新课标模块7 Unit 4 教案、单元小测及答案(新课标版高二英语选修七教案教学设计)

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篇1：新课标模块7 Unit 4 教案、单元小测及答案(新课标版高二英语选修七教案教学设计)

M7 Unit 4 Sharing

Period1 Warming-up and Reading

I. Teaching aims and demands

1. Target language

volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement

2. Ability goal

Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher

3. Learning ability goal

Help the Ss lean how to read between lines and find the positive and negative aspects of doing something

II. Teaching important points

1. Get students to understand the main idea of the reading passage.

2. Have students know something about PNG.

III. Teaching difficult points

1. To help students understand the text’s forms and contents and learn about sharing

2. To help students communicate on the topic in focus with the words, expressions and structures learned in this unit

IV. Teaching methods

Discussion, skimming, scanning and task-based method

V. Teaching aids

A recorder, a projector and PPT.

VI. Teaching Procedures

Step1 Warming-up

1. Have you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? Divide into groups and finish the survey form on P28.

2. What is a volunteer? A volunteer is:

People who help others in their community or outside their community would be called volunteers. However , they would not be called volunteers if they help their parents, other relatives or friends.

Have you ever taken part in any volunteer work? Why should people volunteer?

1. an exchange of culture

2. social contact

3. learn new skills and language

4. develop and gain practical experience

5. develop leadership and teamwork skills

Step 2 Pre-reading

Ask Ss to find out PNG on the map and discuss the photos in the reading passage.

What do you know about Papua New Guinea?

There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG) is one.

Location: situated to the north of Australia

Population: about 5.7 million

Language: English as the official language Pidgin English as the language for communication

Economy: a poor country with most people living in tribal villages and depending

on subsistence farming to make a living.

Education: About 85% of children start school but only about 60% of these reach Year 5.

Step3 Reading

1. Scanning

Scan the text and fill the blanks with their names.

1. _____ is a young Australian woman.

2. ________ was dying to hear all about Jo’s life in PNG.

3. _______ walked a long way to get to school.

4.___________ didn’t have any textbook.

5._____ became a lot more imaginative when teaching.

6._____ started jumping out the windows during a chemistry experiment.

7.________ visited a village that was the home of one the boys, Tombe.

8._____ started crying “ieee ieee” to welcome them.

9._____ led us to a low bamboo hut.

10._____ was going to share the platform with Jenny and Jo.

11.________ softly talked to each other in their language Jo didn’t understand

2. Skimming

This passage is divided into four parts, match main idea with each part.

Part 1 (Paragraph 1):

Opening of the letter and introduction to what will be talked about in the passage.

Part 2 (Paragraph 2-3):

The school where Jo worked and Jo’s work at school.

Part 3 (Paragraph 4-7):

Jo and Jenny visited Tombe’s home in the village.

Part 4 (Paragraph 8): End of the letter.

3. detailed reading Task-based (ex1 in comprehending part.

Type of house

Family relationships

Cooking methods

Sleeping arrangements

Step4 Post-reading

Read the text once again for the type of writing and the structure of A LETTER HOME

Most articles and their paragraphs have a three-part structure-introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.

Now read the text once again for the type of writing and the structure of A LETTER HOME

Type of writing Time Place Person Events Results

A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.

Step5. Homework

Suppose you've graduated from a key university and now you are a volunteer who works in the remote region to assist the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).

Step6 Blackboard design

be dying to do…急于做……, picture the places图象化这儿的地方, a bush school丛林学校, sometimes up to two hours有时长达两小时, adapt to…使适应……, one thing is for sure有一点是肯定的, come across…碰到……/见过……, make any difference对……有所改变,

build a fire生火, cover…with…用……覆盖……, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after many goodbyes and shaking of hands经过一番握手道别之后, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课

Record after teaching

Period2 Learning about language

I. Teaching aims and demands

1. To help students revise the attributive clause

2. To help students discover and learn to use some useful words and collocations

3. To help students discover and learn to use some useful structures

II. Teaching important points

1. Get Ss to revise and master the use of the attributive clause.

2. Encourage Ss to discover and learn to use some useful words and collocations.

III. Teaching difficult points

How to help Ss to revise and master the use of the attributive clause.

IV. Teaching methods

Discussion, inductive and task-based method

V. Teaching aids

Materials given and PPT.

VI. Teaching Procedures

Step1 Warming up

Reading aloud to the recording of the text improves our literacy skills-reading, writing, speaking, and listening.

Step2 Discovering useful words and collocations

Turn to page 32 and do exercises 1 and 2.

Adjust: “Adjust the clock, please.” “We must adjust to the bad economic situation” “Adjust your eyes to the darkness”

Grill: “He cooked hamburgers on the grill.”

Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.“

Doorway: ”He stuck his head in the doorway.“

Arrangement: They made arrangements to meet in Chicago.” “He changed the arrangement of the topics.” “the arrangement of the furniture”; “the placement of the chairs”

Step3 Revising useful structures

Get Ss to turn to page 32 to do exercises 1 and finish the sentence with their own words.

1. I made the present which would entertain you.

2. Painting is an activity that is connected with paints and brushes.

3. The person to whom you are dying to hear about is on holiday.

4. The man who lives at the bush school is a doctor.

5. The woman whose daughter you got to know yesterday is over there.

6. You won’t find the theatre where we jumped out of the window unless you have a map.

7. Anne is doing some research on the time when I started crying “AAAAA”.

8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.

Then do exercise 2 on page 32.

1. I’d like to have a friend whom I can learn English with.

2. For a holiday I ’d like to go to a place where I can shout and cry.

3. I’d like to have a bedroom that I use it as a study sometimes.

4. I’d like to learn to play a musical instrument that may produce terrible sounds.

5. The reason why he didn’t finish his homework is still a mystery.

6. The person to whom she was married is one who could speak five languages.

7. The mobile phone I’m going to buy is one that could send picture massages.

8. The day I won’t ever forget is the day when I left my father forever.

Step4 Revision

Revise the restrictive attributive clause.

一、限定性定语从句中关系代词的用法

1．who, whom, that

三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.

（1）I don’t like people who lose their tempers easily.

我不喜欢爱发脾气的人。

（2）Do you think one should stay faithful to the person (whom) one is married to?

你认为一个人结婚后应该忠实于他的伴侣吗？

（3）The suona horn is the instrument that really excites me.

唢呐是真正使我激动的乐器。

注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。

b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。

2. whose

一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。

Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？

I saw some trees whose leaves were black with diseases.

=I saw some trees the leaves of which were black with diseases.

我看见一些树的叶子因病害而发黑。

3. that, which

二者都可修饰物，在定语从句中可作主语或宾语。

The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。

that指物时，一般可和which换用，但在下列情况下,只用that

A. 先行词为all, anything, everything, nothing, something等

I will do all (that) I can to help you.我将尽我所能来帮你。

B. 先行词被序数词、形容词最高级或the only, the very等修饰时

It’s the best film that has ever been made on the subject of madness.

这是以精神病为题材而拍摄的影片中最好的一部。

These are the very books (that) I am looking for.这些书正是我要找的。

C. 先行词既有人又有物时

They talked about the people and the things (that) they remembered in the school.

他们谈到他们所记得的学校中的人和事。

D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。

Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？

E. 当that所代替的先行词在定语从句中作表语时

This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。

F. 定语从句中动词为there be时，关系代词用that或省略

She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。

另外，请注意只用的三种情况：

A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。

Let me show you the novel that I borrow from the library which was newly open to us.

让我给你看看我从新开放的图书馆借来的小说吧。

B. 前面紧接着有介词时

This is the book about which we are talking now.这就是我们正在谈论的那本书。

C. 非限定性定语从句中不用that(例句请见本章V)

4. whom, which

若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.

Who is the boy with whom you were talking a moment ago?

你刚才和他谈话的那个男孩是谁？

The book from which I got a lot of useful information was written by a famous scientist.

我从中得到许多有用信息的那本书是一位著名科学家写的。

5. as

引导限定性定语从句时，常用在so, such或the same之后。

Such people as you describe are rare nowadays.像你描述的这种人现在少多了。

I have the same trouble as you. 我的麻烦和你的一样。

Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。

(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)

二、限定性定语从句中关系副词的用法：

1. when

表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。

I still remember the day when (on which) I joined the league.

我对我入团的那一天记忆犹新。

注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：

I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。

2. where

表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。

Let’s think of a situation where (in which) this idiom can be used.

咱们来想一个使用这个成语的情境。

注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：

This is the place where we worked last year. 这是我们去年工作过的那个地方。

This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。

3. why

表示原因。在定语从句中作原因状语，其先行词一般为reason.

The reason why he is late is that he failed to catch the first bus.

他迟到的原因是他没能赶上第一班公共汽车。

试比较：The reason (that/which) he gave us for changing the plan was groundless.

他给我们的改变计划的原因是站不住脚的。

所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。

三、限定性定语从句中应注意的几个问题

A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。

I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。

A.关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。

He is one of the Canadian scientists who are working in China.

他是在中国工作的加拿大科学家之一。

He is the (only) one of the Canadian scientists who speaks Chinese well.

他是唯一一个说汉语好的加拿大科学家。

A. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。

Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。

Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？

B. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：

a. It was at the theatre ____ Lincoln was murdered.

b. It was the theatre ____ Lincoln was murdered.

a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.

b. It was Oct.1st 1949 ____the People’s Republic of China was founded.

以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。

C. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。

The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。

D. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。

The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。

I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。

Step5 Practice

Encourage Ss to make sentences with the attributive clause

1. Thanks for your present that comes to me yesterday.

2. I like to hear from my mother who is living abroad.

3. I am dying to find a good job that will bring me lots of money.

4. He heard all about my studies that led to my success and fame in China.

5. I will include some photos that were taken by my daughter in America.

6. I cannot picture the places where he lived during the war.

7. He came to ask about the bush school that I attended last fall.

8. We reached the school grounds that were covered with wastes from the factories around.

9. He has become a lot more imaginative in English which is quite different from Chinese.

10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.

Step6 Homework

1. Summarize the rules of attributive clause

2. Finish the Grammar practice.

Step7 Blackboard design

Record after teaching

Record after teaching

Period3 Using Language

I. Teaching aims and demands

1. Enable the Ss to know the purpose of a website called “world gifts” and give their opinions on it.

2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.

II. Teaching important points

1. Get the Ss to realize that they should make the most of what they own and do something for the poor.

2. To help students to use the language by reading, listening, speaking and writing

III. Teaching difficult points

1. How to help students to use the language by reading, listening, speaking and writing.

2. Give Ss a moral education to give a hand to those who badly need help.

IV. Teaching methods

Discussion, skimming, scanning and task-based methods.

V. Teaching aids

A recorder, a projector and PPT.

VI. Teaching Procedures

Step1 Revision

Dictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.

Step2 Pre-reading

I. Find the correct words for the explanations.

1. a list of priced items for sale, usually presented in book form

2. to buy something with money

3. a plant part that gives rise to a new individual

4. to join things or repair or make something using a needle and thread

5. give something to a charitable organization or contribute sth

6. giving or being given to each of several pepole, ect.

7. take part or become involved ( in an activity)

8. situated a long way away

9. the amount of money received over a period of time either as payment for work, goods, or services, or as profit on capital

II. Fast reading

1. What does the page show you?

2. Where is the list of gifts?

3. In what kind of order are the gifts listed? How much are cheapest and dearest gift?

4. Where is the gift card?

5. What do the photos show you?

Step3 Careful Reading

Ask Ss to read carefully. And the task is to finish Ex2 on page 34.

Discuss What do you think of this website and its idea? Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in Ex 3 in groups. Choose one of the topics to discuss.

Step4 Reading Task

Deal with reading task in the work book.

Turn to page 73. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Ex on page74.

Step5 Discussion

Imagine you and your classmates want to donate some of your pocket money to help those in need in another country. Work as a team and decide how much of your pocket money you would like todonate. What would you do with your group’s donation? Do you think that gifts like those in “The World’s Most Useful Catalogue” are a good idea? Give at least two reasons for your answers.

Step5 Homework

1. Ask Ss to search for information about Plan International.

2. Pick out the sentences with attributive clauses in “ A letter from Plan”.

Step6 Blackboard design

give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, purchase…from…从……购得……, provide seeds and simple agricultural equipment提供种子和简单的农业机械, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足

Record after teaching

Period4 Listening and speaking

I. Teaching aims and demands

1. The Ss improve their listening ability..

2. Encourage Ss to have a positive attitude towards listening and speaking.

II. Teaching important points

1. To develop Ss’ listening and speaking ability.

2. Learn to use learning strategy.

III. Teaching difficult points

1. How to help Ss develop their listening skills.

2. Learn to cooperate with each other to fulfill the listening and speaking task.

IV. Teaching methods

Discussion, practice, s and task-based method.

V. Teaching aids

A tape recorder, the multimedia and PPT.

VI. Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Have a diction.

Step2 Listening strategies

Tell Ss the listening strategies before listening.

Step3 Pre-listening

Words preview

Medecins Sans Frontieres (MSF) (法文) 无国界医生(国际人道主义医疗援助机构)

clinic n. 门诊部; 小诊所

A radio interview with Dr. Murray, a volunteer with Medecins Sans Frontieres (MSF).

Medecins San Frontieres- a French voluntary organization, “ doctors without borders”

Step4 First listening

The listening has many examples of phrases that express time sequence. Listen to these expressions and number them in the order you hear from.

6 in 8 over the last few years

3 in 1990 11 for six more months

9 in the future 2 in the 1980s

1 for two weeks 4 in 1992

7 in 10 in two weeks’ time

5 for a couple of months

Step5 Second Listening

With a partner, answer as many of the questions below as you can before you listen for a second time. Then listen and check your answers.

1. Why did Mary decide to work in developing countries?

2. When Mary worked in a clinic in Malawi, why did the children die?

3. In Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?

4. Why were conditions in the clinics in th Sudan challenging?

5. What was one of the effects of Mary’s experiences on her?

Step6 Third Listening

Listen again and make notes about Mary’s experiences in the table below. Share your notes with your partner. Then join another pair and share your notes again.

Stpe7 Discussion

Would you like to work as a volunteer like Dr Mary Murray in the future? Complete the chart below. Then share you ideas with your partner without looking at the chart.

Step8 Homework

Write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions

Step9 Blackboard design

Record after teaching

Period5 Writing

I. Teaching aims and demands

1. Enable the Ss to write about a person’s experience by using time expression.

2. Enable the Ss to write a letter to a child they would like to sponsor.

II. Teaching important points

1. Ss learn to cooperate with each other to find the useful expressions needed for writing.

2. Learn to cover all the main points in the writing task.

III. Teaching difficult points

1. How to develop Ss’ writing skills.

2. Learn to use conjunctions correctly.

IV. Teaching methods

Cooperative, discussing and task-based methods.

V. Teaching aids

The multimedia, some PPT.

VI. Teaching Procedures

Step 1 Revision

Check the homework

Ask some Ss to read sentences with attributive clauses in “ A letter from plan”.

Step 2 Pre-writing

Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence

Dr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).

Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa

Step 3 Writing

Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 35.

Points must be included:

1. who she is

2. reasons why she joined MSF

3. what she did in Malawi

4. what she did in the Sudan

5. the effects on her of her experiences.

6. her plans for the future

Step 4 Writing task

Deal with writing task on Page75.

Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:

Introduce yourself

Say something about your interests and hobbies

Described your family

Let her know you want to make friend with her and her from her

Other things you would like to tell her.

After the Ss have finished writing, ask several of them to read their letters.

Step5 Homework

Ask Ss to polish the letter they wrote in class and hand it in tomorrow.

Period6 Language points

I. Teaching aims and demands

Help Ss to learn how to use the important words and expressions.

Encourage Ss to have a positive attitude towards learning the language points.

II. Teaching important points

1. Learn and master the important points learnt in this unit.

2. Learn to put these important points into practical use.

III. Teaching difficult points

Master the important points concerned in this unit.

IV. Teaching methods

Group work, presentation, practice and review-method.

V. Teaching aids

Workbook and PPT.

VI. Teaching Procedures

Step1 Revision

Retell the story “A Letter Home”.

Step2 Discussion

Get Ss to have a discussion about what are the important language points in this unit. Ask Ss to point out the difficult or important points they’ve found. Deal with the problems that rise.

Step3 Language study

1.hear from 收到来信

2.be dying to 渴望 ;极 想

3.come across (偶然) 碰见、发现

4.dry up 干枯; (供应,思路)枯竭

5.in need 在困难中; 在危机中

6.stick out 伸出

7.up to 多达

8.make a difference 有影响; 有作用

9.care for 关心; 照顾; 喜欢; 想要

1.hear from sb. = receive one’s letter

与hear 相关的短语:

hear about 听到关于......的消息

hear from 收到……的来信

hear of 听说, 听到

hear sb. do sth. 听见某人做了某事

hear sb. doing sth. 听见某人正在做某事

在某些感官动词如: see, hear, feel, watch, observe, notice, listen to等后,既可接现在分词作宾语,也可接不带to的不定式作宾补。

(1) Did you hear someone ______________(laugh) outside?

(2) I heard someone ______(read) loudly in the morning.

(3) He was heard ___________(sing) in the next room.

The missing boys were last seen ___ near the river.

A. playing B. to be playing C. play D. to play

2. be dying for/ to do sth. 渴望, 极想, 渴望做某事

I’m dying for a piece of cake.

I am dying to know where you are from.

(1)我极想出国。

I am dying to go abroad.

(2)他很渴望喝点酒

He was dying for a little wine.

“渴望”的类似说法

1. have a strong desire for sth.

2. be eager to do

3.be thirty for sth.

4. desire to do sth.

5. long to do sth. / for sth.

3. come across 偶然遇见/发现

The boys had never come across anything like this and started jumping out of the windows.

她在找东西时偶然发现了一些旧信件

She came across some old letters in the course of her search.

与come相关的短语：

come along 快点,来吧

come back 回来,折回

come from 来自, 从……来

come off 从……离开, 脱落

come out 出来, 出版

come up 走过来, 走近

come over 过来

come to 来到, 结果是

I ________some interesting books in the room.

A. came about B. came across C. came out D. came off

This situation should never have _______.

A . came over B. came up C. came back D. came about

How is your work_________?

A .coming along B. coming back C. coming to D. coming up

4.dry out (使)变干;干透

(1)他告诉我加热罐子是为了使剩余的食物变干

He told me that the can was heated to dry out

(2) Water the plant regularly, never letting the soil dry out(让土壤干枯)

5.dry up (河流，湖泊等)干枯；弄干、晒干、变干; (供应、思路) 枯竭

(1) During the drought, the river dried up.

(2) The writer’s long separation from social dried up his imagination.

(3)太阳很快就会把马路晒干的

The sun will soon dry up the roads.

6. in need 在困难中,在危急中

be in need of sth 需要

have the need for sth 对…的需要

according to the need 根据需要

句意理解: A friend in need is a friend indeed. 患难朋友才是真朋友.

(1) 我们应该帮助有困难的人. We should help those in need.

(2) 他现在很需要一大笔钱. He now is in great need of much money.

7 stick out 伸出, 突出

stick out for sth 坚持要求某事物

stick to sth 不放弃

(1) She _________________ (伸出脚) and tripped him over.

(2) 当车开动时不要把头伸出车窗外.

Don’t stick your head out of the window while it is running.

(3) Once a decision has been made, all of us should ____ it.

A. direct to B. stick to C. lead to D. refer to

8 up to 多达

be up to sth = be busy doing sth. 忙于

It is up to sb to do sth 由某人负责做某事

What is up? 怎么了?

这些淘气的孩子在忙什么呢?

What are these naughty boys up to?

由我负责完成这项任务.

It is up to me to do this task.

(3) --What do you want to do next? We have half an hour until the football game?

-- ____. Whatever you want to do is fine with me.

A. It just depends B. It’s up to you

C. All right D. Glad to hear that

9 make a difference 有影响,有作用,有差别

make no/ a little/ much/ some difference

无/ 有一点/ 有很大/ 有一些差别

tell the difference between 说出…的差别

be different from 与…不同

make a difference between 区分…

(1) 我们应该区分开对错.

We should make a difference between right and wrong.

(2) 对我来说,他 去不去都没关系.

It makes no difference to me whether he goes or not.

(3) Does it __ any difference whether we leave at 9:00 or at 10:00?

A tell B be C give D make

10 care for 关心,照顾; 喜欢, 想要

care about 在乎，关心

take care of 照顾，保管

with care 仔细地，认真地

be careful of 当心，小心

be careful about 讲究

be careful for 当心，惦记

(1) 她一点也不在乎我．

She doesn’t care about me at all.

(2) 你想要一杯茶吗？

Would you care for a cup of tea?

Step3 Homework

1. Revise the key sentences in this period.

2. Review the language points in taught in this period.

Step4 Blackboard design

Record after teaching

篇2：新课标模块7 Unit 4 Sharing 教学设计（学英语报）(新课标版高二英语选修七教案教学设计)

Unit 4 Sharing

教材分析和教材重组

教材分析

本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

1. Warming Up部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。

2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的意义。

3. Reading部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。

4. Comprehending部分设置了两组问题。第一个练习为小组讨论题，这些问题首先要求学生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈谈是否愿意参加志愿者活动。第二个练习要求学生对文中提到的五个现象进行分析，说明其原因。第三个练习要学生通过阅读分析小山村中的积极和消极面。这些均属深层思考题。

5. Learning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也设置了两个练习，一是用定语从句完成句子，二是用含定语从句的句子回答问题。

6. Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训练听说读写的能力。

教材重组

1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。

3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。

4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。

5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。

课时分配

1st Period Reading

2nd Period Language study

3rd Period Integrating skills(Ⅰ)

4th Period Listening and Speaking

5th Period Integrating skills(Ⅱ)

Part 1: Teaching Design

第一部分：教学设计

Period 1: A sample lesson plan for reading

(ALETTER HOME)

Aims

To help students develop their reading ability

To help students learn about voluntary work

Procedures

I. Warming up by defining volunteer

What is a volunteer?

1. One who enters into, or offers for, any service of his own free will.

2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.

II. Pre-reading

Have you ever heard of a place called Papua New Guinea?

Facts of Papua New Guinea

Capital: Port Moresby

Government: constitutional monarchy with parliamentary democracy

Currency: kina (PGK)

Area total: 462,840 sq km

land: 452,860 sq km

water: 9,980 sq km

Population: 5,172,033 (July est.)

Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region

note: 715 indigenous languages

Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%

III. Reading for forms

Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

IV. Copying expressions

You are asked to copy all the useful expressions into your notebook after class as homework.

Expressions from A Letter Home

thanks for…因……感谢, hear from…收到……的来信, be dying to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外, go back to…回到……, make any difference对……有所改变, get to know…开始了解……, speak much Pidgin English说几句洋泾浜英语, the home of ………的家, one’s first visit to…某人的第一次参观……, have fantastic views看到奇妙的景色, down a steep slope to…走下一个通向……的陡坡, work in the garden在花园劳作, shake hands with…与……握手, lead… to…把……领到……, a low bamboo hut with grass sticking out of the roof 一个低矮的竹屋，屋顶上伸出一簇茅草, a man’s house男人的房屋, get through…进入……, lay… on…放置……在……上, a newly made platform一个新搭架的平台, sleep on…睡在……上, share…with…与……共用……, sleep on small beds睡在小床上, in another part of…在……另一边, in the centre of…在……的中间, near the doorway靠近门房, the only possessions仅有的家当, a few tin plates几个锡盘, a couple of pots两个罐子, build a fire生火, place…in a empty oil drum把……放在一个空邮筒里, cover…with…用……覆盖……, inside the hut在竹屋里面, sit around the fire围着火炉坐着, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after a short time过了一会儿, throw… out of the doorway把……扔到屋外, dry out the leftover food烧干残菜剩饭, attract evil spirits引来邪灵, in the night在夜晚, after many goodbyes and shaking of hands经过一番握手道别之后, climb down… towards home爬下……回家, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课

V. Writing a letter of your own.

Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.

A Letter to my teacher

Dear Ms Xu Fang,

Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.

You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.

There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.

You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.

…

VI. Closing down by reading more on voluntary work

My Experience as a Volunteer Teacher

Author: Susansun

“Susan, I'll miss you, don't forget me,” a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.

Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.

We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly.“ The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.

At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.

Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.

The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.

Additional Materials

Complete the summary of the story with one word in each blank.

Dear Rosemary,

I like to thank you for your letter. Hearing from you is really wonderful.

You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.

I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.

Life is hard here, too. We have to carry water from a faraway well in a 11 .

Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.

I will tell you more about my life here in my next letter to you.

I have to work now. So much for today.

Love,

Jo

(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative

10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)

Comprehension questions

1. Why was science the most challenging subject for Jo?

A. There’s no electricity or water and they don’t have any textbooks.

B. He still couldn’t adapt to the local conditions.

C. The students were not willing to study it.

D. There is no equipment and he also needed to carry water by himself.

2. Why did the boys start to jump out of the window?

A. Because they had never seen anything like that and they were frightened.

B. Because they were very naughty.

C. Because chemistry has no relevant to their future life.

D. Because I was going to use this to attract their attentions.

3. What effect did Tombe’s mother’s crying have?

A. It showed her happiness while she was working in her garden.

B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.

C. To frightened the wild animals away from the visitors.

D. She was too surprised to see visitors.

4. Why they threw the tin can out of the doorway?

A. Because they used it to attract wild animals here.

B. Because they used this way to dry out the leftover food.

C. Because they believed that any leftover attract evil spirits in the night.

D. They hate the smell of the leftover food in the tin can.

5. What’s the letter mainly about?

A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.

B. It tells us about what life is like in Tombe’s village.

C. It tells us about what had happened in one of Jo’s class.

D. It tells us about the new things Jo found in the village.

(Key: DABCA)

Notes to some difficult sentences

1. It was wonderful to hear from you. 收到你的来信真是太高兴了！

hear from 的意思是“收到……的来信”，又如：

I hear from my sister in New York yesterday. 我昨天收到了在纽约的姐姐的来信。

hear about表示“听说……的事”，例如：

Have you heard about the new anticancer drug? 你有没有听说过这种抗癌新药？

hear of 表示：

1) “听说……”，主要用于否定句及疑问句，例如：

I’ve never heard of him. 我从未听说过他。

2）“听从”，通常用于否定句，与will, would连用，例如：

He wouldn’t hear of me paying for the bill. 我要付账，但他不肯。

2. I know you’re dying to hear all about my life here. 我知道你急于了解我在这儿的生活情况。

be dying to do sth. 意思是“极想做”，又如：

All of them are dying to see the movie. 他们所有人都极想看那部电影。

be dying for sth. 的意思是“极想得到”，例如：

He was dying for something to drink. 他极想喝点东西。

由动词die组成的短语：

die away 逐渐消失; die down逐渐减弱; die off相继去世; die out完全灭绝

3. …have walked a long way, sometimes up to two hours, to go to the school. 走了很长的路， 有时要走两个小时，才能到学校。

此处up to 表示as many as; 该短语也可以和不可数名词连用，相当于as much as, 例如：

He can earn up to ＄50,000 a year.他一年能挣五万元。

up to 还可以表示：

up until 一直到，例如：She lived at home right up to/until she got married. 她结婚前一直都住在娘家。

good enough for sth胜任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能胜任那项工作。

由……负责，例如： It’s up to her to decide whether or not to go on the course. 是否上这门课她自己决定。

4. I’m still trying to adapt to these conditions. 我还在努力适应这里的生活。

此处adapt为不及物动词，意思为“适应新环境”，又如：

The children have adapted well to life in the country. 孩子们很容易便适应了乡村的生活。

adapt也可用作及物动词，又如：

He adapted an old car engine to use in his boat.他改装了一辆旧车引擎来驱动他的小船。

The author is adapting his novel for television. 作者正把他自己的小说改编成电视剧。

5. The boys had never come across anything like this. 男孩子们从未见过这种情况。

come across的意思是“偶然遇见/发现”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇见了多年未见的老朋友。I came across some interesting books in the room. 我在房间里发现了一些有趣的书。

由动词come组成的短语：

come about发生，例如：This situation should never have come about. 这种情况本来不应该发生。

come along 1)进展；2）偶然发生，例如：How’s your work coming along? 你的工作进展如何？I got the job because I came along at just the right time. 我得到这份工作是因为碰巧遇上了好机会。

come round 定期发生，例如：Christmas will soon be coming round again. 圣诞节很快又要来临。

6. The hut was dark inside so it took time for our eyes to adjust. 小屋内很黑，因此眼睛要过好一阵才能适应过来。

此处adjust为不及物动词，意思是“适应”，又如：He adjusted quickly to the heat of India. 他很快就适应了印度的炎热气候。

adjust也可以用作及物动词，意思是“调整”，例如：He adjusted his tie before entering the hall. 进入大厅前他整理了一下领带。

7. They believe that any leftovers attract evil spirits in the night so the food is dried up

in the can and the can is then thrown out of the hut. 他们相信剩饭在夜晚会引来邪灵，所以要把食物放在罐子里烧干，再把罐子扔到屋外去。

in the night 表示“在夜间”，又如：The telephone rang twice in the night. 夜里电话向了两次。

与night有关的短语：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜

at night 在夜晚; by night 在夜间（与by day相对）; for the night 当天晚上; night after night 每晚; over night 过夜; night owl 熬夜的人; night school 夜校（相对于day school）; night shift 夜班; night table 床头柜（=nightstand）

dry up 的意思是“（使）完全变干”，又如：Many rivers in Africa have dried up recently. 最近非洲的许多河流都干涸了。The burning sun had dried up this area. 火辣的太阳把地区晒干了。

8. It was such a privilege to have spent a day with Tombe’s family. 跟汤贝一家度过一天，真是一种殊荣。

此处privilege的意思是“殊荣”，又如：It was a privilege to make his acquaintance. 能认识他真是荣幸之至。

privilege 还可以表示“特权”、“权利”，例如：Only members have the privilege to use the ground.只有会员才有权利使用操场。

the privilege of citizenship/equality 公民权/平等权

【高考链接】

限定性定语从句

一、限定性定语从句中关系代词的用法

1．who , whom, that

三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.

（1）I don’t like people who lose their tempers easily.

我不喜欢爱发脾气的人。

（2）Do you think one should stay faithful to the person (whom) one is married to?

你认为一个人结婚后应该忠实于他的伴侣吗？

（3）The suona horn is the instrument that really excites me.

唢呐是真正使我激动的乐器。

注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。

2. whose

一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。

Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？

I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看见一些树的叶子因病害而发黑。

3. that, which

二者都可修饰物，在定语从句中可作主语或宾语。

The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。

that指物时，一般可和which换用，但在下列情况下,只用that

A. 先行词为all, anything, everything, nothing, something等

I will do all (that) I can to help you.我将尽我所能来帮你。

B. 先行词被序数词、形容词最高级或the only, the very等修饰时

It’s the best film that has ever been made on the subject of madness.

这是以精神病为题材而拍摄的影片中最好的一部。

These are the very books (that) I am looking for.这些书正是我要找的。

C. 先行词既有人又有物时

They talked about the people and the things (that) they remembered in the school.

他们谈到他们所记得的学校中的人和事。

D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。

Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？

E. 当that所代替的先行词在定语从句中作表语时

This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。

F. 定语从句中动词为there be时，关系代词用that或省略

She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。

另外，请注意只用的三种情况：

A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。

Let me show you the novel that I borrow from the library which was newly open to us. 让我给你看看我从新开放的图书馆借来的小说吧。

B. 前面紧接着有介词时

This is the book about which we are talking now.这就是我们正在谈论的那本书。

C. 非限定性定语从句中不用that(例句请见本章V)

4. whom, which

若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.

Who is the boy with whom you were talking a moment ago?

你刚才和他谈话的那个男孩是谁？

The book from which I got a lot of useful information was written by a famous scientist.

我从中得到许多有用信息的那本书是一位著名科学家写的。

5. as

引导限定性定语从句时，常用在so, such或the same之后。

Such people as you describe are rare nowadays.像你描述的这种人现在少多了。

I have the same trouble as you. 我的麻烦和你的一样。

Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。

(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)

二、限定性定语从句中关系副词的用法：

1. when

表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。

I still remember the day when (on which) I joined the league.

我对我入团的那一天记忆犹新。

注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：

I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。

2. where

表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。

Let’s think of a situation where (in which) this idiom can be used.

咱们来想一个使用这个成语的情境。

注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：

This is the place where we worked last year. 这是我们去年工作过的那个地方。

This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。

3. why

表示原因。在定语从句中作原因状语，其先行词一般为reason.

The reason why he is late is that he failed to catch the first bus.

他迟到的原因是他没能赶上第一班公共汽车。

试比较：The reason (that/which) he gave us for changing the plan was groundless.

他给我们的改变计划的原因是站不住脚的。

所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。

三、限定性定语从句中应注意的几个问题

A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。

I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。

B. 关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。

He is one of the Canadian scientists who are working in China.他是在中国工作的加拿大科学家之一。

He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一个说汉语好的加拿大科学家。

C. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。

Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。

Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？

D. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：

a. It was at the theatre ____ Lincoln was murdered.

b. It was the theatre ____ Lincoln was murdered.

a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.

b. It was Oct.1st 1949 ____the People’s Republic of China was founded.

以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。

E. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。

The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。

F. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。

The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。

I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。

【高考链接】

1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）

A. who; 不填 B. 不填, who C. who; who D. 不填, 不填

2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重庆）

A. of which B. by which C. in which D. from which

3. -Do you have anything to say for yourselves？(06江西)

-Yes, there is one point _____ we must insist on.

A. why B. where C. how D. /

4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)

A. whose B. which C. of which D. that

5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山东)

A. where B. that C. when D. which

6.---You’re always working. Come on. Let’s go shopping.

--- ____you ever want to do is going shopping. (2002 春季高考)

A. Anything B. Something C. All D. That

7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.

A. where B. which C. while D. why (2001 上海)

8. The film brought the hours back to me ____I was taken good care of in that far-away village.

A. until B. that C. when D. where (2001 NMET )

9. We are living in an age _____ many things are done on computer.（北京春）

A. which B. that C. whose D. when

10. I worked in a business _____ almost everyone is waiting for a great chance.(湖南)

A. how B. which C. where D. that

11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）

A. it B. that C. this D. which

12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）

A. where B. which C. when D. that

13. Do you still remember the chicken farm _____ we visited three months ago?（北京春）

A. where B. when C. that D. what

14. ---Why does she always ask you for help? （2005北京）

---There is no one else _____, is there?

A. who to turn to B. she can turn to C. for whom to turn D. for her to turn

15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）

A. that B. in which C. by which D. how

【巩固练习】

1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.

A. when B. where C. which D. whose

2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.

A. as B. which C. where D. when

3. The time is not far away ______ modern communication will become widespread in China’s vast country.

A. as B. when C. until D. before

4. He is such a lazy man _____ nobody wants to work with ______.

A. as; him B. that; / C. as; / D. whom; him

5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.

A. why B. where C. as D. which

6. You’ll have to wait for one more week, ______ the manager will be back from his trip.

A. before B. when C. as D. until

7. “We’ll make public schools ______ can be”, said the President in the speech.

A. all they B. what it C. that they D. all it

8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.

A. where B. how C. why D. when

9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.

A. where B. which C. when D. whose

10. Is this museum ____some German friends visited last Wednesday?

A. that B. where C. in which D. the one

11. All those ____the rule raise your hands.

A. who is against B. are for C. who for D. that are against

12. Mary is one of the girls ____been to shanghai.

A. who have B. who is C. who had D. they have

13. He is the only one of the boys of his class who ____the piano well.

A. plays B. play C. playing D. are playing

14. Kate took away everything except ____Mary gave to her.

A. that B. what C. which D. it

15. The train ____ she was traveling was late.

A. which B. on which C. by which D. on that

【汉译英】

1. 他是否加入对我们没有改变。

2. 我无意中在名单上发现他的名字。

3. 那场音乐会吸引了很多人。

4. 那是一定的。

5. 我们必须为聚会做准备。

【答案及解析】

【高考链接】

1. C 此题首先分析句子结构，按句意可知是将喝咖啡与不喝咖啡的女性作比较，所以

women和those 后各带一定语从句。根据关系代词在从句中作主语不能省略这一规则，不难判断出选项C为正确答案。

2. D 此题考查介词+关系代词which 引导的定语从句，先行词为direction，代入后面的定语从句为she had come from the direction。故D项正确。

3. D 此题将定语从句置于情景交际中进行考查。先行词point在从句中作insist on的宾语。关系词只能是关系代词。故排除其它三选项。另外关系代词在从句中作宾语可略，故选D。

4. A whose在句中引导定语从句。先行词“house”在从句中“roof”构成所属关系，即the house’s roof。故选关系代词whose。

5. A 此题主要考查point的抽象概念，它既能表示时间，也能表示地点，后面可以接when引导的定语从句，也可以接where引导的定语从句，例如：We had reached the point when there was no money left. (我们曾落到身无分文的地步)Please underline the points where you don’t understand.（把你不懂的地方划下来）。由上例可看出when 和where 与point连用，既能表示具体的时间和地点，也能表示抽象的时间和地点，但是它们的不同在于用where时，侧重指“内容”，所以此题选where 为最佳选项（侧重于指双方都能接受，并愿意坐下来谈的条件）。

6. C 此句实际上考查的是定语从句的先行词（关系代词that的省略）。All (that)在定语从句中作do的宾语。如选D, That只起引导作用，不能作定语从句中的成分，且缺少先行词。答案A与B不合题意。

7. A 因为where代替先行词并在定语从句中作to lose control…的状语。即“在一种难以驾驭飞机的情况下”where相当于in which。

8. C 注意先行词为hours,在定语从句中作状语表时间.如果把主句写作: The film brought back to me the hours就比较容易选择了。

9. D 考查定语从句，先行词an age在从句中做状语。

10. C

11. D which引导定语从句，指代the road map。

12. A 先行词her trousers在从句后与on一起作状语，表地点，所以用关系副词where。

13. C visited后面需要宾语。

14. B 本题考查定语从句和turn to sb.。

15. B 本题考查不定式作定语，“介词+ which+不定式”结构作定语修饰名词shop，与shop相搭配的介词为in。

【巩固练习】

1. B 此题考查定语从句,先行词为point,在此意为“（进展、增进的）阶段；程度”，引导词在从句中作地点状语，所以用where引导。

2. C 此题考查定语从句，先行词a rocky planet指地点，且引导词在从句中作地点状语。

3. B 此题考查定语从句，先行词是the time，引导词在从句中作时间状语。

4. C 此题考查对“such…as…”和“such…that…”的运用。在such…as…这一结构中，as引导定语从句，as是关系代词；而在such…that…这一结构中，that引导结果状语从句。

5. B 此题考查定语从句中关系代词的使用。把先行词some cases代入从句中，相当于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地点状语，意为“在这些情况下”，故选where。

6. B 此题考查复合句的掌握。在时间状语从句中，一般现在时代替一般将来时，而此句中的从句“the manager will be back from his trip”是一般将来时，依此推断，从句不是时间状语从句，排除A、D。显然，此句为定语从句，代入先行词one more week，在从句中作时间状语，故选when。

7. A 考查定语从句。All（that）they can be = what they can be。

8. D 考查定语从句。先行词moments表示时间，定语从句由关系副词when引导，相当于at which即at the moments。

9. A 先行词websites表示地点，应用关系副词where引导定语从句，相当于on which即on these popular websites.

10. D 11. D 12. A 13. A 14. B 15. B

【汉译英】

1. Whether he will join us won’t make any difference.

2. I came across his name on the list.

3. The concert attracted a great number of people.

4. That’s for sure.

5. We must prepare for the party.

Period 2: A sample lesson plan for Learning about Language

(Revise the Attributive Clause )

Aims

To help students revise the Attributive Clause

To help students discover and learn to use some useful words and expressions

To help students discover and learn to use some useful structures

Procedures

I. Warming up by reading the text aloud to the tape

As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.

II. Discovering useful words and expressions

Turn to page 32 and do exercises 1 and 2.

Adjust: ”Adjust the clock, please.“ ”We must adjust to the bad economic situation“ ”Adjust your eyes to the darkness“

Grill: ”He cooked hamburgers on the grill.“

Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.”

Doorway: “He stuck his head in the doorway.”

Arrangement: They made arrangements to meet in Chicago.“ ”He changed the arrangement of the topics.“ ”the arrangement of the furniture“; ”the placement of the chairs“

III. Revising useful structures

Now you may turn to page 32 to do exercises 1.

You are to finish the sentence with your own words.

1. I made the present which would entertain you.

2. Painting is an activity that is connected with paints and brushes.

3. The person to whom you are dying to hear about is on holiday.

4. The man who lives at the bush school is a doctor.

5. The woman whose daughter you got to know yesterday is over there.

6. You won’t find the theatre where we jumped out of the window unless you have a map.

7. Anne is doing some research on the time when I started crying “AAAAA”.

8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.

Next you are going to do exercise 2 on page 32.

1. I’d like to have a friend whom I can learn English with.

2. For a holiday I ’d like to go to a place where I can shout and cry.

3. I’d like to have a bedroom that I use it as a study sometimes.

4. I’d like to learn to play a musical instrument that may produce terrible sounds.

5. The reason why he didn’t finish his homework is still a mystery.

6. The person to whom she was married is one who could speak five languages.

7. The mobile phone I’m going to buy is one that could send picture massages.

8. The day I won’t ever forget is the day when I left my father forever.

IV. Closing down by making sentences with the Attributive Clause

1. Thanks for your present that comes to me yesterday.

2. I like to hear from my mother who is living abroad.

3. I am dying to find a good job that will bring me lots of money.

4. He heard all about my studies that led to my success and fame in China.

5. I will include some photos that were taken by my daughter in America.

6. I cannot picture the places where he lived during the war.

7. He came to ask about the bush school that I attended last fall.

8. We reached the school grounds that were covered with wastes from the factories around.

9. He has become a lot more imaginative in English which is quite different from Chinese.

10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.

Period 3: A sample lesson plan for Using Language

(THE WORLD’S MOST USEFUL GIFT CATALOGUE)

Aims

To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE

To help students to use the language by reading, listening, speaking and writing

Procedures

I. Warming up by listening and reading to the tape

Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.

II. Reading for forms

Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue

Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.

Expressions from The World’s Most Useful Gift Catalogue

give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足

1. I was given an unusual gift by my loved daughter.

2. I will keep the gift that was given to me by that blind man.

3. This money will be a contribution towards those people who live in the West of the country.

4. You have to choose your school from the catalogue which was sent to you last week.

5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.

6. Help must be offered to a community in need.

7. You may purchase an item at our shop.

8. I will send an attractive card to you.

9. This letter will be sent to your special person.

10. You may use the cards for any special occasion to purchase items from our shop.

11. He was sent to train a whole village of around 40 families in new agricultural methods.

12. Seeds and simple agricultural equipment will be provided.

13. Just 20% more produce will mean the difference between sickness and health.

14. The poor will go hungry this time next year.

IV. Closing down by asking about volunteer work

To know more about volunteer work you may put as many questions as possible to your teacher.

What is a volunteer project?

Why do people volunteer?

Would you like to work as a volunteer?

Is volunteering worth the time it takes?

Why would you enjoy volunteering?

Do you know anyone who has done volunteer work?

Where and why did they volunteer?

Could you and would you like to work as a volunteer in the same way?

What could you do to help if you had no money?

What is volunteer work?

What is your definition of ”volunteer work“?

What is the dictionary definition of ”volunteer“?

Have you ever benefited by someone's volunteer work?

What is volunteer screening?

Have you ever done any volunteer work?

What organizations do volunteer work?

What kind of work do they do?

What situations need volunteer workers?

Can you think of different types of volunteer work?

Can you think of examples of professional and amateur volunteering?

Have you and your family ever worked on a volunteer project together?

What did you do?

What are volunteer activities that people do?

Can you think of ways to help people who need help?

Have you ever done any volunteer work?

Did you do it alone, with friends or with your family?

Did you make new friends while you were doing the work?

Have you ever volunteered to help victims of natural disasters? Why?

Would you volunteer to help people outside your community?

Would you volunteer to help people outside your country?

Have you ever volunteered to help victims of natural disasters? Why or why not?

What are some organizations through which you can volunteer?

Why benefits do you get personally by volunteering?

How did you feel about volunteering before you started work?

How did you feel during the work?

How did you feel after you had finished the work?

What are some organizations through which you can volunteer?

What kind of work did they do?

What are some websites maintained by volunteer organizations?

Have you read a book about volunteer work?

Can you list some reasons why people volunteer?

How can volunteers benefit from their work?

Why would you enjoy certain types of volunteer work?

What types of volunteer work would be unpleasant for you?

What benefits other than personal satisfaction could you personally get by volunteering?

Is volunteering worth the cost to you?

In what situations and at what times in your life could you afford to volunteer?

Do you know anyone who has done volunteer work?

Where did they work and why did they volunteer?

Is there a history of volunteerism in your country?

Can you find information about volunteering in your country and two other countries?

Can a volunteer be treated the same as paid staff?

Part 2: Teaching Resources

第二部分：教学资源

Section 1: Discourse studies of A LETTER HOME

Type of writing and summary of A LETTER HOME

Type of writing Time Place Person Events Results

A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.

Section 2: Background information for Unit 4 Sharing

1. The five C’s in letter writing

Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.

Concise: Do not ramble. Try to make your words go straight to the point.

Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.

Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.

Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.

2. CULTURE SHOCK

●Culture Shock

We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.

●Symptoms:

Sadness, loneliness, melancholy

Preoccupation with health

Aches, pains, and allergies

Insomnia, desire to sleep too much or too little

Changes in temperament, depression, feeling vulnerable, feeling powerless

Anger, irritability, resentment, unwillingness to interact with others

Identifying with the old culture or idealizing the old country

Loss of identity

Trying too hard to absorb everything in the new culture or country

Unable to solve simple problems

Lack of confidence

Feelings of inadequacy or insecurity

Developing stereotypes about the new culture

Developing obsessions such as over-cleanliness

Longing for family

Feelings of being lost, overlooked, exploited or abused

篇3：Book 7 Unit 1 全单元教案(新课标版高二英语选修七教案教学设计)

I． 单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II． 目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词 汇 1. 四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III． 教材分析与教材重组

1. 教材分析

本单元以残疾及残疾人生活为话题，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。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，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。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 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。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 教材重组

2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。

2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。

2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。

2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。

2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。

3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1st Period Reading

2nd Period Learning about language

3rd Period Using language

4th Period Reading and listening

5th Period Reading and writing task

IV. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target language目标语言:

a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals能力目标

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals学能目标

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points教学重点

How positive stories about the people with disabilities inspire others.

Teaching difficult points 教学难点

How to help student understand the difficulties the disable have to overcome.

Teaching methods教学方法

Discussing, explaining, reading and practising

Teaching aids教具准备

Multimedia computer

Teaching procedures & ways教学过程与方式

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

The Second Period Learning about language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all

b. 重点句型

Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely.

3. Learning ability goals学能目标

By doing the related exercises in the textbook.

Teaching important points教学重点

The useful words and expressions and structures.

Teaching difficult points 教学难点

How to use them properly.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

The multi-media computer

Teaching procedures & ways教学过程与方式

Step I Revision

Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?

……

Step II Discovering useful words and expressions

Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.

T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)

Ss: Zhang Haidi

T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.

Show the following words on the PowerPoint.

independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial

If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.

independent :not determined or influenced by someone or something else;

Although she is young, she is very independent.

fellow: a peer

We were school fellows.

ambition: the object or goal desired

One of his ambitions is to become the President of the Motor General.

disability: the condition of being disabled

He gets a disability pension from the Government because of his disabilities in a fire accident.

eyesight: the faculty of sight; vision.

Her eyesight is very good.

motto: a maxim adopted as a guide to one's conduct.

The school motto is 'Never lose hope.'

encouragement: the act of encouraging.

He owed his success to his wife's encouragement.

beneficial: producing or promoting a favorable result; advantageous

a temperate climate beneficial to the health

After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.

After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.

Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.

As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.

Step III Discovering useful structures

Show some sentences that contain the infinitive and ask students to identify its function.

It is good to help others. (subject)

It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)

My ambition is to work in the computer industry when I grow up. (predicative)

I don’t have time to sit around feeling sorry for myself. (attribute)

I am the only student in my class to have a pet snake. (attribute)

A big company has decided to buy it from me. (object)

My fellow students have begun to accept me for who I am. (object)

I have had to work hard to live a normal life. (adverbial)

Some days I am too tired to get out of bed. (adverbial)

We must call on local government to give financial assistance to disabled people. (object complement)

Note: The following verbs are normally followed by the infinitive.

afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish

For example:

I can't afford to go to the pub.

He agreed to practise more.

You should learn to express yourself.

They managed to fix the problem.

Explanation of the Gerund or the Infinitive

Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.

Gerund and Infinitive (no difference in meaning)

We use the Gerund or the Infinitive after the following verbs:

begin He began talking.

He began to talk.

continue They continue smoking.

They continue to smoke.

hate Do you hate working on Saturdays?

Do you hate to work on Saturdays?

like I like swimming.

I like to swim.

love She loves painting.

She loves to paint.

prefer Pat prefers walking home.

Pat prefers to walk home.

start They start singing.

They start to sing.

We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive

advise They advise walking to town.

They advise us to walk to town.

allow They do not allow smoking here.

They do not allow us to smoke here.

encourage They encourage doing the test.

They encourage us to do the test.

permit They do not permit smoking here.

They do not permit us to smoke here.

We use the following structures with the word recommend:

recommend They recommend walking to town.

They recommend that we walk to town.

Some verbs have different meaning. (when used with Gerund or Infinitive)

GERUND INFINITIVE

forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.

go on Go on reading the text. Go on to read the text.

mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.

remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.

stop Stop reading the text. Stop to read the text.

try Why don't you try running after the dog? I tried to run after the dog, but I

Using structures

Deal with Exercises on Page49.

Do Ex2 first and then do Ex3.

Ask students to do Ex1 in their exercise-books after class.

Step V Homework

Go over words and expressions.

Go over the grammar.

Finish Ex1 on Page 49.

The Third Period Using Language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible

b. 重点句型

Expressions used to offer congratulations and best wishes.

2.Aility goals 能力目标

Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.

3.Learning ability goals学能目标

By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.

Teaching important points教学重点

Offer congratulations and best wishes.

Learn to write a letter of suggestion.

Teaching methods教学方法

Listening, speaking, reading and writing

Teaching aids 教具准备

A multi-media computer

Teaching procedures & ways 过程与方式

Step I Leading in

Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: Which mountain is the highest in Africa?

Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)

MOUNT KILIMANJARO

Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.

Step II Listening and speaking

T: Do you think it easy to climb it?

Ss: Of course not.

T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.

Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.

Step III Wishes & congratulations

Students are asked to work in pairs to practice offering congratulations and best wishes.

Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.

A sample of offering wishes and congratulations

B: Congratulations on your graduation certificate.

A: Thanks. And I was told you’ve invented a new computer game.

B: Yes, a company has decided to buy it from me.

A: That’s amazing. Good luck to you.

B: Thanks.

After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.

Give the following two situations for students to practice offering congratulations and best wishes.

Situation 1 Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest

Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest

Step IV Reading, speaking and writing

Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.

(After the discussion)

T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.

Skimming

Students can find the answers quickly, because they are printed in the pink color.

Careful reading

Help students to analyze the letter so that they will learn how to write a letter of suggestion.

T: Now please read the text carefully and think about the questions in Ex2 on Page 9.

After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.

Suggested answers:

1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers

2. This will attract the reader’s attention and the reader will realize these are important information.

3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.

T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.

(After the discussion)

Show the following on the PowerPoint or print it out.

A letter of suggestion

A letter of suggestion normally has five parts.

1. The Heading

This includes the address, line by line, with the last line being the date. Skip a line after the heading.

2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word ”dear“.

3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.

4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.

5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line

Step V Practice

Deal with Ex3-4 on Page 9.

Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.

Step VI Homework

Write a letter of suggestion to the architect.

A sample of a letter of suggestion

Mr.Xue Sun Lei

Chief architect 18 Hongyang street

Supermarket design Yuquan County

211 Kangwei Road

Yuquan County

18 March

Dear Mr Xue,

I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:

1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.

2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.

3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.

4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.

Yours sincerely,

Sunlei

The Fourth Period Reading and listening

Teaching goals 教学目标

1. Target language目标语言:

Patterns used to make introductions.

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2. Ability goals能力目标

Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.

Enable students to use proper English as well as body language to make introductions..

3. Learning ability goals学能目标

By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.

Teaching important points教学重点

How to make an elegant introduction.

Teaching difficult points 教学难点

How to make an elegant introduction.

Teaching methods教学方法

Reading, listening, explaining and practising

Teaching aids教具准备

The multi-media

Teaching procedures & ways教学过程与方式

Step I Leading in

Ask students to discuss how a guide dog is trained.

T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)

Ss: The Chinese is Dao Mang Quan-Xiao Q

T: What’s the movie about?

Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.

T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?

Ss: No.

T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.

Step II Reading

Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.

Stage Age Training

The first stage: 1-12 months The puppy lives with a sighted family

The second stage: 13-18 months It begins five months training at a guide dog school.

The third stage: 19-23 months When it is trained, it meets its new owner and the two live at

the guide school for a month to learn to work together.

The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.

After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.

T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.

Show the following on the PowerPoint or print it out.

Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.

How much does it cost to train a guide dog?

It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.

What exactly is a guide dog trained to do?

Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.

What is the blind person taught during training?

During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.

Are guide dogs allowed in restaurants?

Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.

Are there things I should or should not do when I am around a guide dog?

The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.

Listening

Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.

T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?

Ss: A trainer from the guide dog school.

T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.

After dealing Ex2-3, play the tape again to do Ex4.

T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.

Before they act out the dialogue, they should be aware this is an introduction.

T: What is the dialogue about?

Ss: An introduction.

T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.

(After the performance)

T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.

Step III Talking

Tips on how to introduce people

First give students some advice on how to introduce people.

Show the following on the PowerPoint.

Here's how to make proper introductions at parties, dinners and other social situations.

1. Introduce individuals to each other using both first and last names.

2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.

3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.

4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'

5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.

Demonstration

Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.

A sample of formal introduction

Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.

Joy Taylor: Nice to meet you.

Paul Banning: Pleased to meet you.

T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.

Practice

Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.

Step IV Homework

Surf on the internet to learn about Braille.

The Fifth Period Reading and Writing

Teaching goals 教学目标

1. Ability goals 能力目标:

Learn the story how Zhang Yuncheng achieves his ambition.

How to write a summary.

2. Learning ability goals学能目标：

Enable students to realize nothing is impossible.

Inspire students to study hard by Zhang Yuncheng’s story.

Teaching important points教学重点

How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.

Teaching difficult points教学难点

How to improve their writing.

Teaching methods教学方法

Reading and writing

Teaching aids 教具准备

The multi-media computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework.

Ask some students to say something about Braille.

Present the following on the PowerPoint.

Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.

Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.

Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.

Deal with Ex1 on Page 50.

Step II Listening

After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.

Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.

Step III Reading and writing

After learning something about Braille, deal with reading and writing task on Page51.

Present some pictures of Zhang Yuncheng on the PowerPoint.

T: Look at these pictures. Do you know who he is?

Ss: Zhang Yuncheng. A writer with disabilities.

T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),” taking its example from Helen Keller's remarkable story “Three Days to See.” Now let’s read his story on P51.

Fast reading

Ask students to scan the text and write a mini bio for Zhang Yuncheng.

Show the following on the PowerPoint.

A Mini Bio

Name: Zhang Yuncheng

Sex:

Health:

School education:

Interests and hobbies:

Ambition:

Dream:

Several minutes later, show the sample on the PowerPoint.

The sample of the mini bio

A Mini Bio

Name: Zhang Yuncheng

Sex: Male

Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen

School education: one day

Interests and hobbies: reading and writing

Ambition: to write and publish a book

Dream: to live a better life

Careful reading

Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.

Preparation for writing

Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.

Writing:

When students finish the opening sentences, they will be asked to write the rest of the text.

A sample of the writing

Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.

He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.

Step IV Homework

Speaking task on P52

Answer the questions on checking yourself on P53.

I.本单元课文注释与疑难解析

1. I have learned to adapt to my disability. 我已经学会适应这种生活。

adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合

He adapted himself to the cold weather.

他适应了寒冷的天气。

He tried hard to adapt himself to the new conditions.

他努力使自己适应新的情况。

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很能适应变化。

2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.

every time每次, 每当 引导时间状语从句

Every time I catch a cold, I have pain in my back.我每次感冒背就痛。

absence.不在,缺席[U][C][(+from)

She never speaks ill of anyone in his or her absence.

她从不乘人不在时说别人的坏话。

He has many absences from class. 他经常缺课。

3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：

particular adj.

1.值得注意的；特别的；不寻常的

There was nothing in the letter of particular importance.

这封信里没什么特别重要的内容。

The story happened on that particular day.

故事就发生在那一天。

The teacher showed particular concern for the disabled child.

老师特别关心那个残疾儿童。

2. 独特的；单独的；某一种的

Her particular way of smiling left a good impression on me.

她特有的微笑给我留下了美好的印象。

“I don't like this particular scarf, but the others are quite nice.”

“我不喜欢的就是这一种围巾,其他的都很好。”

3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)

I'm not particular about my clothes; I don't mind what I wear.

我不怎么讲究我的衣服，我不在乎我穿什么。

He is very particular about his food.

他吃东西很讲究/挑剔。

special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。

special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。

especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。

specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。

particular侧重不同于普遍性的个性或特殊性。

exceptional指不同于一般，本身是特别的或异常的事物。

extraordinary语气比exceptional强，指极大地超过一般或正常情况。

peculiar强调指与众不同或独特的意思,古怪的,不寻常的.

specially, especially, particularly这些副词均可表示“特别地”之意。

specially着重为做某事而“专门地、特意地”，相当于on purpose。

especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。

particularly用来指同类中特别突出的一个

II. 文化背景知识

Understanding The World's Differences

There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!

There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say “No,” don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.

I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be “different”, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these “differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!

Here are some interesting people with different disabilities:

”We keep moving forward, opening up new doors, and doing new things, because we're curious...

and curiosity keeps leading us down new paths.“

---Walt Disney

-Hans Christian Anderson (Famous Author) - Dyslexia

-Ludwig van Beethoven (Famous Musician) - Deaf

-Alexander Graham Bell (Great Inventor) - Learning Disability

-Winston Churchill(Prime Minister of England) - Dyslexia

-Walt Disney (Animator/ Movie Producer) - Dyslexia

-Thomas Edison (Great Inventor) - Dyslexia

-Albert Einstein (Great Physicist) - Dyslexia

-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute

-John Milton (Famous Author) - Visually Impaired

-General George Patton (War General)-Dyslexia

-Franklin D. Roosevelt (President of the United States)- Polio

-Leonardo daVinci (Famous Painter)-Dyslexia

-George Washington (President of the United States) - Dyslexia

-Woodrow Wilson (President of the United States) - Dyslexia

Dr. John Horner, Paleontologist

Jack has been a consultant to Steven Spielberg for the movies, ”Jurassic Park“ and ”The Lost World“.

Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.

Jack reported, ”I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.“

He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. ”I never make my students memorize for tests. Instead, they have to explain what they know.“

”Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.“ Jack advises people that if they are interested in doing something, spend time doing it. ”But do it your way; don't worry about other peoples' expectations.“

Jack has received a MacArthur Foundation Award (called the ”Genius Award“), and he was the real life model for the paleontologist in the movie, Jurassic Park.

Invisible disabilities

Name: Lynda Appell

Email: fennel@visto.com

Date: 14 Oct 2005

Time: 20:28:20

Remote Name: proxy.iad4.netsetter.com

Remote User:

That's Funny You don't Look Like You Have a DisABILITY

Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.

Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.

I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.

To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.

What is a learning disability?

LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:

Developmental speech and language disorders

Academic skills disorders

”Other“ a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms

My Life with Learning Disabilities

I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.

She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.

Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.

It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.

Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.

I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.

Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.

篇4：模块7 Unit 1、unit 2 词组(新课标版高二英语选修七教案教学设计)

Unit1 Living Well

Warming up

1. a mental/physical disability 精神残疾/身体残疾

disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled

2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲

3. university entrance exam 高考

4. set up her own website()创建她自己的网站

Pre-reading

1. Other disabled people find the website beneficial.

1) find sth+adj.

2) Be beneficial to sth=be of benefit to sth 对…有益

3) v.benefit 获益，得益于。benefit by/from 得益于

Reading

1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说

2. bump into furniture 撞上家具

3. adapt (A) to (B) 使A适应于B，把A改编为B

4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）

5. up until now直到现在

6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做

7. dream about/of doing sth梦想做…

8. miss a lot of lessons=miss a lot of school 错过许多功课

9. looke different from 看上去与…不同

10. get out of breath开始上气不接下气

1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸

11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

1) every time 引导的时间状语从句

2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…

3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)

4) behind the others 落后于他人

12. my fellow students我的同学们

13. accept me for who I am 接受我这样的人

14. get annoyed at/by sth, get annoyed with sb 对…生气

15. all in all 总而言之

16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心

17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜

18. get a lot of enjoyment out of sth 从…中得到许多快乐

19. for a while 一段时间

20. be independent of sth 不依靠…

21. live a normal life 过上正常的生活

22. make fun of sb 取笑某人

23. give them encouragement to live as rich and full a life as you do.（注意

Learning about language and using language

1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业

2. congratulate sb on sth 祝贺某人某事

3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant

reading speaking and writing

1. a matter of …的问题

2. in particular=especially特别是…(注意与specially 区别)

be particular about sth 对…很挑剔

3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to

4. have difficulty/trouble doing sth 做…有困难

重点句型

疑问词+不定式

【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.

so that

【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.

【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：

We learn English so that we may get more knowledge.

【拓展】

1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：

He looked down so that she should not see his eyes.

2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。

【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.

A. which B. when C. so that D. as if

key：C。

句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于

be +形容词+ to do

【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)

【点拨】be easy to do 中，easy后用不定式的主动表被动。

有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。

例如：This kind of water isn’t fit to drink.

The box is difficult to carry.

【语法】

动词不定式的用法

Unit2 Robots

Pre-reading

1. have a great desire for sth/to do sth

reading

1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验

2. test out考验

3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事

4. feel alarmed感到很惊恐

5. feel embarrassed感到尴尬

6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。

7. be offered sympathy 被同情 have/feel sympathy for同情…

8. a pile of一堆

9. or rather更确切的说

10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到

11. wear the makeup 擦…化装品

12. accompany sb to sp陪同某人去某地

be accompanied by/with伴随着…

be accompanied at/on the piano 由…伴奏

13. write out 把…全部写出来

14. ring up打电话给

15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走

16. weep with anger 生气的哭

17. work on从事…

18. in time 及时

19. The clock struck eight.8点钟

20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象

21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人

22. prevent…(from)doing sth阻止…做…

23. set off the shops’alarm 使商店的警钟响起来

24. get into physical fights with their owners 与他们的主人打起来

get into bad habits染上坏习惯

reading and discussing

1. in the present=at present 在现在

2. as a result of…的结果

3. 40 or so40左右

4. be pregnant with her third child 怀上了她的第三个孩子

5. run a candy store 经营一家糖果店

6. his talent for sth 他…方面的天赋

7. take himself seriously as a writer 开始认真的当自己是一个作家了

8. have stories published 把故事出版

9. receive many rewards for his books 他的书得了很多奖

10. do research into/on sth对…做研究

11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去

12. set aside把…放在一边，为…节省或保留（钱或时间）

13. obey the law遵守法律

【语法】

被动语态和动词不定式的被动语态

She was amazed by his fingernails and the softness and warmth of his skin.

As he was not allowed to accompany her to the shops…

The women were impressed by Claire and the house.

It was going to be tested out by Larry’s wife, Claire.

篇5：新课标模块7 Unit 3 A new dimension of life(新课标版高二英语选修七教案教学设计)

Module 7 Unit 3 Under the sea

A new dimension of life

Yuqing Midde School Xu Yaping

Teaching Aims:

1.Enable the students to learn more about the animals and plants under the sea

2.Help the students to describe things using some adjectives.

Teaching Procedures:

Step 1 Leading-in

1. Show an episode of the film “海底总动员” and ask students some questions about the film.

Eg. What can you see in the film?

Why did the sea suddenly become quiet?

T: From the film we can know the sea is full of beauty and danger.Would you like to have a look at the plants and animals under the sea ? Let’s go snorkeling.When you go snorkeling, you will see the beauty of the sea and you will see the danger of the sea. You will discover a new dimension of life.

Step 2 Scanning

T: Today we will enjoy an experience down into the depths of the sea.

Listen to the tape and try to number the paragraph topics in the correct order.

Topic Paragraph number

colors and shapes 2

dangers 4

reflecting 1

the reef’s edge 5

a final thought 6

some sea creatures 3

Step 3 Intensive reading

1. Ask and answer questions according to each paragraph.

(1) What did the writer do in the morning on 19th January?

(2) What did he think after seeing such extraordinary beauty?

(3) What is the first thing he became aware of under the sea?

(4) What did the shapes of corals look like?

(5) What other creatures did he find?

(6) Match the information about the creatures.

(7) Were there anything that made him feel frightened? What were they?

2. Challenge your memory

Divide the class in to four groups and get them to discuss and guess the name of the plants and animals according to the description of them shown just now. The student who stands up should tell the reason why he thinks so by using the description of the plants and animals.

3. Using language

(1)Complete these noun groups from the diary entry,and pay attention to the use of adjectives.

1. _________ air

2. __________ anemone fish

3.__________ lips

4.___________ reef sharks

5.____________teeth

6. ____________angel fish

7._____________water

8._______________mouth

9. ________________sea slug

10 _________________turtle.

(2)What do you notice about the order of these adjectives in the noun groups?

number size colour pattern

two little/thick/large orange and white/green striped /spotted

So, when describing objects, you can put the adjectives in the following order:

“美小圆旧黄，法国木书房．”

4. Choose the best answer.

(1).In the diary, the author mainly wants to tell that____.

A. What he saw in the sea

B. How the fish eat in the sea.

C. The vivid colors in the sea.

D. All the plants in the sea are poisonous.

(2). What was hanging upside down in the sea according to the text?

A. The orange and white anemone fish.

B. The yellow-spotted red sea-slug.

C. The yellow and green parrotfish.

D. The orange and blue-striped angle fish

(3).When the author saw two____, he felt scared to death.

A. Anemone fish B. parrot fish

C. sea-slugs D. sharks

(4).How many kinds of creatures didn’t the author want to get too close to according to the fourth paragraph?

A. Two B. three C. four D. five.

(5).From the passage we know the author felt that______.

A. He was a tiny spot compared with the whole world.

B. The ocean was a tiny spot compared with the whole world.

C. There was no danger in the sea except sharks.

D. All kinds of fish were waiting for something for food.

Step 4 Discussion

T:There are delights as well as dangers under the sea.What do you think the delights and dangers are ? Discuss and List the delights and dangers when snorkeling.

delights dangers

1.seeing such _______

_____ under the waves 1. ____________

2. seeing ___________

___________ 2. _____________

in small caves

3. exploring ________

under the sea 3. _____________

by sharks

Step 5 Beautiful words and expression

a day of pure magic extraordinary beauty

It was the most fantastic thing I have ever done.

My heart was beating wildly.

Every cell in my body woke up.

I felt scared to death.

It was like discovering a whole new dimension of life

Step 6 Writing

Use the beautiful words and exressions to write a short story according to the given information.

游迪士尼乐园

上个星期天，爸爸妈妈带我到香港迪士尼乐园游玩，

迪士尼是我梦昧以求的地方。在那里，我看到了许多童话

故事里的人物，如白雪公主、小熊维尼等；我还和米奇合了影．我们坐了旋转木马和过山车．我们还看了恐怖电影，有

些场面真让我吓的要死．迪士尼之游让我即长了知识又饱了

眼富．

Key words: a roller-coaster ride 过山车 merry-go-round 旋转木马

a feast for the eyes 大饱眼富 horror films 恐怖电影

Homework:

Finish writing the composition.

篇6：模块7 Unit 3 Under the sea 7课时教学设计(新课标版高二英语选修七教案教学设计)

Unit 3 Under the sea 教学设计

In this unit students learn about Killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.

The reading texts are in the forms of a fictional story, a diary entry and a retelling of an Init legend. The listening texts include a dialogue that show how to make a complain, radio news items and a radio interview.

Design: This unit can be divided into 7 periods.

1st period 2nd period 3rd period 4th period 5th period 6th period 7th period

Reading Language study Grammar Reading task in WB Extensive reading Listening Exercises

Period 1 warming up and reading

Teaching Aims:

Enable the students to know about animals and plants under the sea.

Help the students to learn an Inuit legend about the Killer Whale.

Important points:

Reading comprehension to the text

Understanding the relationship between the killers and the whalers.

Important words and expressions

Difficult points

The relationship between the killers and the whalers

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1: pre-reading

Writer Clancy

Vocation A whaler

Style Anecdotes

time At the beginning for the 20th century

Place Australia

Main idea The killer whale help people to kill baleen whale

Step 2: scanning

Scan the text, and fill in the blanks with names mentioned in the text

1. ______________was 16 years of age when he went to work at the whaling station

2.___________orderd Clancy to go to the boat as there was a whale out there in the bay

3. _________was swimming by the boat showing the whalers the way

4._________told Clancy that they would return the next day to bring in the body of the whale

5._________was carried by the waves further and further away from the whalers.

6. _______________knew that Old Tom would protect James.

Step 3 : Skimming (put the sentences into the right order.

( ) George started beating the water with his oar

( ) Clancy grabbed his boots and raced after George to the boat

( ) Clancy arrived at the whaling station

( ) The killers started racing between our boat and the whale

( ) Clancy heard a huge noise coming from the bay

( ) Clancy was sorting out his accommodation

( ) Clancy ran down to the shore

( ) The man in the bow of the boat aimed the harpoon at the whale

Step 4: careful reading

1. what evidence was there that Old Tom was helping out the whalers?

2. what other animals did the author compare the killer whales with?

3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?

4. why did George think that the killer whales worked as a team?

5. why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?

6.why did the whalers return home without the whale’s body?

7.How do you think Red felt about the killer whales?

8. How did Old Tom help James? Why do you think he did this?

Step 5 Discussion

Describe the relationship between Old Tom and the whalers. What other animals help out humans in hunting?

Step 6 debating

The last whaling station in Australia closed in 1978. whales are now an endangered species and protected by an international ban, but some countries oppose the ban. In groups discuss the reasons for and against banning whaling.

Step 7 Homework

Finish Ex.1&2 in page 22

Period 2 learning about language

Teaching Aims:

Teaching the students the important words and expressions

Important points:

Witness, ahead of, drag, in the meantime, abandon and so on

Teaching methods:

Ask and answer questions activities

Teaching aids

A computer and a projector

1.be present at sth and see it______________

v. 亲眼看到

昨天在回家路上我目击了一场事故。

__________________________________

Witness： suggest, indicate 表明， 说明, 作证

Her flushed face witnessed the great excitement she felt.

没有人证明他在场

__________________________________________

Witness n 目击者， 证人， 证据

The witness left the court

a living witness to 一个活生生的证人

Bear witness to 为…作证

…I witnessed it with my own eye many times

2.I was sorting out my accommodation

Sort out 发类， 整理

I’m just sorting out the paper that can be thrown away

Sort out 解决

We’ve got a few little problems to sort out

Sort through 查看并挑选出

Put away 把…存放好

3. rooms, esp. for living in__________

n. 住所, 膳食

今晚我们能找到旅馆住宿吗？

____________________________________

accommodate v.适应，调解。

Accommodating adj. 亲切的， 易打交道的

4.Send sth throw the air with some force ________

Throw itself out of the water 形象地表现 了鲸跃出水面的动作

I felt encouraged when he threw cold water on my idea

She threw herself into a chair and began to cry

He has thrown himself into gardening

The fire threw hundreds of workers out of work，

…sea an enormous animal throwing itself out of the water and then crashing down again

5. further forward in space or time __________

向前， 朝前， 在前

B. in the lead over sb. or sth __________

在…之前

He ran ahead.

Time here is nine hours ahead of London

Ahead of 比…好

He is ahead of me in Chinese

Get ahead of 超越

By working hard he got ahead of the rest of the class

3. George said as he ran ahead of me

乔治在我前面边走边说

我们和其他捕鲸人都跳上船， 朝海湾开去

We headed the boat out to sea

We are heading home

Head 带领

Who is heading the Party?

Whose name heads the list?

4.We jumped into the boat with the other whalers and headed out into the bay

There was Tom, circling back to the boat, leading us to the hunt again

汤姆出现了， 转回到船边，又领我们前往捕鲸处

Lead 向导

She led a blind man across the street

Our guide led us to the museum

Lead 通向

All roads lead to Rome

Your explanation has led me to a clear understanding

Lead sb to do 使…干

What lead you to believe it?

Its body was dragged by the killers down into the depths of the sea

Drag 拖

He dragged the table into the corner

Drag down 把人拖垮

Drag one’s feet 故意拖延

Drag in 拉进去

Drag on 拖延，拉长

Depths 表示底层， 深处

The depths of the ocean

The depths of the jungle

The depths of the country

The depths of winter

The depths of one’s heart

The depths of despair

海洋深处

丛林深处

穷乡僻壤

隆冬

心灵深处

绝望的深渊

In the meantime, Old Tom, and the others are having a good fed on its lips and tongue

In the mean time 在这期间， 与此同时

The conference will begin in an hour, in the meantime, let’s have a coffee.

Feed on 吃， 以…为食

Cows feed on hay during winter

Feed…on / feed …to 以…饲养

We feed our dog on meat = we feed meat to our dog

Feed … into / feed …with 给…添加

He fed the fire with some logs= he fed some logs into the fire

8. From James’s face, I could see he was terrified of being abandoned by us 从詹姆斯的脸上我能看出他非常恐慌， 生怕我们一遗弃

Abandon 放弃 抛弃

Many people were killed by the chemical weapons abandoned by the Japanese

Abandon one’s country

Abandon one’s friend

Abandon one’s post

Abandon one’s family

Abandon a bad habit

Abandon one’s hope

Abandon one’s plan

放弃祖国

放弃朋友

放弃职位

放弃家庭

放弃希望

放弃计划

I saw James being held up in the water by Old Tom

Hold up 举起

I help up my hand to show that I had a question

Hole up 使延误

we were held up on our way to the airport in a traffic jam.

Period three Grammar

Teaching Aims:

Revise the Passive Voice (2) ---including the –ing form

Important points:

The Passive Voice, exercise concerning the Passive Voice –including the –ing form.

Difficult points

Rewriting the sentences

Teaching methods:

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1: 构成： being +dong

它表示一个正在进生或与谓语表示的动作同时发生的被动的动作。

Being badly wounded, the whale soon died.

George didn’t like being kept waiting

I am not interested in the topic being discussed.

Find examples of this structure in the reading passage

1. I had already heard that George didn’t like being kept waiting.

2. I could see a whale being attacked by a pack of about six other killers.

3. being badly wounded , the whale soon died

4. from James’s face, I could see he was terrified of being abandoned by us

5. when we approached him, I saw James being held up in the water by Old Tom.

Step 2 fill in the blanks

1. the boy is afraid of _________________ by the dog.( attack)

2.The audience is delighted to see the girl ____________________ a prize (award)

3. The man is tired of __________________ by his boss (shout at)

4. After _______________ for failing the exam , the child started crying. (blame)

5. Peter is excited about _______________ to the party (invite)

6.The woman doesn’t like ______________ by anyone. (keep waiting )

p22

1. being attacked

2. Being held up

3. Being included

4.Having been accepted

5. being told

6. Being helped out

7. being taken

8. being photographed

9. being swallowed

10. being thrown about

Step 3 Complete each sentence in several ways with the passive –ing form

Example

When I was young, I used to dislike being told to lay the table for dinner while I was watching my favorite TV programme.

When I was in primary school I used to like…

I wouldn’t mind …

When I was a child, I used to fear…

P65 exercise 2: Rewrite the sentences using the passive form of the verbs

1. no one told us that the whale watching tour had been cancelled

2. do you think the sand castle could have been made by Ben?

3. we were taken to be produced by dirty living conditions

5. the playground is being used as a car park

6. the thief was seen entering the house with knives by the witness

Period four

( Reading Task in Workbook)

Teaching Aims:

Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESS

Discuss origin of the sea goddess

Important points:

Important words and expressions

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1 Discussion

Picture 1 :

1. which part of the world do you think this man is from? Give reasons

2. what do you think his clothes are made of?

Picture 2:

1. have you seen pictures of a creature like this before? Where?

2. do you know any story that involves a creature like her? What is her story?

Step 2 reading

Put the sentences into a right order

A. Sedna discovers that her husband is a sea bird

B. the Inuit believe Sedna has power over the animals in the sea

C. The bird man is so angry at Sedna’s escape that he causes a sea storm

D. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.

E. Sedna doesn’t want to get married but her father tells her she must

F. Sedna ‘s father helps his daughter to escape

G. Sedna agrees to marry a stranger who promises her a good life

Step 3 Read the story again and answer the questions in pairs

1. why did Sedna need to have someone to look after her?

2. why did the bird man dress up as a human?

3. why did Sedna’s father throw Sedna into the sea?

4. what do you think happened or should have happened to Sedna’s father? Give reasons.

5. Is Sedna very powerful? Give reasons

Keys

1. because her father was getting too old to look after her.

2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird

3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted

4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna

5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.

Step 4 Writing

1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.

2. now write down the story without looking at the reading passage.

3. when you have finished, use the questions in the table below to assess you own writing.

Now read your partner’s writing and assess it , using the questions in the table below.

Go through the table with your partner and explain your answers

Sample writing

S 1 Once there was an Inuit girl called Sedna, her father insisted that she marry the next man she met. One day a man came in a boat promising to marry Sedna and give her a good life. It was only after the marriage she discovered that her husband wasn’t a real man but a sea bird

S 2 : she was very unhappy and tried every way she could to tell her father of her unhappiness. Eventually her father heard her cried and came to rescue her

S 1: when the birdman saw that his wife might escape, he caused a great storm to rise up

S 2: Sedna’s father was so frightened that he threw her over the side of the boat and into the sea. She turned into a sea goddess.

S 1: So now the Inuit believe that Sedna has power over the animals in the sea.

Period five Extensive reading

(Using language Reading and discussing)

Teaching Aims:

Enable the students to learn more about the animals and plants under the sea

Help the students to learn an some important words and expressions

Important points:

Reading comprehension to the text

Animals and plants under the sea

Important words and expressions

Difficult points

Discussion

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1 Scanning

Glance quickly through the diary entry and number topics in the correct order.

Topic

Colors and shapes

Dangers

Reflecting

The reef’s edge

A final thought

Some sea creatures

Paragraph number

Suppose you are snorkeling now, list your delights and dangers

Step 2 Reading

Complete these noun groups from the diary entry, note the use of adjectives.

1. _________ air

2. __________ anemone fish

3.__________ lips

4.___________ reef sharks

5.____________teeth

6. ____________angel fish

7._____________water

8._______________mouth

9. ________________sea slug

10 _________________turtle.

Step 3 Language points

The first thing I became aware of was all the vivid colors surrounding me …

Aware of 意识到， 知道， 明白

Nerves make people aware of what their bodies are feeling

Be aware that

Everyone was aware that they didn’t get along well with each other

Are you aware that it is getting windy outside.

Upside down 倒悬

Inside out

You’d better turn the bottle upside down to empty out the oil

Why ? Look at Jim, his jacket is inside out

The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean

A sharp drop 陡直向下的坡

Sharp 锐利的， 锋利的， 明显的， 强烈的， 刺耳的， 急剧的， 精明的， 敏捷的

I think I need a sharp pencil

She has got a sharp mind and a sharp tongue

The photograph isn’t quite sharp enough

there is a sharp bend in the road

Lemons have a sharp taste

Period 6 listening

Teaching Aims:

Train the students listening skills

Important points:

Listening skills and imitating after the tapes

Difficult points

Imitating

Teaching methods:

Listening and imitating

Teaching aids

A computer and a projector, a tape recorder

Teaching Procedures & ways

Ex 1

1. you can see whales, listen to whales singing watch them underwater, see other marine animals such as dolphins, seals and penguins.

2. various answers are possible.

3. if you missed your plane because of the tour agency’s fault, you get a full refund, if you don’t see a whale, you would get half the fare back.

Ex 2

Good aspect: 1 3 4 6 8

Bad aspect : 2 5 7

Order: 3 1 5 8 7 6 4 2

Not started by the tourist although she did say she wanted to speak to the manager.

Not stated although the tourist probably would not get another tour or a refund

A full refund

A full refund

A full refund

A refund of half the fare

Dialogue 1

1. I am sorry but weren’t very happy with the tour.

2. well, it was so wet we couldn’t go outside…my two kids are very disappointed

Dialogue 2

1. yes, the whales were awesome but I’m feeling very annoyed.

2. I’m sorry but that’s not good enough. I now have to make another airline booking and I have no idea whether there’ll be any seats available. I’d like a full refund

Dialogue 3

1.excuse me , the tour wasn’t what my husband and I had expected and we’s like a refund please.

2. I’m afraid that’s no good for us as we’re visitors to this area and we’re leaving tomorrow morning

3. well, actually, we’d like a full refund

Ex 5

Can’t control

Did see

Good enough

Do you any good

Agree

Fact

Did see

P 65

Ex 1 :

order:

6 4 7 1 5 8 2 3

Ex 2

1. No ( the chance of being bitten is very small; most sharks are not interested in attacking people)

2. three

3. wild pigs, lightening, bee stings.

4. sharks

5.The shark fin trade.

6.a 15 years; B 14 months; C 7-9

7. 400 million years

8. many shark species will not be able to survive.

Period 7 exercise

Teaching Aims:

Exercise in the work book

Important points:

Translation and passive voice

Teaching methods:

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

P22 ex1

Accommodation

Shore

Pack

Snorkeling

Depths

In the meantime

Ex 2

Annual

Witnessed

Helped out

Ahead of

Flee

Relationship

Dragged

Abandon

yell

Ex 3

anecdotal deep magical dimension beautiful

awareness vividness poison pure sharpness

narrowness taste/ tastiness shallow awe

Ex 2

the vividness

Awareness

Anecdote

Tasty

Poisonous

Dimensional

pure

translation

1.She was standing right next to me before I became aware of her presence

2.Whenever Kelly reads a book, she likes to reflect on its meaning for a while

3.There was nothing I didn’t like about the performance, it was pure enjoyment

4.You pain that wall and, in the meantime, I will prepare this one for you to paint next

5.My daughter loves to hang upside down on the playground equipment.

6.The strange noses in the night scared me to death

篇7：新课标模块7 Unit 1 Living Well--Writing Task(新课标版高二英语选修七教案教学设计)

Unit 1 Living Well

Writing Task

Teaching Aims

1. Learn Zhang Yuncheng’ s story and his courage to overcome the difficulties and achieve his ambition.

2. Develop the reading skills by writing comprehension questions.

3. Learn the writing skills ―― an effective way of summarizing a text.

Teaching Key Points and Difficult Points

1. Enable to students to master the writing skills ―― summarizing a text.

2. Develop students’ ability to cooperate by getting them involved in pair work and group work.

Teaching Methods

1. Individual, pair or group work and discussion.

2. Student-focus approach and task-based approach.

Teaching Aids

A computer and a projector.

Teaching Procedures

I Pre-reading

This step is to interest the students in Zhang Yuncheng and his story.

1. Greetings.

2. Show students some pictures and provide students with some background information.

II Reading

1. Discuss the following question. Let students know the text they are going to read is a newspaper article.

Where do you think you might see a text like Zhang Yuncheng Achieves His Ambition? Tick the correct answer.

A. In a diary.

B. In a newspaper.

C. In an encyclopedia (百科全书).

Answer B

2. Students read the text and underline the information they think is important.

3. Students work in groups to write five comprehension questions based on the important information.

4. Students swap their questions with another group. Help each other with any difficulties they have understanding the text.

（Teacher may ask students to do Task 2 and Task 3 before class.）

5. Check with the whole class what important points should be covered in the summary and decide what information is important and what information is comparatively unimportant.

√ What has Zhang Yuncheng achieved?

√ What kind of disease does Zhang Yuncheng have?

√ What are the problems caused by his disability?

Why didn’t his parents send him back to school?

√ What does Zhang Yuncheng do in spite of his disability?

√ How did Zhang Yuncheng achieve his ambition?

What is Zhang Yuncheng’ s book about?

6. Students write the important facts in note form. Help Zhang Yuncheng to complete his resume. While checking the notes, ask students to answer the following questions

What has Zhang Yuncheng achieved?

What kind of disease does Zhang Yuncheng have?

What does Zhang Yuncheng do in spite of his disability?

How did Zhang Yuncheng achieve his ambition?

Answer

Resume

履历表

First Name名 Yuncheng Family Name姓 Zhang

Sex 性别 Male √ Female

Health 健康状况 A muscle disease and very weak

Education 教育背景 One day

Interests and hobbies 兴趣爱好 Reading and writing

Personal experiences and achievements 个人经历和成绩

Taught himself to read and write

Wrote a letter to a newspaper about his life and dreams

Kept writing and sent essays to an editor

Wrote and published a book

III Summary Writing - summarize the text and write a short article of about 150 words to introduce Zhang Yuncheng.

Help students to write the article based on the notes.

1. Write the introduction of the text. Students work in pairs and write the opening sentence (a topic sentence that sum up briefly the main idea of the text). They should say something about what Zhang Yuncheng has achieved.

Topic sentence 1

Although Zhang Yuncheng has a disability which prevents him from moving without pain, he succeeded in publishing a book at the age of 25.

Topic sentence 2

That Zhang Yuncheng overcame all the difficulties to achieve his ambition to publish a book inspires all the readers.

2. Write the middle (the body) of the text.

(1) Explain to students the following points

The summary should be in your own words.

Writing a summary, remember to

- cover all the important points.

- Leave out the details.

- Reduce the examples.

- Simplify the descriptions.

- Change clauses or sentences to phrases.

- Put the main points of a dialogue in indirect speech.

(2) Tell students that they should start a new paragraph for each new topic and that the middle may consist of two paragraphs. Ask students what the main idea of each paragraph may be.

Possible answer

The middle may consist of _two_ paragraphs.

The first paragraph is about _his disability and problems caused by his disability.

The second paragraph is about _what he does in spite of his disability and how he achieved his ambition.

(3) Show students the sample writing. Ask students if they enjoy the writing and how they can improve the writing.

Zhang Yuncheng has a muscle disease and very weak. He can not walk. He can’t get out of bed without help and he can not lift his arms above his head. He went to school for only one day.

(4) Students work with their partner to write the first paragraph. Help students to use connectives and transitional phrases (过渡连接词) so that one sentence runs smoothly to another.

Possible answer

Zhang Yuncheng has a muscle disease that makes him very weak. Because of his illness, he is unable to walk or even get out of bed without help. Also, he can hardly lift his arms above his head. Different from others, he went to school for only one day.

(5) Help students to use a transitional sentence (过渡句) so that the first paragraph leads naturally to the second paragraph.

Possible answer

No matter how challenging life can be, Zhang Yuncheng still manages to enjoy it.

In spite of all these difficulties, Zhang Yuncheng never gives up himself.

(6) Prepare the students for the second paragraph. Ask students to use transitions. Remind students to simplify the description of how Zhang Yuncheng achieved his ambition.

Phrases students might use

Like many other people, …

At the same time, …

With the help of Zhang Danuo, …

What’s more/Besides, …

Finally, …

Sample answer

In spite of all these difficulties, he never gives up himself. Like many other people, Zhang Yuncheng enjoys reading and writing. He has ambitions at the same time. He taught himself to read and write. At the age of 17, he wrote to a newspaper about his life and dreams. With the help of Zhang Danuo, an editor, Zhang Yuncheng kept writing and finally achieved his lifelong ambition to publish a book.

3. Write a conclusion for the text. Help students to summarize what Zhang Yuncheng says in indirect speech.

IV Consolidation

1. Review how to summarize the text and write an article about Zhang Yuncheng.

2. Teach students how to edit the first draft.

Compare your first draft carefully with the original. Read it several times and look for ways to improve it. Ask questions like

Have I included all the important points?

Are sentences about the same topic in the same paragraph?

Have I started a new paragraph for each new topic?

Are any of the sentences or words unnecessary?

Is the grammar and spelling correct?

V Homework

1. Write a clean, final draft of the summary.

2. Swap your article with your partner and ask your partner if she/he can suggest ways to improve your writing.

篇8：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

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 Listening

1. Listen to the description of the three cultural Lis 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 Homework

1. Go over listening exercise on Page 121.

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.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel 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:

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 the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇9：模块7 unit3-unit4词组(新课标版高三英语选修七教案教学设计)

Unit 3 Under the Sea

1.at the beginning of 在、、、的初 2.hear of 听说

3.witness sb/sth 亲眼目睹某人某事 4.with one’s own eyes 亲眼

5.sort out 分类、整理 6.hear sb doing sth听见某人在干某事

7.an annual income 年收入 8.on the shore 在海岸上

9.yell out 大声叫喊 10.ahead of 在、、、前面

12.a pack of一包、一群、一伙 13.at a depth of在、、、的饿深度

14.in the meantime在次期间；与次同时15.mother tongue母语

16.help sb out帮助某人摆脱困境或危难17.the relationship between A and B A和B的关系

18rent sth to sb将、、、出租给某人 rent sth from sb 租借或租用

19.at the seaside在海边 20.by magic用魔法

21be/become aware of对、、、知道，明白、意识到 22. a narrow escape死里逃生

23 turn sth upside down 上下翻转过来的、弄得乱七八糟的

24be scared to death吓死 be scared of sth/doing sth/to do sth害怕做某事

25in time to do sth 及时做某事 26be about to do sth即将做某事

27have on=be wearing穿着、戴着 28head out into前往某地

29grab急抓，seize抓紧、夺占 snatch突然掠夺 grasp抓紧、全面领会

30in the distance在远处 31work as a team协同作战

32 on top of 在、、、上面 33 stop sb doing sth阻止某人做某事

34being badly wounded由于伤势严重 35within a minute or two片刻之后

36bring in引进、赚得、收（庄稼） 37wash off 冲走

38hold up举起、支撑、使、、、耽搁 39an international ban国际禁令

40reflect on/upon思考、反思、回忆 41such extraordinary beauty如此奇特的美景

42a new dimension of life 一个全新的生活空间 43 mind sb doing sth介意某人做某事

44 a sharp drop陡坡 45 the diary entry日记内容

46 I’d like a refund, please.请退款 47wise-looking长相聪慧的

48broken-hearted心碎的

Unit 4 Sharing

1 work as a volunteer当志愿者 2hear from sb收到某人来信

3be dying for sth/to do sth迫切想要、渴望 die out灭绝 die away逐渐消失 die down逐渐减弱 die off相继死去 4adapt (oneself) to sth/doing sth使适应

5for sure一定、必定 6the other day前几天

7come across sb/sth偶遇=come upon/run across/run into

8be relevant to与、、、相关的 9make a difference有影响、起作用、产生差别

10shake hands with sb和某人握手 11had been doing 过去完成进行时

12stick out伸出 13stick tosth坚持、、、

14all over the place到处、乱蓬蓬 15what if倘若、、、怎么办

16not…but不是、、、而是、、、17 a sewing machine缝纫机

18oxen for ploughing耕牛 19go hungry挨饿

20dry out干透 21dry up干涸

22in need在困难中 23It is a privilege to do sth做某事感到很荣幸。

24participate in sth参加、、、25financial security财务保障

26operate on给、、、动手术 27a remote village一个偏远村庄

28all the time一直、始终 29practise doing 练习做某事

30 in a clinic在一家诊所 31donate sth to sb捐赠

32 wedding anniversary结婚周年纪念日 33life skills生活技巧

34have the privilege of 有、、、的饿特权 35 in a soft voice轻声地

36purchase sth with sth/ purchase sth for sb买

篇10：Unit 5 Reading language points (新课标版高二英语选修七教案教学设计)

Unit 5 Reading language points

1. keep it up 坚持下去，再接再厉

keep up with

If he could keep it up, he would break the world record.

2. fit in (with …) 相处融洽；适应

They work hard and fit in well (with each other).

It’s necessary for us to fit in with the times. 我们必须与时俱进。

3．board vt. 上船，上飞机（board the ship/the plane）;

vi. 食宿；寄宿 board with/at…family

board n. 木板；甲板---on board=in a train, ship or plane

上船（动作）：board the ship =go/get on board the ship=go aboard the ship

状态：be on board

They got on board the train.=they boarded the train.

We almost felt we were on board the spaceship.

When he was in France, he boarded with a French family.

Compare: board/ aboard/ broad/ abroad

go aboard the ship=board the ship

broad 宽阔的

abroad 外国的 study abroad; at home and abroad

4. It was the first time she had ever left her motherland.

It/this is the first/second/third time that sb has/have done sth

It/this was the first/second/third time that sb had done sth

这是我第一次和外宾谈话，我很紧张。

It is the first time that I have spoken to foreign guests, so I feel nervous.

那是我第一次看到这么美丽的地方。

It was the first time I had visited such a beautiful place.

5. Xie Lei highly recommends it.

highly: 高度地（抽象）；如果是空间的高，则用high

(wide; close; deep)

recommend: 推荐---- ~ sth to sb =~sb sth

~ sb for a job/position

建议（用法=advise）~ sb to do

~ doing

~ that sb (should) do …

6. as/so far as… 就。。。而言；在。。。范围; 远至。。。，直到。。。

So far as the weather is concerned, I do not think it will matter if we go there tomorrow.

As far as I know, he is still working there.

As far as he was concerned, he was satisfied with your answer.

He used to take a walk after supper, often as far as two or three miles.

The children walked as far as the lake.

7. feel/be at home （像在家一样）舒服自在

She felt at home on the stage this time, though she seldom appeared.

She was quite at home, because she recognized familiar faces.

8. I have been so occupied with work that I haven’t had time for social activities.

occupy: 占，填满---Is the flat already occupied?

be occupied with sth=be busy with sth

be occupied (in) doing sth=be busy doing sth=be engaged in doing sth

He is occupied preparing for the mid-term exams.

9. We wish Xie Lei all the best in her new enterprise.

wish sb sth=may sb do sth

10. deserve +sth; +代词;+to do(to be done)

Good work deserves good pay.

His behavior deserves punishment.(to be punished/ punishing)

His hard work deserves all that happened to him.

11. apply to sb for sth 向某人申请某个（工作，职位）

apply… to sth 运用

12. take up 占据（时间，空间）；开始从事某种活动

13. in the beginning =at first 起初

Everything is difficult in the beginning.

14. get lost 迷路，走失 get+done

15. hand in 上交 hand out

16. get a good mark 得到高分

17. I was numb with shock.(表示原因)

18. lack confidence 缺少自信=be lacking in confidence

19. After getting my visa I was very excited because I had dreamed of this day for so long.

….explained Xie Lei, who had lived all her life in the same city in China.

She told me that she had had to learn almost everything again.

First of all, he told me, I couldn’t write what other people had said withought acknowledging them.

Had done: 过去的过去（有个过去时相对比）

Translation

1. 他的努力应该得到奖赏,因此在学习上他取得了很大的进步。（deserve）

2. 她找到住房(flat)之前，住在我家。（board）

3. 飞机就要起飞了，请还没上机的乘客马上登机。(board)

4. 我以前从没做过这种工作，我不知道是否能与其他同事相处好。(fit in)

5. 这已经是我第三次看这本书了，因为我觉得这本书很有趣。

(it is the ..time that ….)

6. 他十岁的时候开始打篮球, 现在已经是个顶级选手了。

(take up)

7. 天气这么冷，她的手指冻木了。(with)

8. 就我个人而言，每个人的贡献，不管多小，都会对环境的改善有影响。(as fas as…)

9. 他整天忙于工作，抽不出时间和孩子一起交流。(be occupied with…)

10. 我到时，简刚刚离开。真遗憾这次没有见到她。(时态)

篇11：unit 2 Robots language points(新课标版高二英语选修七教案教学设计)

Warming-up and pre-reading

1. character n.人物，角色；特性，特征；性格；人格，品性；（汉）字，字体

a. It is a good story, but I find some of the character rather unconvincing(不令人信服).

b. They are twins but they have quite different characters

c. He is a man of good character.

d. A Chinese character 一个汉字

2．Fiction n. 1)小说（总称）；虚构的文学作品

2）编造；想象；虚构；捏造

Fact/Truth is stranger than fiction. [谚语]事实比小说更离奇。

短语：legal fiction 法律上的假定 light fiction 通俗小说

pure fiction 纯粹的谎言；十足的谎言 science fiction 科幻小说

3．Desire vt.1)渴望；希望（做某事）desire to do sth.

2)要求某事（sth.）

3)要求【请求】某人做某事desire that-do/should do

desire sb. to do sth.

a. I desire an immediate answer of yours.

b. We desire to have a good result.

c. Please desire him to come in.

d. They desire that you should come at once.

n. 愿望；欲望；要求；食欲；情欲；向往的东西

短语：at one’s desire照某人的希望 get one’s desire 得到所希望的东西

meet one’s desire 满足某人的欲望 have/feel a great desire for 渴望―――

nurse a desire for 怀有――的欲望

leave much to be desired 有许多改进/不足的地方

leave nothing to be desired 尽善尽美；完全中意

Reading

4.satisfaction n.(opp.dissatisfaction)1）满足；满意；舒服；

2）令人满意的事物

I heard the news with great/much satisfaction.

He smile with satisfaction.

短语：

It will be a great satisfaction to you to know that---你如果听到――一定很满意

Feel/find satisfaction at (in) 对――感到满意

Give satisfaction to 使――满足（满意，称心）

Take satisfaction in 对――感到满足（满意）；乐于――

To one’s satisfaction = to the satisfaction of 使――满意的是

Express one’s satisfaction with(at) 对――表示满意

5. test vt&n. 检验；考查；测验；考试；考验

let’s use another method to test for its pulling force.

词语搭配：an achievement test 成绩测验 a live test(火箭)载人试验

a nuclear test 核试验 a test in physics 物理测试

a test paper一份试卷 a blood test 血液检查

短语：test out 考验 take a test 参加考试

put-to the test 将――加以化验，检查

6。asent adj.(opp. Present) 1)不在的；缺席的；缺勤的

2）缺少的；无

He is absent on business.

He was absent in his mind then.

Long absent soon forgotten. 离久情疏

短语： be absent from a friend 和朋友分离

be absent from (home,school,office)不在（家）；缺（课）；缺（席）；缺（勤）be absent without excuse 擅自缺席

7．Alarm n.警报；惊慌

The fire caused much alarm.

短语：

1） give the alarm = raise an alarm 发警报；向――告急

2） take (the) alarm at 对――感到吃惊

3） a fire alarm 火警

4） in alarm 惊慌；担心

5） sound the alarm 响警报；吹警笛

vt.使警觉；惊动；使惊慌 Don’t alarm yourself.

7)be alarmed at(the news)被（那消息）吓一跳

8）be alarmed for (the safety of--) 放心不下；担心（――的安全）

8．Smooth adj.平坦的；平滑的；顺利的

The course of true love never did run smooth.恋爱无坦途/好事多磨。

The way is now smooth.

Vt. 使――光滑，平坦或顺利

短语：

1）make smooth 弄平滑；扫除障碍 2)smooth out 弄平；铺平；解决

3）smooth away/over 使容易；排除；解决（困难等）

4)smooth the way for 铺平道路；排除障碍；使容易做

5)smooth down （使）平静下来；弄平

9.embarrass vt. To cause to feel ashamed, uncomfortable or anxious 使困惑；使局促不安

The decline of sales embarrassed the company.

Be/feel embarrassed in the presence of strangers

短语：embarrass sb. with sth./by doing sth. 做――使某人尴尬/害羞/窘迫

Don’t embarrass them with(by asking) personal questions.不要问隐私，会让他们觉得不好意思。

Embarrassed adj. 尴尬的，难堪的，害羞的

I was embarrassed by his comments about my clothes.

Embarrassing adj.使人尴尬的；令人难堪的

What has been your most embarrassing moment？

10.sympathy n.同情；同感；同情心

Out of sympathy for the homeless children he gave them shelter for the night.

短语：1）express sympathy for 慰问

2）feel sympathy for, have sympathy for 同情

3）in sympathy with 同情；赞成；跟着；和――一致

11.accompany 伴随；陪伴；同时存在或发生

I must ask you to accompany me to the police station.

Strong winds accompanied by heavy rain.

12. ring(sb.)up = call (sb.) up 给某人打电话

打电话的相关短语：

1) give sb. a call/ring 2)make a (telephone) call

3) call sb. on the telephone 4) phone/telephone sb.

挂断电话的相关短语：ring off ring off the telephone

回电话的相关短语：call bake ring back

13.turn around 转身；回转；旋转

When the teacher turned around, they began to whisper.

All of a sudden he turned around/about and saw me.

短语：trun about转身；转向；调向 turn against背叛；反抗；使对抗

turn away 把（脸）转过去；抛弃 turn off解雇；关掉；使失去兴趣

turn on打开 trun out结果是；证明是；生产（产品）

14．There stood-此句为存在结构，常用于这种结构的动词有：stand, seem to be, happen to be, be likely to be; live, come, enter, lie 等；

There happened to be nobody in the room.

Once there lived an old fisherman in a village by the sea.

15. declare vt.宣布；声明；表明；说明；宣称

1) declare + n.宣告 They will declare the results of the election soon.

2) declare + n + (to be)n./ adj. 宣布――为――

The judge declared him (to be) the winner of the competition.

I declared this conference (to be) open.

3) declare + (that)从句 宣称；声称

She declared (that) she was right.

短语：

Declare oneself 发表意见，表明态度 declare war on/upon 对――宣战

Declare against 声明反对 declare for (in favour of )声明赞成

16．Envy vt.& n.嫉妒；羡慕

1) envy +sb. (for sth.) 2)envy sb. Sth.

How I envy you！ They envied us for our success.

I envy you your good fortune.

短语： be in envy of one’s success 羡慕某人的成功

Out of envy 出于嫉妒/羡慕

17．Leave--- alone 不管；别惹；让――独自待着；不打扰

Leave my book alone. 不要动我的书。

Let me alone to do it. 由我做吧。

Using language

18. explanation n. (其后常跟of, for ) 解释，注释；说明

She’s giving an wxplanation of how the machine works.

1) by way of explanation 作为说明，以解释的方式

2) come to an explanation with sb.与人交谈后消除了误会

3) In explanation of 解释，说明

I had better say a few words by way of explanation.

I’ve come to an explanation with them about the matter.

Have you anything to say in explanation of your conduct?

19．Take ---seriously 严肃对待；认真对待

You can’t take his promise seriously; he never keeps his word.

20.divorce n. 离婚；断绝关系 vt. 与――离婚； 使――离婚；脱离

1)The judge divorced the couple.

2)He got divorced from his wofe last month.

3)He is divorced from societ.

4)Life and art cannot be divorced.

短语： get/obtain a divorce 获准离婚

a divorce between thought and action 思想与行动脱节

divorce oneself/be divorced from one’s spouse 和自己的配偶离婚

Learning tip

21. set aside 将――放在一边；保留；储蓄（时间；金钱）；忽视/不顾（要求、感受）

So set aside some time each day to write, even if it is only five minutes.

I’ve set aside some money for the journey.

She always sets aside my feelings.

短语：set about 着手；开始 set--against 使――和――为敌/对立

Set apart = set aside 留出；拨出

篇12：B7U3 Under the sea (新课标版高二英语选修七教案教学设计)

B7U3 Under the sea

Lesson 1 Warming up and speaking

Step1. New words learning

Step2. Warming up

1. Have you seen plants and animals that live under the sea? Where did you see them?

On a snorkeling trip

At an aquarium

On a boat trip

In books

In films

On nature programs

2. Make a list of sea plants and animals you know.

3. Watch the photos and try to write down the name of the animals or plants in your exercise books

Dolphin, shark, anemone, anemone/ clown fish, coral, sea star, turtle, sea horse, jellyfish, seaweed, eel, parrotfish, sea-slug, clam, seal…

Step3. Speaking

A与B正在谈论暑假旅游的事情。B暑假去了厦门旅游，使她/他印象最深刻的地方是海底世界，在那里看到了很多海底生物，有海马，海狮，海豚，海星，海龟，水母，鲨鱼，小丑鱼，珊瑚等，觉得最漂亮最喜欢的是小丑鱼和珊瑚，最令人兴奋地事情是去看海豚表演，觉得海豚很聪明。通过这次旅行，B觉得学到很多有关海洋的知识，也意识到保护环境的重要性。两个同学为一组练习对话，A问B以下问题：

1. 你暑假去了哪里？

2. 哪个地方使你印象最深刻？

3. 在那里你看到了什么？

4. 你最喜欢什么？

5. 有去看海豚表演吗？

6. 对这次旅行有什么感受？

Sample:

A: Where have you been this summer holiday?

B: I went to Xiamen for a trip with my parents.

A: Where impressed you most in Xiamen?

B: What impressed me most is the Under Sea World in Gulangyu.

A: What plants and animals did you see there?

B: I saw many plants and animals there, such as sea horse, seal, dolphin, sea star, turtle, jellyfish, shark, clown fish, coral and so on.

A: Which do you like best?

B: I like coral and clown fish best because they are so beautiful.

A: Did you see a dolphin show?

B: Yes, I was very excited to see a dolphin show. The dolphins are very clever.

A: What do you feel about the trip?

B: From this trip, I learn more knowledge about ocean life and realize the importance of environmental protection.

Step4. Homework

1. Read the new words again.

2. Practice speaking with your partner.

3. Preview Reading I.

Lesson2. Reading

Step1. Revision

Words

Names of sea plants and animals

Step2. Pre-reading

Today we’re going to learn stories about one kind of sea animal, killer whale.

1. First, look at the picture on P19, what do you think is happening?

2. Read the paragraph on P19 and predict what the text is going to tell us.

Writer An old man called Clancy

Occupation A whaler

Type of the article Anecdote

Place Australia

Time At the beginning of the 20th century

Step3. Anecdote one

1. Read paragraph one and tell what is the anecdote about.

Killer whales helped catch whales.

2. Read and finish Exercise1 on P 21.(可改为排序题)

3. Answer question1,3,4 of exercise 2 on P21

Step4. Anecdote two

Read and tell what is the anecdote about.

Old Tom protected and saved James.

Step5. Post-reading

Fill in the blanks

An enormous animal ____itself ____ ___ the water and _____down again to_____that _____was a _____ _____ there._____ swam by the boat,_____ us the__.As we got closer, I could see __ ___being attacked by a pack of about _____other _____.They were working as a team. The killers stopped it ____. And others were stopping it ______.The man used the ___to hit it.

One day, _____ was washed off the boat. The sea was rough. The waves were carrying him _____and _____.It took over ____ __ ___to get the boat back to ____. And when we ________him, I saw him being ____up in the water by ____ ___.

Step6. Homework

1. Read the text again and finish Reading task in EW31

2. Retell the anecdotes with your partner

Lesson 3-4 Language points

Step1. Revision

Listen to the text and ask some students to read aloud

Retell the two anecdotes

Step2. Words

1. witness (E.W or TB)

Did you witness the accident? 亲眼看到

He witnessed to have seen the man enter the building. 证明，作证

He was called as a defense witness. 证人

2. accommodation 住所

The high cost of accommodation makes life difficult for students in London.

The university offers excellent accommodation for summer visitors.

3. opposite

They live on the opposite side of the street. Adj.

Black and white are opposites. N.

We live opposite the school. Adv.

4. head v.

They are heading home. 朝……方向移动

Who is heading the party. 领导

Whose name heads the list? 在前头

5. flee (fled, fled)

译：他从那个国家逃跑了。

He fled from that country.

He flew from that country.

He escaped from that country.

He ran away from that country.

6. depth

the depth(s) of the ocean/ jungle/ country/winter/ one’s heart/one’s despair

deep-depth; wide-width; long-length; high-height

7. urge (E.W)

8. abandon (E.W or TB)

Step3. Phrases

1. sort out

I’m just sorting out the papers that can be thrown away.

We’ve got a few little problems to sort out.

2. ahead of

Ahead of us was a big river. （空间上）在......之前

Time here is nine hours ahead of London. （时间上）在......之前

He is ahead of me in Chinese. 比……强或好

3. in the meantime

The conference will begin in an hour; in the meantime, let’s have a coffee.

4. feed on 以……为食

Cows feed on hay during winter.

feed…on/ to 以……饲养

We feed our dog on meat.= We feed meat to our dog.

feed… with/ into 给……添加

He fed the fire with some logs. = He fed some logs into the fire.

5. hold up

I held up my hand to show that I had a question. 举起

We were held up on our way to the airport in a traffic jam. 使延误

Step4. Sentences

E.W31-2 checking corner part1仿写句子

Step5. Exercise

Exercise1-3 on P22

Checking corner part1

找出课文里出现的含有分词的句子

Lesson 5. Grammar

Step1.找出课文里出现的含有分词的句子并判断其作用

I looked into the water and could see Old Tom swimming by the boat, showing us the way.

…,so George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt.

George didn’t like being kept waiting.

I could see a whale being attacked by a pack of about six other killers.

I could see he was terrified of being abandoned by us.

Being badly wounded, the whale soon died.

Step 2. 分词的被动形式及作用

主动形式 被动形式

一般式 doing being done

完成式 having done having been done

What is the function of the –ing form in the sentences below:

So being killed by sharks was a common thing.

George didn't like being kept waiting.

What worried the child most was his not being allowed to visit his mother in the hospital.

The problem being discussed is of great importance.

Having been shown around the library, we were taken to see the lab.

As we drew closer, I could see a whale being attacked by a pack of six other killers.

Step3. 注意

①在want，need，require，deserve等动词之后作宾语时，常用动名词的主动式表示被动意义。

Your car needs filling.

你这车要充气了。

This city deserves visiting.

这座城市值得光顾一下。

The problem requires studying carefully .

这个问题需要认真研究。

The trees want watering .

这些树需要浇水了。

②在（be）worth后面只能用动名词的主动态来表示被动意义。

His suggestion is worth considering.

The book is worth reading.

③在allow，advise，forbid，permit等动词后直接跟动名词形式作宾语，如果后面有名词或代词作宾语，其后用动词不定式作宾语补足语。如：

We don’t allow smoking here.

We don’t allow students to smoke.

Step4. 补充练习

Fill in the blanks :

1._________ (turn) to the right , you will find the place you want .

2. ___________ (ask) to put on performance , she refused .

3. _______________ (finish) his work , Henry went home .

4. ________ (learn) new words is useful.

5. He disliked _____________ (interrupt) in his experiment .

6. I apologize for ________________(not, wait) for you .

7. _________________ (not, receive) an answer , I wrote to him again .

8. ____________________ (give) such a good chance , you should catch it .

9. I didn’t mind ___________ (leave) at home .

10. The house wants _________ (clean).

11. He came in without _________ (ask).

12. ________________ (show) around the library , we were taken to see the lab.

单选

1. Please excuse my ____ in without_____.

A. come; asking B. coming; asking C. to come; being asked D. coming; being asked

2. No one can prevent the plan _____.

A. from carrying out B. to be carried out C. being carried out D. to carry out

3. The bird was lucky that it just missed _____.

A. catching B. being caught C. to be caught D. to catch

4. Most of the artists ____ to the party were from South Africa.

A. invited B. to invite C. being invited D. had been invited

5. _____ to sunlight for too much time will do harm to one’s skin.

A. Exposed B. Having exposed C. Being exposed D. After being exposed

6. He has always insisted on his ______ Dr. Tuner instead of Mr. Turner.

A. been called B. being called C. having called D. called

9. The well was found ____ when we got there.

A. digging B. to be dug C. to dig D. being dug

10. ______ in the mountains for a week, the two students were finally saved by the local police.

A. Having lost B. Lost C. Being lost D. Losing

Step5. Homework

课后的语法练习，英语周报语法练习（语法可用1-2节）

Lesson 6. Using language

Step1. Revision

Check some exercises

Step2. Fast reading

Read and finish Ex1on P24

Step2. Careful reading

Read and finish Ex2 on P25

Step3. Oral practice

1. Listen and read aloud

2. Listen and make an oral practice (including the questions below)

1) What is the first thing that I became aware of ?

2) Could you please tell me three colors mentioned in the text?

3) What were fantastic? Please tell me three shapes of them.

4) Did the writer see many sea animals? Please tell me 5 of them.

Step4. Language points

1. reflect

2. be/ become aware of (P90)

3. Ex3-4 on P25

Step5. Homework

Reading task in E.W

Read the text aloud

Lesson7. Extensive reading

Step1. Revision

完成上节课剩下的内容

Step3. Fast reading

1.What’s the style of the article?

A. descriptive(描述的）B. narrative（叙事的 ）C. argumentative（辩论的）

2. What’s the purpose of it?

The purpose is to let us know how Sedna became the sea goddess.

Step2. second reading

The four parts of a narrative:

Beginning:

Once upon a time there was an Inuit girl called Sedna, her father insisted that she marry the next man she met.

Development:

One day a man came in a boat promising to marry Sedna and give her a good life. It was only after the marriage she discovered that her husband wasn't a real man but a sea bird.

Climax:

When the birdman saw that his wife might escape, he caused a great storm to rise up. Sedna's father was so frightened that he threw her over the side of the boat and into the sea.

Ending:

She turned into a sea goddess. The Inuit believe that Sedna has power over the animals in the sea.

Step4. Homework

Finish Checking corner Part2-3 in E.W

Lesson 8. Listening and writing

Step1. Listening on P26

1. words preview

videocamera摄像机awesome可怕的; 使人敬畏的refund偿[归, 退]还; 偿付

available可得到的, 可达到的, 可用的dolphin海豚seal海豹

fare车费;船费;运费;票价brochure说明书, 简介材料, 手册

Listen to the three dialogues and fill in the missing words.(Ex4 on P26)

Step2. writing

Are the tourists satisfied with their tours?

How do they express their unsatisfaction?

Are you clear about how to make complaints now?

Writing instruction

投诉和抱怨一般分为口头和书面两种形式，二者都注重逻辑性和条理性。书面的投诉和抱怨要求内容一般包括以下三点：

1. 信的开头即点明写信的目的；

2. 信的重点是简要介绍你所遭遇的事，并说明原因。

3. 信的结尾要提出你的要求或希望。

Useful expressions:

I am writing to express my dissatisfaction with…

I am very disappointed /upset to find that…

I find it terrible that…

I would like to draw your sttention to something you have obviously failed to notice.

There are some problems with…that I wish to bring to sttention. For one thing,… For another…

To correct the situation, I suggest making the following changes:…

To solve the above problem, it is advisable for you to take the following measures:…

I hope you will give immediate attention to this matter.

I look forward to a day when you could really enjoy a more efficient service.

Sample:

Dear Sir，

I am writing to let you know that after eating the fish at your restaurant this Monday I felt sick.

Unexpectedly, you make money at the cost of customers’ health. Everyone takes his health seriously and so I hope in the future I will not be put again into this position. It is also necessary for me to remind you that serving spoiled food is against the law.

I would like a response as to what you plan to do to stop this from happening again, or I will send my complaint to the local newspaper.

Sincerely,

Tom

假如你是Peter,在某公司购买了一台电脑，由该公司人员负责送货。开箱后发现由于送货人员的不谨慎导致显示器屏幕有刮痕。请写一封投诉信给该公司有关人员，表明你的立场及要求。

要求：词数100-120 参考词汇：刮伤 scratch（vt）

Dear Customer Service Representative,

________________________________________

Yours truly,

Peter

Dear Customer Service Representative,

I am writing to complain about the bad delivery service of your company.

The IBM Desktop computer we ordered from your store two weeks ago finally arrived yesterday. There were not any signs of damage to the packing case at all, but when we opened it, we found, much to our surprise, that the back cover had been cracked and the screen had been scratched.

In view of this, I have decided to make a formal complaint against your delivery service. I sincerely hope that you will replace this computer as soon as possible. If this is not possible, I wil no alternative but to insist on a full refund Yours truly,

Peter

Step3. Homework

Finish writing

Lesson9-10 Revision and E.W32

篇13：Book7 Unit 2 Robots Reading练习(新课标版高二英语选修七教案教学设计)

Reading: SATISFACTION GUARANTEED

While-reading exercise:

1) 阅读理解：

1. Why did Claire feel alarmed at the sight of Tony? C

A. Because he was a robot. B. Because she didn’t like him.

C. Because he was more like a being than a machine. D. Because he never changed his facial expression

2. The robot Tony helped Claire to realize her dreams by ________ . D

A. making her home elegant

B. giving her a new haircut and changing the makeup she wore

C. giving her advice on her dresses D. All the above

3. As a result, the experiment shows ________ . A

A. Claire and Tony fell in love with each other B. Tony had to be rebuilt

C. Tony was angry with his designer D. Both A and B

4. All the following statements are true except ________ . B

A. Tony tried to please Claire B. Claire tried to displease Tony

C. Tony managed to protect Claire D. Gladys admired Claire for her Tony

5. We can infer from the passage that ________ . A

A. Claire liked Tony but feared him B. Claire cried because Tony made her angry

C. Claire forgot Tony as soon as Tony left her D. Tony had no feelings as human beings

2）文脉理解：

A robot named

Tony was tested out by Claire, as her husband Larry Belmont was absent for three weeks.

Claire feel alarmed at the sight of the robot Tony, for he looked like more a handsome man than a clumsy machine.

Claire felt embarrassed when Tony brought her breakfast and offered to dress her on the second morning.

Claire thought it ridiculous that she would be offered sympathy by a robot and, begun to trust Tony.

Tony helped her make herself and her home elegant.

Claire looked at his fingers as they turned each page from a pile of books and suddenly reached for his hand.

Claire was amazed by his fingernails and the softness and warmth of his skin.

Tony gave Claire a new haircut and changed the makeup she wore.

Tony spoke to the salesman by telephone, who was rude to Claire in a dress shop, immediately changing his attitude.

Claire thanked Tony for saying a “dear”, which was heard by Gladys Claffern occasionally.

Claire knew Gladys thought she was having an affair with Tony.

Claire screamed, pushed him away and ran away while he held her firmly in his arms, and she felt the warmth of his body when she fell off a ladder.

Tony folded his arms around her, bending his face close to hers before the party and declared that he didn’t want to leave her and felt more than just the desire to please her.

The experiment proved Tony had prevented Claire from harming herself through her own sense of failure, but Tony would have to be rebuilt by avoiding falling in love with a woman.

篇14：unit 5 Travelling abroad language points(新课标版高二英语选修七教案教学设计)

1.adjust to sth./doing sth. Adjust oneself to sth. :make oneself suitable for;get used to sth. 适应―――

如：1)The reasonable man adjusts himself to the world; the unreasonable one persists in trying to adjust the world to himself.有理性的人能使自己适应世界；无理性的人力图让世界适应自己。

2) I find it very difficult to adjust myself to the climate here.

Adjustable adj. 可调节的

2．Keep it up : continue doing or trying. 不松劲，坚持下去；在这个短语中，it词意模糊，只是帮助构成习语。

If only he could keep it up, he would break the world record.

又如，在 take it easy (别着急)，So it seems.(好像如此)等习语中，it 也没有实际意义。

3．Fit it (with): get along (with) 相处融洽；适应

1） They work hard and fit it well.

2） It is necessary for us to fit in with the times. 与时俱进

4。Six months ago, Xie Lei said goodbye to her family and friends in China and boarded a plane for London. 六个月以前，谢蕾告别中国的家人和朋友，登上了飞往伦敦的飞机。

board n.木板、硬板（用作甲板等）的意思。

On board: in a train, ship, or plane-在火车（轮船、飞机上）

如：They got on board the train.

We almost felt we were on board the spaceship.

V. 1) get on (a bus, a train, plane----) 上（车、船、飞机等）

如：Passengers should board the train now.

2)食宿，寄宿；收费为――供膳宿

When he was in France, he boarded with a French family.

When you went to school. Were you a day student or did you board(=sleep or eat there during school time)?

She boarded (=provide meals and somewhere to sleep for) a university student at her house.

Boarder N.寄宿生 boarding school 寄宿学校

a boarding card 登机卡/登船卡

5. It was the first time she had ever left her home country.

1）the first time 的用法：该句使用了句型”It is+ the+序数词+time+ that从句“, that从句中的谓语常用现在完成时。

2）辨析: the first time与for the first time

the first time 作n. 或conj. for the first time 介词短语用作状语.

如：I thought her honest ___ I met her.

A. first time B. for the first time

C. the first time D. by the first time 选C

这句话的意思是: “第一次和她见面时, 我就认为她诚实。” “第一次”英语为the first time, the first time I met her相当于when I first met her。for the first time的意思是 “作为第一次”。

如: He cast his net for the first time. 他撒了第一网。for the first time的作用相当于一个副词。

3）It’s time for sth. 该做某事了。

It's time that...中, that从句中的谓语动词用过去时或用”should+动词原形“(should不能省略)。

It's time we started. (It's time we should start.)

6.qualification n. 合格证明，资格证书；资格；条件

Do you have any teaching/legal/medical/academic qualification?

Do you have qualifications for teaching English?

= Do you have qualifications to teach English?

2) qualified adj. 有资格的，合格的，胜任的

Tim is now a qualified architect.

What make you think you ‘re qualified for the job?

qualify v. (使)具有资格；（使）合格

Peter has just qualified as a doctor (= passed the exams necessary to become a doctor)

I hope to qualify (= successfully complete a training course ) at the end of the year.

7. She is halfway through the preparation year which most foreign students complete before entering a degree course.

preparation n. 准备

如：The boy was very lazy. He did little preparation for the exam.

这男孩很懒，他对考试几乎没有事先准备。

prepare相关的短语:

be prepared for sth. / to do sth. 对某事做好准备

prepare for sth. / to do sth. 为某事做准备

make preparations for sth. / to do sth. 为某事做准备

prepare sb.（sth.）for sth. / to do sth. 使某人对某事做准备

in preparation 在准备中 make preparation 做准备

8. Xie Lei highly recommends the course.

1)highly adv. 1) 高度的 a highly developed economy 高度发达的经济

2) very 很，非常 highly skilled/intelligent 十分熟练/聪明

辨析: highly和high

high表示空间高度, 通常指物；highly表示程度，相当于much。

The plane was flying high.

I think highly of your opinion.

如：Although he was disabled when he was only ten years of age, yet he aimed ________, for which his classmates spoke ________ of him.

A. high; high B. highly; highly C. highly; high D. high; highly

2)．recommend vt.

1) Recommend sth. To sb.=recommend sb. Sth. 向某人推荐某物

He recommended a book to his students.

＝He recommended his students a book.

2) recommend sb. for sth. 推荐某人做某事

He will recommend you for the job.

3) recommend sb. as+名词 推荐某人为――

I recommend her as your secretary.

4) recommend doing sth.=advise doing sh. 劝告/建议做某事

He recommended going for a walk after dinner.

5) recommend sb. to do sth. 劝告/建议某人做某事＝recommend sb.(should) do sth.

I recommend her to have her eyes examined.=I recommend her that she (should) have her eyes examined.

9. It’s not just study that is difficult. 困难不仅仅在学习方面。

It is (was) 被强调部分+ that (who) +句子其他部分。

此结构强调的成分仅限于主语，宾语和状语。

如：It is from the sun that we get light and heat.

It was not until I had read your letter that I understood the true state of affairs.

1) It was last night ___ I see the comet.

A. the time B. when C. that D. which

2) It is ten years ___ Miss Green returned to Canada.

A. that B. when C. since D. as

10. You have to get used to a whole new way of life, which can take up all your concentration in the beginning.

get used to习惯做某事。后接名词或doing形式。

I have got used to the local custom.

辨析: be used to do, used to do与 be used to doing

1) be used to do 被用作The table is used to put on things.

2) used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。Mary used to take a walk. (过去常常散步)

3) be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。Mary is used to taking a walk. (现在习惯于散步)

He used to get up late. But now he is used to getting up early.

take up

1) 占去时间 I won’t take up much of your time. 我不会占用你太多时间。

2) 占去空间 The big bed takes up a lot of room.

3) 从事于，专注于 He took up maths while at school.

与take相关的短语:

take away 拿走，离开； take in sth. 接受 ；take in sb. 欺骗

take off 起飞，取消；take on 呈现，承担；take on sb. 雇用

take over接管；take to 喜欢；take turn 轮流

11. When I got lost and had to ask a passer-by directions, I didn’t always understand。当我迷路，不得不向过路人问路时，我并不是总能明白。

got lost是由“get+过去分词”构成的短语，类似的还有get excited, get married, get hurt, get paid, get dressed, get drunk.

12. Xie Lei lives with a host family who give her lots of good advice.

谢蕾住在当地一户人家里，这家人给了她很多的建议。

host vt.& n. 1) 主人 2) 主持人Your host on tonight’s show is Mr Li.

3) 主办, 主持或作为主人接待客人

He will host the 42nd Annual Grammy Awards ceremony.

hostess n. 女主持人，女主人

13. I was numb with shock! 我惊得发呆！

句中with用来表示原因，意为“因为，由于”. Her face was pale with cold.

14. acknowledge v. 接受；承认；认为

1) acknowledge doing sth.

She acknowledged having been frightened.

2) acknowledge + that-clause

She acknowledged that she had been frightened.

3) acknowledge sth.

You must acknowledge the truth of her argument.

They refused to acknowlede the new government.

4) acknowledge-as / to be = to accept or recognizw 承认；认可

She is acknowledged as / to be their best tennis player.

5) in acknowledgement of 承认―――；感谢―――； 以――表谢意

He was given a gold watch in acknowledgement f his work for the company.

15. Besides, as far as he was concerned what other people thought was not the most important thing. 另外，他还说别人的想法不是最重要的事情。

1) besides 用作介词，作“除……之外，还有”； There are five other people besides both of us. 除了我们两人之外，还有五个人。

它还可用作副词，作“还有，而且”解。含有肯定和附加的意思。I don’t want to go out for a walk. Besides, I’m very hungry.我不想出去散步，况且我很饿

比较：We invited every boy student except Bob. 除了鲍勃外，我们邀请了所有的男生。 (鲍勃不包括在内)

Does John know any other foreign language ________ French?

A. except B. but C. besides D. beside

2) concern v. 涉及，关系到, 关心

n. (1) 关系或利害关系之事 (2) 关心,担心

Don't interfere in what doesn't concern you. 别管与自己无关的事。

Our losses are beginning to concern me. 我们的损失使我担心起来。

习惯用法：show concern for sb. 关心某人

She is indifferent to your love for she shows no concern for you.

她对你的爱情无动于衷，因为她对你毫不关心。

have no concern with sth. 同某事没有关系I have no concern with your family dispute.你的家庭纠纷与我无关。

be concerned with 涉及，与……有关

He was suspected to be concerned with the bribery case.

他被怀疑涉嫌这起受贿案。

be concerned about/for/with…关心…

The mother was so concerned for her hospitalized son that she kept awake for several nights. 这位母亲关心生病住院的儿子, 几夜没有合眼。

3) so/as far as…is concerned. 就……而言

As far as I'm concerned, I should like to say I am not in favor of the plan.

As far as the weather is concerned, I do not think it will matter if we go there tomorrow.

As far as I know 据我所知;远到

As far as I know, he is still working there.

He used to take a walk after supper, often as far as two or three miles.

16. feel/be at home: be comfortable as if one belongs where one is.（象在家一样）舒服自在。

She felt at home on the stage this time, though she seldom appeared.

She was quite at home, because she recognized familiar faces.

17.occupy: take up 占；填满

Is the flat already occupied?

Be occupied with/(in) doing : be busy doing something忙于做某事

He is occupied preparing for the mid-term exams.

Occupy oneself with (in)-忙碌，全神贯注，从事

He occupied himself with/in packing the car.

18.have something/nothing/a lot/much in common (with sb.) 与某人有/没有/有许多共同之处

John and Peter are good friends because they have much in common.

19.deserve:be worthy of; be fit for 值得；应受。

Good work deserves good pay.

One good turn deserves another.以德报德

20. The Andes Mountains running parallel to the coast.安第斯山脉（与沿海地带）平行一直到海岸。

run v. 伸展，延伸 ▲与run相关的短语:

run for it 逃跑； run across 偶然遇见； run after 追赶；

run at 向某人冲去；run into sb. 撞着某人；run off 排出

run over 溢出； run away 逃走

21. Peru has a wide variety of plants from desert grasses to vast areas of jungle, and abundant wildlife.秘鲁有大量的植物，从沙漠里的小草到大面积的丛林，而且还有大量的野生动物。

abundant adj. (more than enough) 多的；充裕的 be abundant in 富于......，......很丰富

There is abundant evidence that cars have a harmful effect on the environment.

This coastline is abundant in rare species of plants.

abundance n. 丰富 in abundance 大量，充裕

an abundance of 很多的......

22. Don’t be governed by what other people say.

不要被别人的话所左右。

govern v. 管理，治理

篇15：高二unit 11单元内容 (新课标版高二英语上册教案教学设计)

Work in pairs or groups and discuss the following questions.

1. If you wanted to do research or start a hi-tech company, what king of support and environment would you need?

2. Why are scientific achievements important? Look at the list of achievements in the Warming up. How do they improve our daily life? How do they improve society?

3. Why do scientists spend so much time trying to achieve something?

Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. Zhongguancun, in Beijing’s Haidian District, is the new center for Chinese science and technology. It is home to the Chinese Academy of Sciences and more than ten famous universities, including Peking University and Tsinghua University.

Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. The science center got started in the early 1980s, when Chen Chunxian, a researcher at the Chinese Academuy of Sciences opened a private research and development institute. Within the nest ten years, more than a hundred scientific and hi-tech companies moved into the area and new hi-tech centers developed around the original Zhongguancun area. They all have their own characteristics, but they all share the spirit of creativity and scientific skill that have made Zhongguancun a success.

The science park is also home to a growing numver of overseas Chinese who have grasped the opportunity to develop their ideas at home. Xiang Yufang is one of those who have returned to China after studying and working abroad. Zhongguancun made it possible for him to follow his dreams and help the country he loves.

“ I studied abroad because I wanted to see more of the world and work with some of the top scientists in my field. I never felt really comfortable abroad, and I missed everything about China. When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. I worked abroad for a few years and then I heard about Zhongguancun. I knew it was perfect for me.”

Yufang talked to some friends from his university in Beijing and they helped arrange for his return. He left his job in the foreign company and came back to Beijing.

“ I was so happy. It was wonderful, like a dream come true. I could do the work I wanted to do and do something good for my country at the same time. I will never forget how happy I was when I set foot in China again and was back with my friends and family.”

Yufang has been in China for three years now and is doing well. He lives in Beijing and runs a small company based in Zhongguancun together with two friends.

Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8,000 hi-tech companies. The park is home to Chinese computer giants Lenovo and Founder and more than twenty famous international companies. One of the mottos for the park --- “Relying on science, technology and knowledge to increase economic power”--- makes it clear that science and business and must work together to build the future. Another motto helps explain the success of the park: “ Encouraging pioneering work and accepting failure.” Great scientific achievements are the results of years of failure, years of trying to create something that has never existed before.

The researchers and scientists in Zhongguancun know that they can only reach the top if they are ready to deal with and learn from failure. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money. As Yufang puts it: “We are not making that much money yet, but we are excited about all the new technology and great ideas that are coming to life in Zhongguancun.”

I Choose the correct answers. There may be more than one correct answer.

1. According to the author, Zhongguancun is home to ______.

A. some famous research institutes and universities

B. many IT companies

C. more and more returned overseas Chinese

D. a number of science parks

2. What is NOT true about Zhongguancun?

A. It is located in Haidian Distric, in northwestern Beijing.

B. It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

3. According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because ______.

A. he wanted to see more of the world.

B. he enjoyed working with the best scientists in his field.

C. he could enjoy his work and contribute to his country at the same time.

D. he missed his friends and family.

4. According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?

A. 25,000 B. 30,000 C. 35,000 D. 180,000

5. How is “failure” understood in Zhongguancun?

A. There are fewer failure in Zhongguancun.

B. Many of its researchers and scientists will try hard not to fail.

C. Failure is a necessary part of being successful.

D. The best thing about failure is that you learn every time you fail.

II Work in pairs or groups. Zhongguancun is sometimes called “China’s Silicon Valley”. Use a library or the Internet to find out more about Silicon Valley in the US and then compare the two areas. In which ways are they similar or different?

Word study

Choose the answer that is closest in meaning to the underlined part of each sentence.

1. The big cellphone company has achieved its goal of setting up ten production bases in China.

A. succeeded B. failed C. missed

2. The development of nuclear weapons is a big threat to mankind.

A. women B. kind men C. human beings

3. It is likely they will win the game.

A. impossible B. possible C. difficult

4. scientists often have to rely on government support in order to do research.

A. depend on B. hold on C. keep on

5. shenzhen, which is one of the earliest special economic zones in China, has become a modern city.

A. cities B. counties C. areas

6. The opening of Chen Chunxian’s private research and development institute in the early 1980s marked the start of Zhongguancun as a hi-tech center.

A. company B. research center C. park

7. Successful people learn to grasp the opportunities that come along.

A. miss B. catch C. win

8. If you want to work in a big city and live by the seaside, Qingdao is the perfect place for you.

A. easiest B. true C. best

Grammar

Word formation ( I )

International = inter- + national telephone = tele- + phone

Mankind = man + kind broadband = broad + band

Extremely = extreme + -ly manned = man + -ed

Hi-tech = high + technology e-mail = electronic mail

IT = information technology CSA = Chinese Space Agency

1 Study the ways of forming words and explain their differences.

2 Change the following verbs into nouns by adding –ion or –ation.

construct

connect

attract

act

collect

direct express

invent

product

protect

suggest

impress celebrate

communicate

educate

graduate

pollute

contribute combine

admire

examine

transport

explore

imagine

3 A word can be made up of a prefix, a base word and a suffix. Underline the prefix and suffix in each word.

invisible

disagreement dishonesty impossibility non-conductor international

illogical

replacement disappearance misunderstanding enlargement reconsideration interaction

unexpected unforgettable unsuccessful

4 Read the news article. How are the words in bold formed?

EXAMPLE : hi-tech = high + technology

Beijing : A national hi-tech exhibition is being held from February 26 to March 6. It showcases China’s hi-tech successes achieved under the 863 Programme. The programme was started in March 1986 and has led to several breakthroughs in science and technology.

At the exhibition, visitors can learn more about important achievements in fields such as biology, bioengineering and medicine, communication and computer engineering.Many of the most outstanding new breakthroughs have come in the field of genetics.One of the stars at the exhibition is a small mouse with a human ear grown on its back.This technology may enable doctors to restore human organs in the near future.

The 863 programme and the new technologies have directly and indirectly helped China’s economic construction and strengthened its social development.

Reading

RED HOT ACHIEVEMINTS

Chinese history is filled with great achievements in science and technology. Since the early 1990s, China has been enjoying a boom in scientific and technological development put forward a plan for “rejuvenating the notion by relying on science and education” and it has helped Chinese scientists make many breakthroughs. The results are impressive.

EXPLORING SPACE

CSA, the Chinese Space Agency, has developed the highly successful Long March rocket series. The rockets are safe and have been used to send used to send satellites into space and to prepare for the nation’s first manned space flight.

SOLVING THE MYSTERIES OF LIFE

China has long been a leader in the field of genetic research aimed at improving agriculture. One of the most important achievements is a new kind of rice which allows farmers to increase production. Over the past twenty years, China also became part of an international research programme which examined the human body. In , Chinese scientists announced that they had completed their part of the international human genome project, proving that Chinese scientists are among the world’s best.

E-VOLUTION

It seems to be love at first byte for China and computers. The Internet is becoming increasingly popular and a new high-speed broadband network was recently started. Chinese computer engineers have also developed the supercomputer shenwei, one of the world’s fastest computers, and built the nation’s first humanoid robot.

FIGHTING CANCER

For the first time ever, scientists have been able to create a chemical element that can fight cancer cells. The breakthrough, made by scientists in Shanghai, gives hope to cancer patients all over the world and makes China one of the world leaders in the battle against the deadly disease.

Work in groups. Use what you have learnt from the text to complete the chart below.

Field Achievements Importance

Exploring space

Genetic research

Computer engineering

Medical science

Writing

The magazine Modern Science has asked you to help them choose the greatest scientific achievements ever. Write a short essay and tell them which achievement you have chosen. Give at least two reasons for your choice and explain why you think that it is the most important. You can choose one of the achievements from this unit or use other sources.

TIPS

When you are writing to persuade the reader, state your opinion

clearly and support it with strong arguments. Make a list of

arguments and choose the best ones --- two or three are usually

enough. Explain why you believe your opinion is correct and use

facts or examples to help the reader understand your arguments.

Checkpoint 11

Grammar Word Formation ( 1 )

International = inter- + national telephone = tele- + phone

Mankind = man + kind broadband = broad + band

Extremely = extreme + -ly manned = man + -ed

Hi-tech = high + technology e-mail = electronic mail

IT = information technology CSA Chinese Space Agency

Which words and expressions from this unit can you use to describe scientific

Achievements?

篇16：模块7 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修七教案教学设计)

高二年级英语备课组集体教案

Module 7

Unit 1 Living well

组 长 李新钊

组 员 师朝关 余继光 张雪芹 张彩凤

王 晶 李 森 陈 茜

I． 单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II． 目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词 汇 1. 四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III． 教材分析与教材重组

1. 教材分析

本单元以残疾及残疾人生活为话题，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。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，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。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 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。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 课型设计与课时分配

Period 1 Word study &Warming up

Period 2 Reading

Period 3&4 Reading (Language points)

Period 5 Grammar

Period 6 Exercises

Period 7 Listening & Speaking

Period 8 Using language

Period 9 Writing

IV. 分课时教案

Period 1 Word study &Warming up

Teaching Aims:

1. To present the topic of this unit -- disabilities

2. To heighten students’ awareness of the challenges facing people with disabilities.

3. To learn some words and useful expressions in order to express their own feelings.

4. To promote the notion that students with disabilities have similar wishes and desires to non-disabled students.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Difficult Points:

How to make the students gain enough information to express themselves.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities

2. Discussion to make every student express himself freely.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure:

StepⅠGreetings

T: Good morning, students!

Ss: Good morning, Miss Huang!

StepⅡWord study

Learn the words and expressions.

StepⅢPresentation

1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.

2. What do the following words mean?

disabled: unable to use a certain part of one’s body

disability: the state of being disabled

disabled people : people with disability

( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)

3. How many different types of disabilities do you know?

A .physical disability

deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…

B .mental disability

depression, learning difficulty, brain injury, phobias (恐惧症) …

StepⅣWarming up

1. Do you know?

1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities?

2).Do you know any famous people who are disabled? What do they do?

(Show some pictures of some famous people who are disabled.)

Steven Hawking (1942- , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller.

Helen Keller(1882-1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”

Franklin Roosevelt (1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.

Beethoven (1770 – 1827, Germany) Deaf, famous musician

Vincent Van Gogh(凡高), Epilepsy(癫痫症), painter

Zhang Haidi: writer, paralytic, in a wheelchair

Hu yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art Group

Sanglan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid 2008 Olympic Games and helped organize the Paralympics（残疾人运动会）

Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.

2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.

mental disability learning difficulty hearing problem

difficulty with eye sight brain injury loss of an arm or leg

severe illness deafness walking difficulty

Rada is mentally disabled.

Barry is vision impaired.

Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around

Gao Qiang has diabetes (糖尿病）.

StepⅤDiscussion

What do you learn from these disabled?

They’re broken in body but firm in spirit. （身残志坚）

StepⅥ Homework

1. Try to talk to disabled people and know more about them.

2. Preview “Marty’s story”.

Afterthoughts

Period 2 Reading

Teaching goals

1. Target language:

a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points

How positive stories about the people with disabilities inspire others.

Teaching difficult points

How to help student understand the difficulties the disable have to overcome.

Teaching methods

Discussing, explaining, reading and practising

Teaching aids

Multimedia computer

Teaching procedures

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Task 1 Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

Task 2 Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Task 3 Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but if they keep in mind they can also live well, even achieve great success. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

Afterthoughts

Period 3&4 Reading (Language points)

Teaching Aims:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Teaching Important Point:

The usage of some useful words and expressions.

Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedures:

StepⅠGreeting and revision

T: Good morning, girls!

Ss: Good morning, Huang!

StepⅡLanguage points

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

Words and expressions:

1. disability n.伤残;无力;无能

disabled adj.伤残的 the disabled(指代一类人)伤残人士

disable vt.使丧失能力;使伤残 disablement n.残废;伤残

选词填空: disability, disable, disabled, disablement

1) He gets money from the Government because of his ____________.

2) The ________ are to receive more money.

3) She managed to lead a normal life in spite of her ___________.

4) Many soldiers were ___________ in the war.

5) The insurance(保险) policy covers sudden death or _____________.

2. ambition n. 野心;雄心

ambitious adj.有雄心的;野心勃勃的

be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望

ambitiously adv.野心勃勃地

Eg: A boy who is ambitious/filled with ambition usually works hard.

完成句子:

1) Mothers are often highly _____________(怀有热切的期望) their children.

2) I am ____________________(热切希望能成功) in life.

3) His ________________________________(要做首相的雄心) is likely to be realized.

3. beneficial adj.=having a good or useful effect有益的;受益的

be beneficial to… 对…有益; 对…有利

beneficially adv.受益地; 获利地

beneficiary n.受惠者;受益人

benefit n.益处;帮助 vt.有益于;有助于

翻译:

1) 新鲜空气和优良食物有益于健康.(beneficial)

Fresh air and good food are beneficial to the health.

2) 他的休假已产生了有益的效果.(beneficial)

His holiday has had a beneficial effect.

3) 旅游业对该地区的经济将有裨益.(benefit)

Tourism will benefit the economy of this district.

4) 这本书对你没有多大益处.(benefit)

The book isn’t of much benefit to you.

4. in other words=that is to say换句话说

in a/one word简言之;总之

翻译:

1) 他们叫他离开----换句话说,他被解雇了.

They asked him to leave----in other words he was fired.

2) 总之,我不喜欢这份工作.

In a word, I don’t like the job.

3) 换句话说,他成了英雄.

He became, in other words, a hero.

5. adapt vt. 使适应;改编

adapt (oneself) to使(自己)适应

adapt sth for使某物适应;使某物适合;改编某物

adapt sth from根据…改编某物

adaptable adj.能适应的;可改编的

adaptation n.适应;改编本

adapter/adaptor n.适应者;改编者

介词填空:

1) The play is adapted _______ a novel.

2) This book is adapted _______ beginners.

3) When you go to a new country, you must adapt yourself ____ new customs.

4) Novels are often adapted ______ the stage, television and radio.

6. breath n.呼吸;气息

out of breath上气不接下气

catch one’s breath喘息;歇口气

hold one’s breath不出声;屏息

get one’s breath (again/back)喘过气来;恢复过来

lose one’s breath喘不过气来;呼吸困难

take a deep breath作一次深呼吸

take breath歇口气;歇会儿

take sb’s breath away使某人大吃一惊

breathe vt.呼吸

breathing adj.呼吸(着)的

breathless adj.屏息的

1. I was all_____ when I got to the top of the mountain.

A. held my breath B. out of breath C. taken a deep breath D. taken my breath away

2. We _____ while Mr Evans read the exam results.

A. took a deep breath B. out of breath C. got our breath back D. held our breath

7. absence n.缺席;不在(某处)

absence of mind心不在焉;神不守舍

absent adj.缺席的;不在的 vt.使缺席;使离开

be absent from缺席;不在

presence n.出席;到场

present adj.出席的;在场的;现在的

完成句子:

1) Mr Green will be in charge __________________ (在我离开期间).

2) Why were you __________________(旷课) yesterday?

8. annoy vt.使…不悦;惹恼

annoyed adj.颇为生气的 annoying adj.恼人的;讨厌的

annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;使人烦恼的事情

单句改错:

1) It’s annoyed to miss a train.

2) He was annoyed with the boy’s rudeness. (at/about)

3) I felt annoying when he refused to help.

4) To his annoy, he discovered they hadn’t waited.

9. all in all总而言之

above all首先;最重要的是

after all毕竟;终究

first of all首先

not at all根本不;别客气

for all虽然;尽管

in all总共;总之

选词填空:all in all, above all, after all, for all, in all

1) He is a poor musician _________ his training.

2) You must, _________, be loyal to your country.

3) There are five hundred books on the shelf ______.

4) Everyone makes mistakes, and _________, he is only a child.

5) The book has some weak spots, but _________ I consider it a success.

10. independent adj.独立自主的

be independent of 不依赖;独立于

independence n.独立;自主

independently adv.独立地;自主地

完成句子:

1) It was the first time that she _had lived independently_ (独立生活).

2) If you have a car, you _will be independent of_(不依赖) trains and buses.

3) I quite like living alone, because it _makes me more independent (使我更独立).

11. make fun of=laugh at 取笑

for fun/in fun为了玩乐;开玩笑地

have fun玩乐

选词填空: make fun of, in fun, have fun

1) The kids at school used to ____________ Jill’s clothes.

2) Don’t get upset. He said it was only __________.

3) We ________ in camping last week.

4) It’s cruel to _____________ the disabled.

12. encouragement n.鼓励;奖励

encourage vt.鼓励;激励;支持

encourage sb in sth在某事上鼓励某人

encourage sb to do sth鼓励某人做某事

encouraged adj.受到鼓励的;被鼓励的

encouraging adj.鼓舞人心的;鼓励的

encouragingly adv.鼓舞人心地

选词填空:encouragement, encourage, encouraged, encouraging

1) My mother _encouraged_ me to apply for the job.

2) She felt _encouraged_ by the many letters of support.

3) Praise acts as an _encouragement_ to the young.

4) The results of the survey have been very encouraging.

5) She was given _encouragement_ to try something new.

13. conduct n.行为;品行 vt.指挥;管理

conduct oneself为人;表现

conductor n.管理人;指挥;售票员

完成句子:

1) The guide conducted the visitors round_(带领游客参观了) the museum.

2) I’m glad to see _your conduct at school_(你在校的行为) has improved.

3) The reporter was criticized for _unprofessional conduct_ (不专业行为).

Phrases and sentence structures:

1. She was proud to have recently represented her country in an athletics competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.

1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___

1>I am sorry _____ you waiting for such a long time.

A. keeping B. having kept C. to keep D. to have kept

2>He is said ______ a new book about business English.

A. to write B. to have written C. writing D. having written

2) “where”=__________, 引导的是_______从句,修饰的是________________________.

2. Other disabled people find the website beneficial…其他残疾人认为这个网站很有益…

“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

单句改错

1) We found playing tennis interested.

2) He finds necessary to carry out this plan.

3) The little girl found it difficult understand her parents.

4) I hoped to find her being in better health.

3. My motto is: live one day at a time.我的座右铭是:过好每一天.

“at a time”在此表_____________, 它还表_____________.

相关词组:

at one time_________ at that time____________

at the same time_________ (at) any time__________

at no time_________ at times____________

at all times__________ at other times____________

1>You can borrow only two books____________.

A. at one time B. at a time C. at other times D. at the same time

2>____ like this, I don’t make a decision by myself.

A. At a time B. In time C. At that time D. On time

3>He was a teacher_____ but now he works for foreign trade.

A. at times B. at any time C. at other times D. at one time

4. My life is a lot easier at high school than it was at primary school.我的生活在中学时要比小学时容易得多.

“a lot”在此的作用是:_ 修饰形容词或副词的比较级_, 类似用法的词和短语有:still, no, any, much, rather, a bit/a little, far, even, a lot/a great deal

口诀: 仍然没有任何马骑, 确实有点远,甚至太多(路).

1) She got _far more_(多得多) books than I.

2) It is __a bit/a little warmer (暖和一点) today.

StepⅢ Homework

T: I believe you must have something in your mind. Here comes your homework.

1. Review the language points we have discussed this class and try to retell the whole passage.

2. Finish exercise 2 in word study.

Are you clear?

Ss: Yes

T: So much for today. See you tomorrow!

Ss: See you!

Afterthoughts

Period 5 Grammar

Teaching aims

1 .Knowledge Aim

The Infinitive

2. Ability Aims

Enable Ss to use the Infinitive correctly.

3. Learning ability

Teach Ss how to use the Infinitive correctly.

Teaching important points

The Infinitive

Teaching difficult points

Using the Infinitive correctly in different situations.

Teaching methods

1. Task-based learning

2. instructions

3. practice

Teaching aids

Multi-media classroom and other normal teaching tools

Teaching Procedures

StepⅠ Greeting

Greet the whole class.

StepⅡ Revision

Check the answers to the exercises in Discovering useful words and expressions

Answer keys for Ex.1 on Page 4:

1.disabilities 2. eyesight 3. independent 4. ambition

5.fellow 6.encouragement 7.beneficial 8.motto

Answer keys for Ex.2 on Page 5:

1.adaption 2.annoyed 3. stupid 4. in a tank 5. a microscope

6.drum 7.out of breath 8.in other words 9.make fun of 10.clumsy

StepⅢRevise the Infinitive

复习不定式（Revise the Infinitive）

I. 不定式是动词的一种非限定形式,由“to+动词原形”构成,没有人称和数的变化,在句中不能独立作谓语.但不定式具有名词、形容词和副词的特征，在句中可以作主语、宾语、宾语补足语、表语、定语、状语等。

I. 辨别下面不定式在句子中充当的成分:

1. It is good to help others.

2. It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings.

3. My ambition is to work in the computer industry when I grow up.

4. I don’t have time to sit around feeling sorry for myself.

5. I am the only student in my class to have a pet snake.

6. A big company has decided to buy it from me.

7. My fellow students have begun to accept me for who I am.

8. I have had to work hard to live a normal life.

9. Some days I am too tired to get out of bed.

10. We must call on local government to give financial assistance to disabled people.

II. 不定式在句中的功能

(1) 做主语:

那样做是很幼稚的.

To act like that is childish.

为避免句子出现 “头重脚轻”现象,常用it做形式主语,将真正主语的不定式后置.

要学好英语不是那么容易的。

It is not easy to learn English well.

(2) 做宾语

她喜欢谈论这件事情。

She loves to talk about the matter.

他希望不久能找到工作.

He hopes to find a job soon.

常接不定式做宾语的动词有：afford, agree, aim, arrange, ask, attempt, begin, bother, care, choose, continue, dare, decide, demand, expect, fail, hate, hope, learn, long, manage, mean, need, offer, plan, prefer, prepare, promise, prove, refuse, want, wish等

<1>.不定式有时和连接代/副词一起构成宾语.

Do you remember which way to get there?

下一步干什么你决定了吗?

Have you decided what to do next?

我来问他怎么样开这机器.

I’ll ask him how to operate the machine.

<2>有时不定式由whether引起.

I didn’t know whether to laugh or cry about it.

<3>feel, find, judge, make, think, believe, consider 等动词后如果是不定式做宾语,补语是形容词(间或是名词),常用it作形式宾语,把不定式后移.

I find it difficult to work with him.

3.做宾语补足语:

常带to的不定式做宾语补足语的动词有: ask, beg, prefer, help, promise, wish, want, expect, permit, request, allow, command, tell ,invite, cause, encourage, warn, advise, persuade, force, order, remind, teach, 等.

Father will not allow us to play on the street.

My brother asked me to clean the room with him.

后接不带to的不定式做宾语补足语的动词有: let, hear, have , make ,see, observe, feel, watch, notice 等.

The policeman saw a child play in the street.

A child was seen to play in the street by the policeman.

4.做表语

不定式可用作表语,说明主语的具体内容.

My work is to clean the room every day.

我的梦想是成为一名医生.

His dream is to be a doctor.

5.做定语

不定式放在被修饰的名词、代词后面，往往表示未发生的动作。

I have a lot of work to do.

She is the first student to come to school.

6.做状语

(1) 做目的状语，常用的结构： to do ; in order to do, so as to do, so/ such…as to do, etc.

I come here to say good-bye to you.

(2) 做结果状语 ：常与副词only , enough 或too连用。

He studied hard only to fail the exam.

He is old enough to go to school.

不定式做原因状语：一般用在句尾

I’m glad to see you.

She wept to see the sight.

III. 不定式的否定结构：

不定式的否定结构多由： “not +不定式”构成， 否定副词not, never, seldom, hardly 等要置于to前。

请告诉你的小孩不要在街上玩耍.

Please tell your child not to play in the street.

她检查名字为了不犯错误.

She checked the names so as not to make mistakes.

IV. 不定式的时态：

（1）一般时表示的动作，有时与谓语动词表示的动作同时发生，有时发生在谓语动词表示的动作之后。

He seems to know this.他似乎知道这事。

I hope to see you again. 我希望再见到你。

（2）完成时表示的动作发生在谓语动词表示的动作之前。

很抱歉给了你这么多麻烦。

I’m sorry to have given you so much trouble.

(3) 一般进行时表示的动作正在进行，与谓语动词表示的动作同时发生。

他好象正在吃什么东西。

He seems to be eating something.

（4）完成进行时表示的动作从过去开始并延续至说话的时候。

据说她研究这问题有好多年了。

She is said to have been working on the problem for many years.

StepⅣ Practice

1. She reached the top of the hill and stopped______ on a big rock by the side of the path.

A. to have rested B. resting C. to rest D. rest

2. We’re planning ______ a party next week.

A. to have B. have C. having D. had

3. ---Which do you prefer ____ your weekends, fishing or watching TV?

---- Neither.

A. Spending B. to spend C. being spent D. spend

4. Did you find out _____ the pie out of the oven?

A. When to take B. to take C. have taken D. being taken

5._____ get a complete picture, further information is needed.

A. In order that B. In order to C. Being D. To have

6. It’ s necessary ____ some English grammar.

A. for students to learn B. for students learning C. of students to learn D.of students learning

7. I ought to ____ him the news, but I forgot to do so.

A. remember to tell B. remember telling

C. have remembered to tell D. have remembered telling

8. I ____ you the exciting news, but you were not at home.

A. Meant telling B. meant to telling C. Meant to having told D. meant to tell

高考链接

1.I don’t want ____ like I’m speaking ill of anybody, but the manager’s plan is unfair. (2005 天津)

A. To sound B. to be sounded C. Sounding D. to have sounded

解析: want 后接不定式;sound 是系动词,没有被动式;句中没有强调完成的时间状语或含义.

2.It was unbelievable that the fans waited outside the gym for three hours just ____ a look at the sports star.(2005 上海)

A. had B. having C. to have D. have

解析: 不定式to have 在此做目的状语.

3. ---Is Bob still performing?

---- I’m afraid not. He is said _____ the stage already as he has become an official. (2005 江苏)

A. to have left B. to leave C. to have been left D. to be left

解析:主语he与leave是主动关系,句中出现了already, to have left表示该动作发生在主语谓语is said 之前.

4. ---Can the project he finished as planned?

----Sure,______ it completed in time, we’ll work two more hours a day. (2005福建)

A. having got B. to get C. getting D. get

解析: 每天加班两个小时的目的是使工程及时完工,只有不定式表目的.

StepⅤ Homework

1. Summarize the rules of infinitive in your own way.

2. Finish the exercises of “Discovering useful structures” on Page 5-6.

Afterthoughts

Period 6 Exercises

Teaching aims

Encourage the students learn more about the grammar.

Help the students to form the good habit in learning.

Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Points

Enable the students to use the correct form o f the Infinitive

Teaching difficulty

Enable the students to use the correct form o f the Infinitive

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedures

StepⅠ Greeting

Greet the whole class as usual.

StepⅡ Reviewing Grammar:

T: In this unit, we have learned a lot about the Infinitive. Now let’s do some exercises about this grammar.

针对性练习：

1. He is said to ____ to his country because a new president comes into power.

A. be allowed to return B. allow to return

C. allow returning D. be allowed returning

2. He spoke in such a high voice ____ at the further end of the room.

A. as to be heard B. to be heard C. as to hear D. to hear

3. --- Why was the official meeting called?

--- ____ new officers.

A. Select B. Selecting C. To select D. To have select

4. In Australia, he made a lot of friends ____ a using practical knowledge of the English language.

A. to get B. get C. getting D. got

5. To play fair is as important as ____ .

A. to play well B. play well C. we play well D. playing well

6. We agreed _____ here but so far she hasn’t turned up yet.

A. having met B. eating C. to meet D. to have met

7. Rather than _____ on a crowded bus, he always prefers ____ a bicycle.

A. ride, ride B. riding, ride C. ride, to ride D. to ride, riding

8. The boy want to ride his bicycle in the street, but his mother told him ____ .

A. not to B. not to do C. not do it D. do not to

9. --- Do you work in the lab every afternoon?

--- No, but sometimes, I wish I ____ .

A. had time to B. had time to do C. have time to D. have time

10. I’ll do whatever I can ____ my English.

A. improve B. to improve C. improving D. to improving

11. Could you tell me the way you’ve thought of _____ ?

A. to do it B. doing it C. do it D. has to do it

12. He was often listened ____ in the next room.

A. sing B. sung C. to to sing D. to singing

13. Would you be ____ shut the window?

A. enough kind to B. kind enough not to C. kind enough to D. so kind enough as to

14. Don’t take the medicine, it can’t help ____ rid of your cold.

A. getting B. to get C. to getting D. gets

15. My grandmother seems to have a lot ____ .

A. worry about B. to worry C. to be worried D. to worry about

16. Every minutes is made full _____ of _____ our lessons.

A. to use, study B. use, studying C. useful, to study D. use, to study

17. I would love ____ to the party last night but I had to work extra hours to finish a report.

A. to go B. to have gone C. going D. having gone

18. You shouldn’t allow ____ games near the classroom, for it’s too noisy.

A. student playing B. play C. students to play D. to play

19. The waiter was made _____ to the guest.

A. apologize B. apologizing C. to apologize D. to be apologizing

20. Whom would you rather _____ the work?

A. to have to do B. to have do C. have to do D. have do

21. I had meant _____ on you, but I was so busy.

A. call B. to call C. calling D. be calling

22. --- Do you often have someone____ your clothes?

--- Yes, I often have them ____ .

A. wash, to wash B. to wash, washed C. washed, wash D. wash, washed

23. She actually heard about it, but he pretended_____ .

A. to hear not B. not hearing C. to not hear D. not to

24. Pieces of bamboo or wood ____ books between 2nd and 5th century AD.

A. used to formed B. used to form C. were used to form D. used to be forming

25. ---Why did you move the table over there?

--- ______ the new sofa?

A. Share room with B. To make room for C. Given room for D. Saving room for

26. A middle-aged woman came _______ to the bus stop only ______ the bus had gone.

A. to run, finding B. running, to find C. and ran, found D. running, find

27. To know what is good and ______ are two different things.

A. knowing what is wrong B. do what is right

C. to do what is right D. doing what is right

28. Smith appears ______ a long time. He is impatient for my arrival.

A. to wait B. to be waiting C. to have waited D. to have been waiting

29. Our professor has just come back from aboard. He seems ______ his trip very much.

A. to enjoy B. to have enjoyed C. to be enjoying D. to have been enjoying

30. --- Why has Jack not come yet now? Anything wrong with him?

--- He didn’t pass the test but he still _______.

A. hopes so B. hopes that C. hopes to D. hopes it

31. The houses _______ are for the teachers and the construction work will start soon.

A. built B. to be built C. to build D. being built

32. --- Why did you come a long way round?

--- I was afraid _____ near the fierce dog because I was afraid_______.

A. of walking, to be bitten B. to walk, of being bitten

C. to walk, to be bitten D. of walking, of being bitten

33. He is said ______ in the supermarket when he was doing shopping yesterday.

A. to have been badly treated B. treating badly

C. being badly treated D. to be treated badly

34. Some kids wish people wouldn’t keep on _____ how, years ago, children were made _____ far more respect to their elders.

A. point out, show B. pointing out, showing

C. pointing out, to show D. to pointing, to show

35. The last person _____ the sinking ship was the captain.

A. left B. leave C. to leave D. to be leaving

36. The bank is reported in the evening newspaper ____ in board daylight yesterday.

A. being robbing B. to be robbed C. having been robbed C. to have been robbed

37. --- Why was he fined?

--- He happened to _____ several flowers in the park.

A. be seen pick B. be seen picking C. be caught to pick D. catch picking

38. --- Do you have anything more ____, sir?

--- No, you can have a rest or do something else.

A. typing B. to be typed C. typed D. to type

39. Don’t you think the question _____ tomorrow is of great importance?

A. being discussed B. discussed C. to be discussed D. to discuss

40. Another man- made earth satellite is reported in Beijing Evening News ______ into orbit yesterday.

A. to have been put B. to be put C. to have put D. having been put

41. --- I’m terribly sorry, but I seem ____ a hole in the rug.

--- Oh, that’s all right.

A. burn B. to burn C. to have burnt D. to be turning

42. It is impossible for anyone _____ these photographs before, because Mr. Newman had them developed today.

A. having seen B. to have seen C. to see D. seeing

43. If the work _____ by the end of this month is delayed, the construction company will be fined.

A. is completed B. to be completed C. has been completed D. being completed

44. I would love _____ to the cinema last night, but I had to look after my sick sister at home.

A. to go B. to have gone C. going D. having gone

45. --- Did you seen Tom? He said he would come back for supper at six o’clock..

--- He seems ____ with Bob in the lake.

A. to swim B. to be swimming C. to have swim D. swimming

46. Reading English in the morning seems to be a rule _____.

A. to never break B. never to be breaking C. never to be broken D. never to break

47. ______ the examination, all the students are studying hard.

A. Don’t fail B. Not fail C. Not failing D. Not to fail

48. The boy the teachers considered ____ failed in the final exam, ______ surprised them very much.

A. to be the best student, which B. as the best student, that

C. to have been studying well, that D. such as a good student, which

49. For nearly three hours we waited for the decision, only ______ to come again the next day.

A. telling B. to be told C. told d. being told

50. --- Why won’t you engaged in trade?

--- Father desired me _____ into business, but I chose to study law.

A. going B. having gone C. to have gone D. to go

51. --- Why so serious, dear?

--- Nothing. I’m just thinking about the problem _____ tomorrow.

A. discussed B. will be discussed C. to be discussed D. being discussed

52. _____ over the undecided voters, they are working twice as hard.

A. Having won B. Won C. Winning D. To win

53. The boy needs____ all about it.

A. to know B. to be known C. know D. knowing

54. He used to ____ up late, but now he is used to _____ up early.

A. get, get B. get, getting C. getting, get D. getting, getting

55. _______ their service, the workers of the hotel are active in learning English.

A. Improving B. To improve C. Improve D. Having improved

56. --- I’d like Mary to type the report.

--- Don’t trouble her. She _____ have not time ______ it before she leaves.

A. must, to finish B. must, finishing C. would, to finish D. would, finishing

57. The badly wounded soldier slowly opened his lips as if ______ something.

A. to say B. said C. he had said D. was saying

58. --- Tom, did Mr. Li join you in your discussion?

--- No, he _____, but he happened to have fallen ill.

A. would like to B. was to have C. will D. was going to join

59. The theory of relativity is hard ______ .

A. to understand B. understood C. understanding D. being understood

60. ---- I’m trying to use this machine, but it won’t start.

---- Let me show you how to start it. See, all you have to do is _____ this button.

A. to press B. press C. to turn D. turn

61. I blamed him so angrily for his mistakes, but I ______ it like that.

A. would rather not do B. wouldn’t rather do

C. would rather not have done D. wouldn’t rather have done

62. --- Who are you going to have ______ this letter for you?

--- My secretary.

A. type B. typed C. been typed D. been typing

63. The driver kept ____ about the accident ____ lose his job.

A. still, in order to not B. quiet, not so as to

C. silent, so as not to D. calm, in order not to

64. No one _____ that building without the permission of the police.

A. is leaving B. is to leave C. has left D. will be leaving

65. The Olympic Games ______ in Beijing in 2008 will be exciting.

A. hold B. held C. holding D. to be held

66. Which do you enjoy _____ your weekends, fishing or watching TV?

A. spending B. to spend C. being spend D. spend

67. How pleased the detective was ____ what his customer told him?

A. hearing B. heard C. to hearing D. to hear

68. There is more land in Australia than the government knows _____ .

A. what to do with B. to do with it C. how to do D. to do it

69. A kind gentleman offered ____ my bags to the taxi stand.

A. his help carried B. carrying C. me to carry D. to help me to carry

70. He firmly asked _____ a chance to try his luck, which at once encouraged _____.

A. to give, the other, four B. to be given, the other four

C. be given, four the other C. giving, the four others

71. I could do nothing but _____ that I didn’t know.

A. to pretend B. pretend C. pretended D. pretending

72. The TV sets made by our factory sell best, but 10 years ago no one could have guessed the place in the markets that they ____.

A. were having B. were to have C. had had D. had

73. _____ over the undecided voters, they are working twice as hard.

A. Having won B. Won C. Winning D. To win

74. In such dry weather, the flowers will have to be watered if they____.

A. have survived B. are to survive C. survive D. will survive

75. Whom had you better ____ it?

A. to let do B. let to do C. let do D. to let to do

76. How pleased the emperor was _____ what the cheats had said.

A. hearing B. heard C. to hear D. hear

77. The Three Gorges Dam ____ now on Changjiang River is _____ soon.

A. to be put up, completed B. putting up, being completed

C. to be put up, being completed D. being put up, to be completed

78. --- How fortunate Mr. Li was _____ to the USA for further study!

--- Have you heard from him recently?

A. to have been sent B. having been sent C. to be sent D. sent

79. While he was stealing into the office, he _____ by his boss.

A. Happened to see B. was happened to see

C. Was happened to be seen D. happened to be seen

80. --- Where is George? He said he would meet me here at 3 o’clock..

--- He seems _____ with Mr. Brown in the office.

A. to talk B. to be talking C. to have talked D. talking

81. My cousin has passed the entrance examination. My family sent him an E-mail _____ his success.

A. to congratulate him on B. congratulating him on

C. and congratulated with him D. congratulate to him

82. I often think of the things ____ most in those days.

A. satisfying me B. satisfied me C. to satisfy me D. to be satisfied

83. All I want is ____ treated as a child by the teachers and parents.

A. not be B. being c. not to be D. to be not

84. The last man ____ the disappointing news was the patient’s sick father.

A. knew B. knows C. to know D. knowing

85. The purpose of new technologies is to make life easier, _____ it more difficult.

A. not make B. not to make C. not making D. don’t make

86. --- Where should I send my form?

--- The Personnel Office is the place_______.

A. for sending it B. to send it to C. to sent D. to sent it

87. You are _____ too old ______ a Christmas stocking.

A. never, to enjoy B. / , enjoying C. / , enjoy D. never, enjoying

88. A computer does only what thinking people _____ .

A. have it do B. have it done C. have done it D. having it done

89. He let me repeat his instructions _____ sure that I understood what was _____ after he went away.

A. to make, to be done B. making, doing C. to make, to do D. making, to do

90. Paul doesn’t have to be made _____ . He always works hard.

A. learn B. learned C. to learn D. learning

91. We are _____ glad to do anything we can ____ her.

A. too, to help B. very, help C. too, help D. very, helping

92. I would rather starve to death than_____ for food.

A. beg B. begging C. begged D. to beg

93. We hurried to the bus station ____ that the bus had already left.

A. only finding B. only to find C. to find only D. to only find

94. You must have taken a lot of trouble _____ this materials for us.

A. to find B. finding C. having found D. to have found

95. He was afraid _____ forwards because he was afraid _____ down.

A. of going, of falling B. of going, to fall C. to go, of falling D. to go, to fall

96. I hate _____ their complaints all day. One of these days, I will tell them what I really think.

A. and pay attention to B. listening to C. to have heard D. not think of

97. The way they talked _____ the problem seemed impossible.

A. about settling B. to settle C. of settling D. about to settle

98. ---Why did he let you repeat his instruction time and time over?

--- _____ that I remember what was _____ after he went out.

A. To make sure, to do B. Making sure, to be done

C. To see to it, to be done D. Seeing to, done

99. --- Why did you come to see the play you didn’t like?

--- I shouldn’t like ______ , but my friend insisted. I like _____ .

A. having come, to dance B. to have come, dancing

C. to come, to dance D. coming, dancing

Answers:

1-5 AACAA 6-10 CCAAB 11-15 ACCBD 16-20 DBCCD 21-25 BDDCB 26-30 BCDBC

31-35 BBACC 36-40 DBBCA 41-45 CBBBB 46-50 CDABC 51-55 CDABB 56-60 CABAB 61-65CACBD 66-70 BDADB 71-75 BBDCC 76-80 CDADB 81-85ACCCB 86-90 BAAAC 91-95 AABAC 96-99 BDCB

StepⅢ Homework

Master the grammar

Preview Listening.

Afterthoughts

Period 7 Listening & Speaking

Teaching Aims:

To improve students’ ability of listening &speaking

Teaching Important Point:

How to get the students to grasp the main idea of a passage by listening.

Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Teaching Methods:

1. To create a situation that helps the students know what they will hear from the conversation

2. To improve their interests of speaking English.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedures:

StepⅠGreeting.

T: Good morning, girls!

Ss: Good morning, Miss!

StepⅡPre-listening

Kilimanjaro is the highest mountain in Africa and the tallest freestanding mountain known to man. It is a mountain where you can hike for more than 90 kilometers, gain 4 000 meters in altitude, traverse rain forest, moorland, alpine desert, snow fields and ice cliffs, all virtually on the equator! A truly unforgettable and fascinating adventure.

Barry Minto has just made a successful climb of Mount Kilimanjaro in Africa. Listen to him being interviewed on the radio.

StepⅢ Listening

Task1 First listening

Tick the statements that are true.

( ) 1. Barry is blind.

( ) 2. Barry is between 25-45 years old.

( ) 3. The blind climbers got assistance from sighted companions.

( ) 4. More of the sighted group reached the top of the mountain than those who were blind or weak-sighted.

( ) 5. Next year Barry is going to climb Mount Qomolangma.

Task2. Second listening

Listen to the interview again and complete the notes below.

Interview with Barry Minto

Age of the blind and weak-sighted climbers______

Age of the sighted companions_______________

Height of Mount Kilimanjaro__________________

Number in the disabled group________________

Number of the disabled who reached the top of mountain_______________________________

Number in the sighted group_________________

Number of the sighted who reached the top______

Number of days to climb the mountain__________

Number of days to come down the mountain_____

Task3. Third listening

Listen to the latter part of Barry’s story where the interview congratulates Barry and wishes him future success, and then complete Joan’s sentences.

Barry: Of the 15 sighted climbers, only 7 made it.

Joan: Oh, _____________!

Barry: Yes, it just shows you _______________________

…

Joan: Well, Barry. I’m full of admiration for you and your companions. You have achieved something quite remarkable.

Barry: Thanks. We’re _____________________.

Joan: Mm, ______________________. So, Barry, what’s your next big challenge?

Barry: My ambition is to climb Mount Qomolangma one day.

Joan: Amazing. I wish you _________________________.

StepⅣ Speaking(Wishes & congratulations)

Expressions

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performance.

You have my best wishes.

I’m very pleased for you.

I hope it goes well for you.

That’s wonderful/amazing.

With your partner create dialogues for the following situations. Offer congratulations and best wishes to your partner.

Situation 1: Student A has just passed his/her final exam.

A: This letter has just arrived. It’s about my exam.

B: Well, open it.

A: It says I’ve passed.

B: Congratulations. That’s wonderful.

Situation 2: Student B has just started a new job.

A: Your mother told me you have just started a new job.

B: Yes. I’m working at the television station now.

A: Really? That’s great! I hope it goes well for you.

B: Thanks. I hope so too.

Situation 3: Student A has just won a gold medal in the city sports competition.

B: Let’s see your medal.

A: Here it is.

B: It’s beautiful! Well done.

A: Thanks

Situation 4: Student B’s team has just won a football match.

A: You look happy, what’s up?

B: our team just won.

A: Wow! That’s wonderful. You deserve it after training so hard.

B: Yeah. And if we keep training like that we should win more games.

A: I’m sure you will. Keep up the good work.

Situation 5: Student A has just received her graduation certificate.

A: Here it is at last, my graduation certificate.

B: Let me see. Well done. I’m so proud of you.

Situation 6: Student B has invented a new computer game.

A: Did you really invent a new computer game?

B: Yes, I did and a computer company is going to buy it.

A: That’s amazing. I’m really impressed.

StepⅤ Homework

Work in pairs and make a dialogue to congratulate each other.

Afterthoughts

Period 8 Using language

Teaching aims

1 .Knowledge Aims

Get the students to know about English..

2. Ability Aims

1). Master the skill of gist reading.

2). Develop the students’ reading ability, such as skimming and scanning.

3. Emotional Aims

Arouse the students’ interest in helping the disabled

Teaching Important Points

1. Help the students know about English

2. Develop the students’ reading ability.

Teaching Difficulties

Develop the students’ reading ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedures

StepⅠ Greeting & Revision

StepⅡWarming up----Brainstorming

1. Do you like going to cinema or theatre with your family and friends?

2. Suppose that you were disabled. If you feel that the cinema or the theatre is not so convenient for you to use, will you raise some suggestions to the architect?

Step Ⅲ Reading I---A letter to an Architect

Task1. Scanning

Read the passage and answer the following questions:

1. What is the purpose of the first paragraph of the letter?

To tell the reader the purpose of the letter.

2. What do you think the writer has numbered her suggestions and used italics?

The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.

3. What is the purpose of the last paragraph?

To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.

4. Can you think of any other things that the cinema could do to make it accessible to disabled people?

… … (Students give answers on their own)

Task2 Skimming questions:

1.From the text we know that Alice Major advised the architect to consider _____ things.

A Two B. three C. four D. five

2.If the lifts are at the back of the cinema in cold, unattractive areas, this will make disabled people feel they are _____ other customers.

A. more important than B. as important as

C. twice as important as D. less important than

3. What does “hearing-impaired” mean?

A. 耳聋的 B. 听力受损的 C. 耳朵修理的

Step Ⅳ Reading II---Zhang Yuncheng achieves his ambition

Zhang’s mini biography

Name Zhang Yuncheng

Sex Male

Health disabilities caused by a muscle disease; very weak

School education one day

Interests and hobbies reading and writing

Ambition to write and publish a book

Dream to live a better life

StepⅤ Discussion

How can we do more to help the disabled in real life?

StepⅥ Homework

Surf the Internet to find more information of the solutions of how to help the disabled.

Afterthoughts

Period 9 Writing

Teaching aims

1 .Knowledge Aims

Get the students to know about English..

2. Ability Aims

Improve the students’ writing ability.

3. Emotional Aims

Arouse the students’ interest in helping the disabled

Teaching Important Points

1. Help the students know about English

2. Improve the students’ writing ability.

Teaching Difficulties

Develop the students’ writing ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedures

StepⅠGreeting & Revision

StepⅡPre-writing----Brainstorming

Read the text again and answer the following questions.

1. What is the purpose of the first paragraph of the letter?

In the first paragraph Alice tells Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customs.

2. Why do you think the writer has numbered her suggestions and used italics?

This will attract the reader’s attention and the reader will realize these are important information.

3. What is the purpose of the last paragraph?

In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.

Step Ⅲ Writing task

A new supermarket will be constructed near our school. Considering the present supermarkets are not very accessible for people with disabilities, you are to write a letter to the architect of a new supermarket and suggest ways to make it more accessible for disabled p

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