中损坏严重的宫殿已得到细心地修复。
The _________ that were _______ ________ in the war _______ ______carefully ______.
Unit 7 SBIA
The key to the exam paper
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
篇10：新高一unit7课程内容教案
新高一unit7课程内容教案
Period 1
1。 Questions：
Warming—up 1） What are cultural relics？
The Great Wall inChina； The Pyramids inEgypt；StonehengeinEngland
2） What do they have in common？
They are all very old and are all symbols of their countries and their cultures。 They are very important to their countries。 They once had a practical importance （burial site， defence， magic / superstition）。 Now people from all over the world go to visit these places。
3） What does the phrase Cultural relics mean？
relic： something that has survived the passage of time， especially an object or a custom whose original culture has disappeared； something cherished for its age or historic interest。
4） Do you know any other cultural relics inChinaor in the world？
2。 Some information about:
1） The Pyramids inEgypt
2） The Great Wall in Chins
3）StonehengeinEngland
When they were built
What they were built for
Stonehengeis a circle of large standing stones located nearSalisbury， inWiltshire，England
1。 People began to build the site about 3，100 BC。 It is not clear who built it。
Step 2 1。 Listen to the description of the three cultural
Listening sites and fill in the table。
2。 Go over the listening exercise on Page 121 to make the Ss know what to do as homework。
Step 3 1。 Go over listening exercise on Page 121。
Homework 2。 Go over Speaking on Page 44 and fill in the
table。
3。 Think about cultural sites inNanjingand what
should be done to protect them。
篇11：初二英语unit7备课教案
一、教材分析：
1、教材内容：
8B第六单元( A charity walk )中的Main task这一部分围绕着组织一次慈善竞走和制作网页介绍这次活动而展开话题进行教学活动的，它是这一单元的主要内容，主要包括读、写两个部分的训练。
2、教学目标：
(知识目标、能力目标、德育目标)
知识目标：了解组织慈善竞走活动的流程和活动目的。
能力目标：使学生了解并学会设计组织一次活动的流程，提高学生信息输出和写的能力。
情感目标：通过观看课件激发学生的学习兴趣，并且通过组织这次慈善活动，让学生体会出人应该相互帮助的道理。
3、教学重点与难点：
重点：A flow chart的设计及语言说明。
难点：信息获取及输出能力的培养。
二、教学方法及教学手段：
通过五步教学法，以任务为驱动，由浅入深，由易到难，，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动及学生的合作学习活动。
课堂上以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
三、教学过程及活动设计目的：
I Warming-up
(1) Greetings
(2) A Tongue Twister to start the lesson.
设计意图：让学生有一个轻松、活泼的氛围，拉近了教师与学生的距离,并为上新课做好准备。
II Revision
(1)在屏幕上显示慈善机构的图标，并询问学生这些机构是从事哪些慈善活动的。
Questions:
(a) Who does ORBIS help? ( Blind people)
(b) What does UNICEF do? ( To help the poor children)
(c) What does World Wide Fund for Nature do? ( To help and protect wide animals )
设计意图：整册书后三个单元都围绕着慈善活动展开话题的，学生复习这些慈善机构和其工作性质会让学生更能体会学习的意义，另外利用多媒体辅助教学，增加了直观性和趣味性，提高了教学效果，学生能积极参与，注意力能够集中。
(2)告之学生帮助他人是我国一贯的传统美德，哪些人最需要我们的帮助呢?我们能帮助什么呢?给出学生一些图片,并和他们共同谈论这些图片。
T: How can we help blind people?
Ss: We can help them cross the road.
T: What do you think of that deed?
Ss: It’ meaning.
T: Yes, it’s meaningful to help blind people cross the road.
设计意图：利用多媒体辅助教学，增加了教学的直观性和趣味性，学生能积极参与，注意力能够集中。在进行思想道德教育的同时，又让学生复习了本单元重要的语法项目：it作为形式主语，真正的主语动词不定式摆在句尾。
III Lead-in
告诉学生我们学校刚组织的一次慈善活动，通过问题的形式帮助他们回忆活动的内容，目的及进行方式。
Last week , we donated some money for a student in Class 7, Grade 8.
What’s the matter with him?
How did we collect the money?
How did we organize the activity?
设计意图：通过问答法，调动学生的积极性，学生的学习目的明确，并为文中慈善活动的引出作了良好的.铺垫。
IV Presentation
(1) Get the students to read the flow chart of a charity walk organized by the Class 1, Grade 8 students and ask them to get as much information as possible.
(2) Three or five minutes later, ask them to fill in the missing words on P106, and choose a student as winner who can write most of the missing words using the time. A certificate will be rewarded as a prize.
(3) Check the answers in class and read in pairs. ( If necessary , the teacher asks and the students answer questions based on the passage.)
(4) Show them the writing style in this part.
设计意图：让学生在合作、竞争的氛围中去习得语言会取得较为理想的效果。通过此部分的学习，学生对活动的流程，文章的写作格式会有比较清晰的了解。而且问题的设置让学生能够更好的理解文中的内容。
V. Groupwork
Divide the class into several groups, and then ask them to design a charity activity . ( the name , purpose , details , application , collection must be included ) The group whose design is better and more practical will be winner.
设计意图：让学生学以致用，在使用的过程更能深刻理解所学习的知识，而且让学生在内心深处能够感受到哪些是他们最需要帮助的人。
VI Homework
(1)Write the charity activity out what they have just designed.
(2)Revise what we learned.
(3)Preview Checkout on P107.3
设计意图：让学生将所学的知识进行文字输出，加强写的训练。及时巩固
提前预习，为下一节新课做好准备。
篇12：初二英语unit7备课教案
一、说教材
1.教材分析：
本单元的标题为What’s the matter?主要学习如何表述身体的种.种不适以及给出恰当的建议。本节课的上课内容是section B 1a-2c主要是对前面学习过的内容进行复习和扩展，主要复习的句型是What’s the matter? What should he / she / it do?同时，教材通过练习让学生学习新单词，并能用所学的新单词去说，从而达到学以致用的效果。
2.教学目标
语言知识目标：学习并掌握句型：What’s the matter?
学习情态动词should/ shouldn’t的用法
能够对健康问题提出相应的建议，如：You should ……
语言技能目标：能听懂谈论健康问题的对话材料：What’s the matter?
能对别人的健康问题提出建议：
（a)You should drink some water.
（b)You shouldn’t eat anything.
情感态度目标：通过谈论健康问题，培养学生关心他人身体健康的爱心
二、教法与学法
根据本节课教材特点以及八年级学生年龄的特点，采取任务型教学法，而学生也相应地采取自主、合作、探究的学习方式。在课堂中利用多媒体课件来展开课堂Pair work的口语交际活动，让学生参与其中。在教学中，尽量让学生能主动的参与到问题的讨论中，充分调动学生学习的积极性和主动性，使学生在参与过程中学到知识。
三、学情分析
学生已经积累了一定的词汇，并熟练掌握了一些句型。他们现在最感兴趣的是能用所学的英语来表述一些和现实生活息息相关的话题，并给出合理的解决办法。本单元通过表述身体的各种不适和谈论个人健康问题，使学生学会关心他人身体健康，并能提出一些建议。
四、教学重难点
1.教学重点
掌握身体各部位的表达法和健康问题的表达法;掌握情态动词should/shouldn’t的用法
重点词汇：tired, hungry, thirsty, be stressed out
重点句型：What’s the matter?
You should/ shouldn’t….
2.教学难点
情态动词should/ shouldn’t的用法
短语：go to bed early, be stressed out, listen to music
五、课堂教学设计
1.导入：
通过刘翔引入句型：What’s the matter with him?通过最近发生的事情引起学生的兴趣。
2.新课教学
（a)通过提问和回答引出新单词并学习新单词
（b)通过对句型的学习，让学生能够make a conversation
（c)在理解新单词的基础上，让学生完成one a和one b的练习
（d)听力练习。在前面的单词和短语学习之后，学生有了一个信息输出的能力，通过听力练习，培养学生听的能力，同时也培养他们说的能力。
（e)Pairwork.同桌间的对话练习，这也是对所学内容的输出。
（f)调查。让学生用两个问题去对同学进行调查，主要目的是对第一单元所学的句型以及这个单元的学习重点进行复习和回顾。
（g)单词练习巩固。这个环节是对本节课所学单词进行巩固，因为时间不够，因此让学生在课后完成。
六、板书设计
What’s the matter with it/ him/ her? tired
It/ he /she is …… hungry
What should it / he / she do? thirsty
It/ he/she should…… be stressed out
篇13：新目标八年级英语下Unit7教案
新目标八年级英语下Unit7教案
新目标八年级英语下Unit7教案 Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away . Period 1 Teaching procedures: Step 1 Assign the task Write the following requests on the Bb : Can you give me the book ? Please give me the book . Would you mind giving me your book . Explain that the last example is a very polite way of making a request . Step 2 Warm up Section A(1a-1c) SB Page 52 ,1a . 1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it . 2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture . 3. Correct the answers . SB Page 52 ,1b . 1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen . 2. Play the recording a second time .Correct the answers . SB Page 52 ,1c. 1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests . 2. Ask two pairs to say their conversations to the class . Step 3 Pre-task Section A (2a-2c) SB Page 53 ,2a . 1. Read the instructions with the students .Play the recording the first time .Ss only listen . 2. Play the recording a second time .Ask Ss to write the number of each conversation . 3. Correct the answers. SB Page 53 , 2b . 1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class . 2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses . 3. Correct the answers . SB Page 53 , 2c . Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above . Step 4 Grammar Focus 1. Review the grammar box .Ask students to say the statements and responses . 2. Ask students to talk about the differences among the different sentences . Exercise: 汉译英: a) 你介意把门关上吗？好的，我马上就办。 b) 你介意把收音机关小点儿声吗？不，一点也不。 c) 请不要在教室里大声说话好吗？对不起。 教学后记: Period 2 Teaching procedures : Step 1 Pre-task SB Page 54 , 3a . 1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture . 2. Point to the note .Ask Ss to read the note and fill in answers . 3. Check the answers . SB Page 54 , 3b . 1. Read the instructions .Point out the list of requests and commands in the box . 2. Ask Ss to make conversation like the sample dialogue . 3. Ask several pairs to say one of their conversations to the class . SB Page 54 , Part 4. 1. Ask Ss to complete the work in groups . 2. Ask a few students to share the sample conversation . Homework : 完成对话 A: mind up ? You to help me in the kitchen . B: OK .I’ll get up right . Do I have to the dishes . A: Yes , and you have to help me dinner . B: OK . When I finish , you help me my homework ? A: Sure . 教学后记: Period 3 Teaching procedures : Step 1 Assign task Teach the new words . SB Page 55 , 1a . 1. Read the instruction and ask Ss to read each situation and think about the two questions . 2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not . SB Page 55 , 1b . 1. Help the students understand that something that is unpleasant or something that bothers you is annoying . 2. Then ask the students to number the ideas from most annoying to least annoying . 3. Ask the class to vote on the most annoying item on the list . SB Page 55 , 2a . 1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording . 2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures . 3. Correct the answers . SB Page 55 , 2b . 1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart . 2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books. 3. Check the answers . SB Page 55 , 2c . 1. Read the instructions .Point out the problems in activity 2b . 2. Ask one or two students to say the conversations to the class . Step 2 While-task SB Page 56 , 3a. 1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board . 2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen. 3. Correct the answers with the class . SB Page 56 , 3b . 1. Look at each picture with the class .Ask different students to tell what is happening in each picture . 2. Read the instructions and ask students to complete the activity on their own . 3. Check the answers . SB Page 56 , Part 4 . 1. This activity provides speaking ,listening and writing practice using the target language . 2. Ask students to complete the work in groups . 教学后记: Period 4 Teaching procedures: Step 1 Self Check SB Page 57, Part 1 . 1. Ask Ss to fill in the blanks on their own .Check the answers. 2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 57, Part 2 . 1. Ask the students what might be annoying in the picture . 2. Ask the students to write the letter on their own . 3. Ask a few students to share their letters . Step 2 While-reading SB Page 58 , Section 1 . 1. Read the title .Ask the students to predict what they think the article is about based on the article . 2. Look at the picture .Ask students to describe what is happening in the picture . SB Page 58 , Section 2 . 1. Encourage Ss to use the reading strategy of scanning for specific information . 2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them. 3. Ask the Ss to read the article again for comprehension . SB Page 58 , Section 3 . 1. complete the task .Ss can work individually or in pairs . 2. Check the answers . 3. Practice students’ speaking and listening skills . Homework: 词组翻译 1. 控制你的声音 2. 熄灭 3. 例如 4. 在公共场所 5. 捡起垃圾 6. 实际上 7. 排队 8. 变得气恼 教学后记:篇14：牛津小学英语3B Unit7教案
牛津小学英语3B Unit7教案
教学过程：Step 1Revision 1.Review the words Show the pictures,let Ss say the words out.
Play agame(go hunting)：
Ask 9Ss come to the front.One is be afather,the other 8to be agrandfather,
grandmother,uncle,aunt,son,daughter,friend and amother.
The others say“father”,then this“father”must put up his hands.
2.Free talk：
T：Who's he(指着班中一个男孩)
S：He's…(引导学生说)He's my friend.
T：Who's she(指着班中一个女孩)
S：She's…She's my friend.
(让学生运用此句型对话)
(将学生分为6人一组,每人扮演一个角色,教师随意问几个Who's he He's my father.
Who's she She's my daughter.)
Step 2Presentation&Practice：
1.运用角色扮演,很自然地运用句型：
He's your…,I think.
(引导学生)Yes,he is./No,he isn't.
Teach：I think Treads it slowly for 3times.
Ss read after the T
Read it one by one
同法引出：She's your…,I think.
让学生知道I think具有猜测之意.
学生在同组中操练此句型
2.出示全家福照片(课前让学生将全家福照片放在桌上)
T：Look,this is your family photo.
She's your mother,I think.
S：Yes,she is.
T：Is this your father
(引导学生)S：Yes,he is.
(故意说错)T：Is this your aunt
(引导学生)S：No,she isn't.She's my mother.
Teach：Is this your…Yes,he/she is.No,he/she isn't.
同桌运用照片操练此句型
Step 3Consolidation 1.Listen to the tape,repeat the sentence one by one Read after the T
Read together Read in groups Read in pairs.
2.Let Ss use the family photo to make new dialogues：
T：May Icome in S：Come in,please.
T：Is this your family photo S：Yes,it is.
T：Is this your grandfather S：Yes,he is.
T：She's your aunt,I think.
S：No,she isn't.She's my mother.
Give Ss 3minutes to prepare asimilar dialogue,later to show it in the front.
Step 4Homework：
Read the dialogue after the tape Use the structure to make dialogues with partners.
The third period
教学目标：
1.能正确地听,说,读,写单词a boy,a girl及a man.
2.能熟练地在情景中运用本单元的日常交际用语：
Is he/she your…
Yes,he/she is.No,he/she isn't.
Who's he/she He's/She's my…
3.会唱歌曲Family song.
教学重点：
1.能正确地听,说,读,写单词a boy,a girl及a man.
2.能熟练地在情景中运用本单元的日常交际用语：
Is he/she your…
Yes,he/she is.No,he/she isn't.
Who's he/she He's/She's my…
教学难点：
1.能正确区分he和she,并能熟练运用.
课前准备：图片,录音机,全家福
教学过程：
Step 1Free talk：
T：Good morning,boys and girls.
Ss：Good morning.
T：How are you Ss：Fine,thank you.And you T：I'm fine,too.Who's he(指一个学生)
Ss：He's…
T：Who's she Ss：She's…
Step 2Revision and practice：
1.复习单词father,mother,grandfather,grandmother,aunt,uncle,
brother,sister,son,daughter.
T：Hello,S1.
S1：Hello.
T：Who's he(拿起该学生的全家福)
S1：He's my father.
T：Is she your mother S1：Yes,she is.
(出示father,mother图片,复习mother,father)
同法复习其他剩余单词
2.Let Ss make dialogues in pairs.
Step 3Look and say：
1.请学生打开书,看Look and say中的四张图片,要求学生运用书上
Is he/she your…Yes,he/she is.No,he/she isn't.
Who's he/she He's/She's my…
Nice to meet you.Nice to meet you,too.进行问答操练.
①A：Who's she B：She's my daughter,Nancy.
②A：Is he your brother B：Yes,he is Mike.
A：Nice to meet you,Mike.
B：Nice to meet you,too.
③A：Who's he B：He's my uncle,Mr Black.
④A：Is she your sister B：No,she isn't.She's my friend,Helen.
2.在学生小组操练的.基础上,检查个别小组学生的问答,练习情况.
Step 4：Look,read and write.
(此部分a boy,a girl,a man三个单词,学生已听,说,读三会掌握,
通过这一环节的教学活动,让学生学会拼读及在四线三格中正确书写这三个单词)
1.(教师出示图片)
T：Who's he Ss：He's Mike.
T：Is he aboy Ss：Yes,he is.
T：Can you spell“boy”
引导学生答b-o-y,boy.
2.在学生拼读熟练的基础上,教师在黑板的四线三格中进行单词书写示范,要求学生在各自的书
按板书临摹单词.
Step 5Fun house.
1.Listen and number.
听录音,完成这部分练习.
Step 6Sing asong.
1.看图片,复习单词.
2.听录音,讲解歌词.
3.逐句跟读歌词.
4.听录音,跟录音一起唱.
Step 7Homework：
1.抄写所学单词,并准备默写.
2.熟练运用本单元句型自编对话.
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