unit 1 Friendship Warming up 说课稿(人教版英语高一)

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篇1：unit 1 Friendship Warming up 说课稿(人教版英语高一)

Unit 1 Friendship Warning up

重点词汇解析

add up 合计，把。。。加起来，指把数字、数量等加起来以得出总和，主语多为人，其后要跟“合计”的各部分，

Add up these figures and you will see which is the right answer.

与add 相关的短语：

①add to “增添；增加”，其后宾语多为困难、欢乐等抽象名词。【必记】

The bad weather added to our difficulties.

② add...to... 把。。。加到。。。上【必记】

Please add a note to the posters.请在海报上再加一条。

③ add up to “加起来总共是，总计为。。。”后接合计起来的数目。

His whole school education added up to no more than one year.

【注意】add up to 不用于被动态。【必记】

④ add that。。。补充说。。。

活学活用

Please ______ all the figures to see how much they______.

add; add up to B.add up; add up to

C.add up; add up D.add; add to

用add up, add up to, add to, add...to...完成句子

① The time I spend in communicating every day _______________ two and a half hours.

② The piece of music ___________our enjoyment.

③ To make sure the result was correct, she ___________ the figures again and again,

④ If the tea is too strong, ________some more water ______ to it.

upset

adj, 心烦意乱的；不适的；不安的；难过的。常见搭配：

为。。。感到不安/难过：

be ~ at ....

be ~ about....

be ~ that....

There is no point in getting upset about it.犯不着为此事难过。

She was upset that he had left without saying goodbye.他的不辞而别让她感到很难过。

vt. ( upset, upset) 使不安，使心烦；打翻，打乱。搭配为：

Upset oneself about sth. 为某事而烦恼

It upset sb. that ... 让某人心烦/ 不高兴的是。。。。

It upset our plan that nobody had told him about it.

Rain upset our plan for a picnic.

活学活用

Everything from greeting to eating can be an opportunity to do the wrong thing, which not only embarrasses yourself, but_____your host.

scares B.upsets C.teases D.blames

完成句子

① 我对那则坏消息感到心烦意乱。

I _______ ________ _________ the bad news.

② 不要为那件事烦恼，它没有造成损失。

Don't upset ________ ________ it --- no harm has been done.

③ 我们的计划被天气的突然变化打乱了。

Our plans _____ _____ _____ the sudden change in the weather.

ignore

vt. 对。。。不予理会，忽视。后多接sth.作宾语。如：

I made a suggestion, but they chose to ignore it.

He ignored all the “No Smoking” signs and lit up a cigarette.

vt. 佯装不见，不予理睬。后多接sb.作宾语。

He ignored her and went on with his work.

知识链接

ignorance ucn. 无知；愚昧

ignorant adj. 无知的，没有学识的

be ignorant of = be in ignorance of ....对。。。不了解/不知道

He ignored doctor's advice, so he is in ignorance of / ignorant of his serious illness now; that is to say, he is ignorant that he is in danger.

活学活用

“I'd like to buy some fresh fish,” I shouted to the fishman. But he ________ my English words and turned to serve the next customer.

guessed B.forgot C.doubted D.ignored

calm

vt& vi (使）平静；（使）镇定。常见搭配:

Calm ( sb /oneself) down （使某人/自己）平静、安静或镇定下来

She lit a cigarette to calm herself down.

adj.平静的；安静的；沉着的。常见搭配：

remain/stay/keep calm 保持镇定

It is very important to keep calm when an earthquake breaks out.

【易混辨析】calm / quiet / still / silent

易混词区别

calm平静的，镇静的；指无风浪的或人的心情不激动的。

quiet 宁静的，安静的；指不吵闹的或心境不烦躁的。

still 静止的，不动的；指（人体或物体等）不运动的。

silent 沉默的，寂静的；指不讲话或没有声音的。

【巧学妙记】When facing danger, one should keep calm; when taken photos of, one should keep still; when someone else is asleep, one should keep quiet; when in class, one shouldn't keep silent about teachers' questions.

活学活用

1._________,please, everybody! Be ________ while I make an announcement to you.

Take up, still B. Calm down, quiet

C. Get off, calm D. Cheer up; alive

选词填空：calm/quiet /still / silent

① Could you keep children _________ quiet while I an on the phone.

② Surprisingly, she was very __________ when I told her the bad news.

③ In order to stay at the factory, she chose to keep________ about the matter.

④ Having sat _________ for about an hour, my legs became numb.

⑤ Emergency lien operators must always stay _________and make that they get all the information they need to send help.

Concern

vt. 使担忧，使不安。常见搭配：

~ oneself about .....担心。。。。

She concerns herself about her son's future.

vt. 涉及，关系到，与。。。有关。常见搭配：

Concern oneself with / in = be concerned with / in... 涉及。。。/与。。。有关

Many officials are concerned with this accident.

n. [C,U] 担心，忧虑；[C] 重要的事，厉害关系。常见搭配：

① with concern 关切地

② a main concern 主要关注的事

③ feel/ show concern about /for / over...对。。。表示关心/ 担心

Our teacher showed his concern for us.

With concern, the woman replied,“ The guy is you doctor.”

知识链接 concerning prep. 涉及，关于

Concerned adj. 关注的；担心的，担忧的。常见搭配：

As far as ...is concerned 就。。。而言

Be concerned about /for 担心/ 关心。。。。

巧学妙记 As far as I am concerned, educators should be concerned about the problem that is concerned with the healthy growth of the children and concern themselves with / in the work of the education.

活学活用

With ______ growth of the Internet, computer security has become _____ main concern of businesses and governments.

the; a B.the; the C. 不填，theD.the; 不填

The meeting was concerned _________ reforms and everyone present was concerned their own interests.

with, for B.with,withC.for, about D.about, with

用concern完成句子。

________ _________ _________(忧心忡忡的家长）were all _______ ________ (担心）the children's safety.

课文全解

Add up your score and see how many points you get.

知识① “祈使句+and /or +简单句”，前一句分句表示一种假设条件或假设，相当于if 引导的条件状语从句，后一分句表示一种结果或推论。

Work hard and you will succeed.

=

Hurry up,or you will miss the last bus. =

and 分句后的陈述句表达的是与前面祈使句顺承的结果；or 表示前后两个分句间为相反的关系。

Find ways to praise your children often, _______ you will find they will open their hearts to you.

A.till B.or C.and D.but

知识② add up

You want to see a very interesting film with your friend, but your friend can't go until he/ she....

知识③ 并列复合句，由并列连词but链接两个并列分句，其中第二个分句是含有until引导的时间状语从句的复合句。

Ambition never dies until there is no way out.不到黄河心不死。

We don't know what is good until we have lost it.

until 的特殊用法：

倒装：not until 位于句首时，主句要倒装。

Not until I saw the score did I realize I hadn't work hard.

强调：结构为“It is/ was not until+ 从句/ 表时间的词+ that。。。。”

1.It was not until dark fell that he left for home.

The shop will be closed for repairs _______further notice.

withB.until C.for D.it

Not until he left his home ________ to know how important the family was for him

did he beginB.had he begun

C.he began D.he had begun

句型转换。

She did not find her mother alive until two days after the earthquake.

________________two days after th earthquake _____________her mother alive.

____________________two days after the earthquake ________ she found her mother alive.

When he / she borrowed it last time, he/ she broke it and you had to pay to get repaired.

知识⑤ get it repaired是“get+ 宾语+ 宾补”结构。it 与 repaired 在逻辑上是动宾关系。get sth done= have sth done.

归纳总结

① get 做使役动词的常用结构：

Get sb/ sth doing sth..使某人一直做某事

Get sb to do sth = have/ make /let sb do sth 使/ 让某人做某事

② have 做使役动词用时，与get做使役动词的用法类似，have sth done 让某事被做；

have sb do sth ;have sb doing sth 使某人一直做。。。

1.Alexander tried to get his work _______ in the medical circles.

to recognize B.recognizing

C.recognize D.recognized

The electronic dictionary I got_______ the other day cost me a lot.

repaired B.repairing C.to repair D.to be repaired

You will ignore the bell and go somewhere quiet to calm your friend down.

知识⑥ ignore

知识⑦ calm ...down “（使）平静下来，镇定下来”

The sea calmed down.海上风平浪静。

You will tell your friend that you've got to go to class.

have got to= have to 不得不

妙辩异同 have got to,have to 与must

① have got to 与have to 都侧重客观上某种情形的需要或别人的看法或意见，有人称，时态和数的变化。Have got to 的否定形式是haven't got to, have to 的否定形式为 don't have to.

用于疑问句中，前者have提前，后者要借于助动词do/ does/ did.

② 表示一次性动作时，have got to 与 have to 可以互换，但表示习惯性的动作时，尤其是句中含有always，often， sometimes等频度副词时，则用have to。

While walking the dog, you were careless and it got loose and was hit by a car.

知识⑧ 完整形式：While you were walking the dog, 时间、条件、让步、方式（when，until，if，unless， though）等状语从句省略有两种情况

从句的主语和主句的主语相同，且从句谓语中含有be动词，可一同省略从句中的主语和be动词。

Although (he was) a farmer, now he is a famous director.

从句的主语是it，从句谓语中含有be动词，那么it 和 be 动词也可一同省略。

If (it is) necessary, I'll send several people to help you.

归纳总结

If 引导的条件状语从句的省略结构有：

If any 如果有的话 if so 如果这 / 那样的话

If possible 如果可能的话 if not 如果不是这样的话

If ever 如果曾经有过的话 if necessary 如果需要的话

The experiment shows that proper amounts of exercise, if _______ regularly, can improve our health.

being carried out B.carrying out C.carried out D.to carry out

It sounds like something is wrong with the car's engine. __________, we'd better take it to the garage immediately.

Otherwise B. If notC. But for that D. If so

用所给单词的适当形式填空。

① Don't talk while ________________( eat).

② She is so shy that she never speaks first until __________ (speak) to.

③ They looked around the room as if ________(look) for something.

Your friend , who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper.

知识⑨ who 引导非限制性定语从句，在此句中做插入语，可以省略而不影响句子结构。

知识10 cheat vi. 作弊vt. 欺诈，欺骗 n. 骗子，作弊者

cheat in/ at on 在。。。中作弊

cheat sb (out) of sth骗取某人某物

cheat sb into doing sth 骗某人做某事

He never cheated in exams.

The old lady was so old that the cheat easily cheated her out of her gold ring.

The salesman cheated me into buying a fake.

You will tell him /her that he /she should have studied, so you don't let him/ her look at your paper.

Should have done “本应该做。。。而实际没做”，表示说话人一种责备的口气，其否定形式shouldn't have done 表示“过去本不应该做。。。而做了。”

归纳总结

情态动词 + have done

can't have done 不可能做了某事 may have done 可能做了某事

must have done 一定做了某事（只用肯定句） needn't have done 本不必做某事（而实际上做了某事）

should / ought to have done 本该做某事（而实际上没做）

might have done 可能做了某事，本可能做某事（而实际上没做）

Could have done 可能做了某事，本能够做了某事（而实际上没做）

They _________ have arrived at lunchtime but their was delayed.

will B.can C.must D.should

-- I left my handbag on the train, but luckily someone gave it to a railway official.

-- How unbelievable to get it back! I mean, someone ________ it.

will have stolen B.might have stolen

C.should have stolen D.must have stolen

篇2：unit 1 Friendship Reading 说课稿(人教版英语高一)

Unit 1 Friendship Reading

1.Make a list of reasons why friends are important to you.

知识① 本句是一个祈使句，包含一个由why 引导的定语从句，why=for which, 在从句中做原因状语。

知识② make a list of 相当于list，意为“列单子”。List 作名词，意为“表，目录，名单”；也可作动词，意为“列表”。

You should make a list of things you must do.

The secretary lists her boss's arrangements for the week,

拓展

有许多有make同表示动作的名词搭配所构成的短语，其意义相当于表示动作的动词。如：

make an answer = answer make a change = change

make an arrangement = arrange 安排 make a wish = wish 祝愿

例题追踪

If you can ______ several names of his good friends, we will find out if he gets on well with others.

make B.takeC.listD.change

知识③

reason n.“理由；原因；理性”。先行词为reason时，定语从句的引导词不一定用why，这取决于它在从句中所做的成分：若引导词在从句中做主语、宾语或表语，用which或that（做宾语时，关系词可省去）；若引导词在从句中做状语，用why 或for which。

We aren't going for the simple the reason that we can't afford it.

I can list a few reasons about why I was late for school.

【注意】reason 做主语时，后面的表语从句只能由that引导，不能用because，即：The reason (why...) is that...【必记】

--- What is the reason for your absence?

--- The reason for my absence is that I was ill.

归纳终结

for some reason.....处于某种原因

He didn't tell me the answer for some reason.

reason for ( doing/ to do) sth 做。。。的原因

She has a good reason for doing it. = She has a good reason to do it.

例题追踪

I don't know the reason _______ you were absent from the meeting, but I am sure it's for some reason ______ you don't want people to know.

A.why; that B.that; why C.that; whichD.which; that

Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts？

知识① 本句中whom 引导定语从句，whom在从句中做介词to 的宾语，此时也可换成who或that。但若把to 提前，则只能用whom。

I don't know to whom I ought to say the request.

【注意】 ① whom 做宾语，有时可用who 或that代替，通常可以省略。

He is the person who/ whom I lived with for four years in university.

② 在定语从句中，当先行词指人做主语时，关系代词要用who/ that,而且不能省略。【必记】

③ 当定语从句前有介词或在非限制性定语从句中时，who或that都不能用来代替whom。

例题追踪

I've become good friends with several of the students in my school ______ I met in the English speech contest last year.

who B.whereC.when D.which

Or are you afraid that your friend would laugh at you, or would not understand what you are going through?

知识① 本句是主从复合句，第一个or 承接上句表示选择关系，第二个or链接would laugh。。。和would not understand。。。两个并列谓语。That 从句做形容词afraid的宾语，what you are going through做understand的宾语。

知识② go through 有很多含义：

“经历，经受”，多指痛苦的事情。

Our parents went through a hard life when they were young.

仔细检查，审查

They went through our luggage at the customs.

通过，穿过

Your suggestion didn't go through.

The rope is too thick to go through the hole.

浏览，翻阅

We spent several days going through all related reference materials.

完成（常与with连用）

I can't go through with this performance, I'm so nervous.

归纳总结

与go 相关的短语

go away 离开go over 复习，检查一遍 go by 逝去，过去

Go on 继续 go after 追赶 go against 违背，对。。不利

例题追踪

My grandfather, who _______ the World War II, likes to talk to us about his experience.

go through B.go out

C.came outD.went through

She and her family hid away for nearly twenty-five months before they were discovered.

知识① hide away/ out /up 躲藏起来；把。。。藏起来

Where is the birthday gift hidden away?

知识② before 在本句中做连词，引导时间状语从句。Before在引导时间状语从句时，常与时间段连用，且时间段要在主句中出现。Before的主要用法如下：

强调从句动作发生在主句之前，意为“不等。。。就。。。；还没来得及。。。就。。。”。

And before she could speak again, I began to talk.

The war had lasted for two years before the USA took part in.

用在“It +be +时间段+ before 从句”中，意为“过多久就/ 才”；“It+ be 的否定形式+时间段+before从句”意为“用不了多久就....”。

It was a long time before I got to sleep again.

It will be five years before we meet again.

It was not a long time before I offered the bike.

例题追踪

I warned him of the slippery road,but he fell on floor_______ I finished my words.

asB.before C.until D.since

John thinks it won't be long______ he is ready for his new job.

when B.after C.before D.since

She said, ” I don't want o set down a series of facts in a diary as most people do, but I want this dairy itself to be my friend, and I shall call my friend Kitty.“

知识① 本句是有but 和and 连接的三个并列分句。As引导方式状语从句，表示“和。。。一样”，as 引导状语从句，有时也可以用逗号与句子隔开，类似于一种独立成分。

知识②

1）set down 相当于write down, take down, 意为“记下，登记”。

Set down your feeling to the film and read it at class.

If you set down your promise, we will believe it.

set down 的其他含义：放下，搁下，让某人下车，确定（日期），制定（规则)

The young lady set down a large vase on the table.

Please set me down by the side of the next post office.

Monday has been set down for the next meeting.

归纳总结

与set相关的短语：

set about 开始 set forward 提出 set off / out 动身，出发

set an example 树立榜样set up 成立set out to do出发，着手做

set aside 留下，把。。。置于一边 set about (doing) sth 着手（做）某事

例题追踪

The police asked her to _______ the facts just as she remembered them.

set up B.set off C.set out D.set down

知识③

a series of 意为“一连串的，一系列的，一套”，其后常跟复数名词，series 是一个单复同形的名词。

There will be a series of football games next month.

Two series of lectures are scheduled.

【注意】”a series of + 单数名词“做主语时，谓语动词用单数形式。【必记】

例题追

A series of good program are on Channel 10 this week

Anne Frank wanted the first kind, so she made her diary her best friend.

知识①

Made her diary her best friend 是“make+宾语+宾补（名词）”结构。这一结构中make为使役动词，“make+宾语+宾补（名词）”结构的几种常见的形式：

make+名词/ 代词+省略to的不定式. 记住：该结构用于被动态时，to要还原。

Every day my parents make me have an egg.= Every day I am made to have an egg by my parents.

make +名词/ 代词 + 过去分词。构成过去分词的动词与宾语（名词/代词）之间是被动关系，且该动作已经完成。注意：该结构中不能用现在分词作补语。

His actions made him universally respected.

make + 名词/ 代词+ 形容词。 表示“使某人或某物变得。。。。”。

We must make the rivers clean.

make + 名词/ 代词 +名词。表示“使某人或某物成为。。。”。如果宾补是表示独一无二的职位或头衔的名词，则其前不用冠词。

Make your enemy your friend.

We made Tom captain.

当宾语是不定式或从句时，多用it作形式宾语，把真正的宾语后置，即：make+ it + 宾补 + 真正的宾语。

The heavy rain made it impossible for us to go out.

例题追踪

My parents have always made me ______ about myself, even when I was twelve.

feeling well B.feeling good

C.feel well D.feel good

The fact that she was foreign made ______ difficult for her to get a job in that country.

so B.muchC.that D.it

I wonder if it's because I haven't been able to be outdoors for so long that I've grown so crazy about everything to do with nature.

知识① 本句是主从复合句，if 引导宾语从句，it's ....that...是强调句结构，because引导的原因状语从句是被强调的部分；to do with nature做后置定语，修饰everything.

知识② it's...that...是强调结构。强调句的结构为“it is /was +被强调成分+ that / who +其他成分”。强调句可以用来强调除谓语的各种成分。

He bought the book in this shop yesterday.

--- It was he that / who bought the book in this shop yesterday.（强调主语he )

--- It was the book that he bought in this shop yesterday.(强调宾语the book

---It was in this shop that he bought the book yesterday.(强调地点状语in this shop）

---It was yesterday that he bought the book in this shop.(强调时间状语yesterday)

【注意】

强调句型中it不能更换；be动词只有时态变化，没有数的变化，不管被强调的部分是单数还是复数均用is或was。【必记】

被强调部分是人时，连接词可用that或who，被强调部分是宾语且指人时，连接词也可以用whom。

It was not until...that...是一种特殊的强调时间状语的句型，后面用肯定句，整个句子翻译成“直到。。。才。。。”。

知识链接 强调句型的特殊形式有：

一般疑问式 Is /Was it + 被强调部分+that/who +其他 Is it Jim that buys the book?

特殊疑问式 特殊疑问词+ is /was it that +其他 What is it that he wants to see?

not until强调形式 It is/ was not until ... That + 其他 It was not until yesterday that I knew it.

例题追踪

It is not how much we do but how much love we put into what we do _____ benefit our work most.

who B.which C.that D.what

Was it on a lonely island _______ he was saved one month after the boat went down?

where B.that C.which D.what

对划线部分进行强调

We went to see him in Wuhan last week.

________________________________________

_____________________________________________-

When did you graduate from high school？

___________________________________________

They did not start until the rain stopped.

____________________________________

--- Have you seen the film Under the Hawthorn Tree?

--- Of course, I have. It was in our village _______ it was made.

that B.where C.when D.which

名师点睛

强调句型用于强调主语时，要注意谓语动词（原句）与该主语在人称或数上的一致性。

强调句型的考点主要集中在用与构成强调句型的基本元素that / who 上，我们要明确的一点是，这两个词是不作成分的。

强调句型不用于强调谓语、表语和让步状语从句，强调谓语时要用“do/ does/ did+ 动词原形”，强调表语时可考虑用倒装句型。

注意区分强调句型与结构相似的含有that引导的定语从句的主从复合句（It is/ was ...that..);区分的方法也很简单，就是it is /was 和 that 是不是在句中作成分，作成分则不是强调句。

This is the first time we ______ a film in the cinema together as a family.

see B.had seenC.saw D.have seen

知识③ grow crazy about..为固定短语，意为“对。。。十分狂热，十分痴狂”，其中grow可以换位be动词。

She is / grows about beautiful clothes.

知识④ everything / something /anything to do with表示“与。。。有关的一切、某事”，其中do with 也可以单独使用，意为“处理，对付”，常与疑问词搭配，不用于被动态。相关的搭配还有：

have nothing to do with...与。。。无关

have a lot to do with...与。。。有很大关系

拓展

Deal with 作“对待，处理”讲时，常与how连用【必记】；此外，还可意为“与。。。交易：，此时不可用于被动态。

She didn't know how to deal with strangers.

People has dealt with the cancer for many years.

例题追踪

The truth is that most of us don't know ______ the waste.

what to do with B.how to with

C.what to deal with D.how deal with

I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.

知识① 本句中that引导从句作remember的宾语，该从句中含有when引导的定语从句，先行词是a time, 而定语从句含有“keep +宾语+ 宾补（形容词）”结构。

知识② “keep + 宾语 + 宾补”结构如下：

Keep + 宾语 + 1）形容词 / 副词/ 名词（表状态）

+2）介词短语（表状态）

+3）过去分词（表示被动关系和状态的持续）

+4）现在分词（表示动作正在进行或状态的持续）

I'm sorry that I have kept you waiting for long .

The other students in the class keep their eyes closed.

Don't keep the door open.

His father kept him away from school.

We must keep our teacher informed of what is going on in our class.

【注意】“keep + 宾语 + 宾补”结构中，宾补不能是不定式。与make +宾语 +宾补 对比：前者不接不定式作宾补，而接现在分词作宾补，后者接不定式（省略to）做宾补，而不接现在分词作宾补。

例题追踪

Michael put up a picture of Yao Ming beside the bed to keep himself______ of his own dreams.

reminding B.to remind C.remind D.remind ed

They use computers to keep the traffic _______ smoothly.

being run B.run C.to run D.running

For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.

知识① stay awake 为系结构，stay“保持”为系动词，后接形容词或名称做表语，表示主语处于某种状态，不能用于被动态和进行时态。

The weather stayed too hot in summer in the city.

归纳总结

系动词的分类：

变化类：become, go, get, grow, fall, turn

感官类：feel, smell, taste, look, sound

显现类：appear, seem, look

状态类：keep, stay, come, run, remain, stand, lie, prove, sit, rest, continue

例题追踪

Emergency operation must always _______calm and make sure that that get al the information they need to send help.

growB，可以.appearC.become D.stay

知识② on purpose 是固定短语,在句中常用做状语，可以放在句中或句末，后可接不定式，相当于purposely。

He did it on purpose, knowing it would annoy her.

He went to town on purpose to sell one of his paintings.

归纳总结

与purpose相关的短语：

with the purpose of 以。。。为目的

for the purpose of (doing sth)做某事的目的是。。。

Yi Jianlian joined the NBA with the purpose of further improvement.

For the purpose of this study, the three groups have been combined.

例题追踪

---Look! The telephone is broken. Someone damaged it _______purpose.

--- That may be right. But perhaps it was broken ______ accident.

on; by B.by; by C.on; on D.by; on

知识③ in order to, 后接动词原形，引导目的状语从句，可放在主句之前或之后，其否定形式为“in order not to...”。

I put my glasses in order to see it clearly = In order to see it clearly, I put on my glasses.

Tom studies very hard in order not to fall behind others.

【注意】in oder to 做目的状语从句，不定式的逻辑主语和句子的主语通常要一致，是同一个人或物。

归纳总结

引导目的状语从句的其他词组：

so as to也表示“为了。。。”，引导目的状语，可以与in order that 互换，但 so as to 不能用于句首引导目的状语，只能用于句中。【必记】

in order that 引导目的状语时，可用于句首或句中，用在句中时，可与 so that 互换。从句中谓语动词前常有may, might, can, could等情态动词。当复合句中主从句的主语一致时，in order that / so that 才能与 in order to 或so as to 互换。

We got up early so that / in order that we could catch the first bus.

= We got up early in order to / so as to catch the first bus.

= In order to catch the first bus, we got up early.

例题追踪

________ meet Mr Wang, chairman of trade union, he waited at the gate of the factory.

In order that B. So thatC. So as to D. In order to

But as the moon gave far too much light, I didn't dare open a window.

知识① dare 在本句中做实义动词，有人称，时态和数的变化，意为“胆敢，敢”，后接to do sth,to 可以省略。

He would never dare ( to) come.

知识② dare 也可以作情态动词，意为“胆敢，敢”，常用在否定句，疑问句或条件状语从句中，没有人称和数的变化，时态只有现在时和过去时。

妙辩异同：dare 做情态动词和做实义动词的区别：

I dare make friends with him. / I dare to make friends with him.

Dare he speak to her? / Does he dare to speak to her?

He daren't speak to her. / He didn't dare to speak to her.

例题追踪

He dared to climb that tall tree,_______?

daren't he B.did he C.didn't he D.dare he

The dark,rainy evening, the wind, the thundering clouds held me entirely in their power; it was the firsr time in a year and a half that I 's seen the night face to face.

知识① entirely adv. = competely 主要用于修饰动词，形容词和分词。entire 为其形容词词根。

例题追踪

Broadly speaking, I would agree with Shirley, though not ______.

widely B.thoroughly C.entirely D.extensively

知识② power n. 能力，力量，权利

She lost her power of speech.

Knowledge is power.

【搭配】

be in power执政

come to power 开始掌权/执政

beyond one's power （某人）力所不能及

within one's power 在某人控制范围之内

妙辩异同 power, energy, force 与 strength

单词 用法 例句

power 指做某事需要的能力、功能；人或机器等食物潜在的或所能发挥出来的力量；人所具有的职权、权利等。 The president has the power to veto bills.总统有权否决议案。

energy 指物理学上的功能概念或生理上的精力 They devoted all their energies to the job.

force 主要指自然界的力量或暴力、势力以及法律、道德或感情上的力量、军事力量等。 The robber used force to get into the house.

strength 常指固有的潜力；指人时着重指“力气”；指物体时着重指“强度”。 He hasn't got enough strength to remove that cupboard.

例题追踪

用power，force，strength 或energy填空

Young people usually have more______ than the old.

He opened the window by_______.

Policemen have the ________ to arrest criminals.

The little boy raised the big stone with all his ____________.

知识② 句中包含一个time 常见句型“It is /was the first time + that 从句”：

可换成This / That

that 从句

主句谓语动词用is，从句用现在完成时。

It is/ was the first time

主句谓语动词用was，从句用过去完成时。

可换成second，third等序数词。 that 引导定语从句时，常可以省略。

知识链接

the first time 是名词词组，表示“第一次”，可以用作连词引导时间状语从句。

The first time I met her, I fell in love with her.

for the first time“第一次”，常在句中作状语。

I have been here for the first time.

” It is (high, about) time + that 从句“意为“该做某事了”。其中，that从句应用虚拟语气，即从句谓语动词用一般过去式或“should + 动词原形”，should可以省略。

It is time that the children went to bed.

It's time (for sb）to do sth 意为（某人）该做某事了。

It is time for us to start out.

例题追踪

This is the first time we ______ a film in the cinema together as a family.

see B.had seen C.saw D.have seen

完成句子。

________ ________ ________(第一次）I met him, he was working as a secretary in a big company.

It is the first time that he________ ______ _______ ________________(上学迟到}

It's time _______ ________ ______ _________(打扫）the classroom.

知识③ face to face“面对面地”，相当于副词，常用来修饰动词，在句中作状语，常用with搭配。

拓展

face- to- face 为复合形容词，“面对面的”，在句中作前置定语。

We must have a face- to-face struggle against enemy.

归纳总结

Heart to heart 坦诚地 shoulder to shoulder 肩并肩地

Back to back 背对背地 hand in hand 手拉手地

Arm in arm 胳膊挽着胳膊地 step by step 逐步地

例题追踪

They had a wonderful party last Saturday. First, they danced______ and then they had a ______ talk.

face to face; face- to -faceB.face to face; face to face

C.face- to -face；face- to -face D.face-to-face; face to face

It's no pleasure looking through these any longer because nature is one thing that really must be experienced.

知识① 本句是一个复合句，主句为It's no pleasure looking through these any longer. 其中it 为形式主语，真正的主语是looking through these ; because 引导原因状语从句，说明no pleasure的原因，原因状语从句还含有一个由that引导的定语从句，用来限定thing。

知识② It is no pleasure doing sth为固定句型，“做某事没有乐趣”。

归纳总结

It做形式主语，表语常用名词的句型有：

It's no use doing....做。。。毫无用处

It is no use crying over failing the test.

It's no good doing...做。。。没有好处

It's no good smoking so I would like you to give it up.

It's no point doing...做。。。没有意义

It's no point discussing with him about the problem.

Why did Anne no longer just like looking at nature out of the window?

知识① no longer= not...any long “不在。。。。”，副词短语。

These conditions no longer obtain= These conditions don't obtain any longer.

妙辩异同

no longer / not...any longer 与 no more / not any more

no longer 或not...any longer 强调时间上“不再”，表示状态不再延续。

They no longer live here.= They don't live here any longer.

no more 或 not...any more强调数量、程度上“不再”，或动作不再延续。

There is no more water.= There isn't water any more.

Time lost will return no more.= Time lost will not return any more.

篇3：人教版 高二 Unit 8 period 1 Warming up and listening

Unit 8 First Aid

I. Brief Statements Based on the Unit

In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.

Ⅱ.Teaching Goals

1. Talk about first aid and medicine.

2. Practise talking about what you should and should not do.

3. Learn to use the Subjunctive Mood (2).

4. Write a process paragraph.

Ⅲ. Teaching Time. Five periods

Period 1 Warming up

Teaching Aims

1．Train the students’ listening ability．

2．Help the students to improve their speaking ability by talking about first aid and medicine．

3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire

Teaching Important Points：

1. Improve the students’ listening ability．

2. Train the students’ speaking ability.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. how to help the students finish the speaking practice.

Teaching Methods：

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual, pair or group work to make every student work in class．

Teaching Aids

1．a tape recorder

2．the blackboard

Teaching Procedures：

Step 1 Warming up

T：Yesterday our class won the basketball match, unluckily, most of the players are badly injured, when your leg was hurt, what should you do?

S: We should do some first aid.

T: How do you come to school every day，Li Hua?

S：I come to school by bike．

T：You must be very careful, because there’re so many cars, motorbicycles，bikes and also walkers on the road every day．If you are not careful enough, you may have an accident．Have you ever seen an accident?

S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．

T：RealIy? Was the boy hurt?

S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．

T：The boy was so lucky．But if his leg is broken, what can we do to help him?

S：I think we should call for a doctor or an ambulance．

T：Yes，I think you’re right．But before the doctor comes, what can we do to help him?

Step 2 Quiz

First Aid Quiz

What should you do if you find a person whose leg is bleeding? B

Tie a piece of cloth round the leg above the bleeding point

Press firmly on the bleeding point using a clean handkerchief.

2. To treat a burn, you: B

A. Rub(涂,擦) some butter on it.

B. Hold the burnt part under cold running water.

3. What should you do if you find a person who has stopped breathing? B

Run and find help.

Try to start his/ her breathing.

4. What should you do if a person has drunk poison by mistake? B

Make the person throw up.

Take the person and the poison container to hospital at once.

5. What should you do if you find a person with a knife in his/her back?A

Leave the knife in.

Pull out the knife

6. What should you do if you find a person trapped under a car? B

A. Try to pull him/her out.

B. Find enough people to lift the car safely.

7. The best way to treat a hurt ankle(踝关节) is to: A

Put an ice pack on your ankle.

Put a heating pad(电热垫) around your ankle.

Step 3 Warming up

Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out

What would you do in these situations ?

What could we do to prevent these accidents ?

(Give the students a moment to prepare and then ask some pairs to report their results．)

Picture 1

Drowning

Check to see if he/she is breathing, Try to start his/her breathing, use the mouth- to-mouth method

Never swim in deep water.

A: The drowning man has just been brought out of the water. He is dying.

B: What would you do in the situation?

A: We should lay him on his back and try to start his breathing at once.

B: What could we do to prevent this accident?

A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.

Picture 2

Traffic accident

Call for a doctor or an ambulance, Never pull her out of the car

Find enough people to lift the car safely and take her to hospital at once.

Look at both side when crossing the street.

A: The woman knocked off her bike by the passing car and was badly hurt.

B: What could you do?

A: Don’t move her, and call the ambulance.

B: What could we do to prevent traffic accident?

A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.

Picture 3

Burns

Call 119 first and tell them the exact

Address on the phone.

If someone is badly burnt, we should call 120 to ask for an ambulance.

Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.

A: The man’s house catches fire and is burning down. He is running out of the house.

B: What would you do in the situation?

A: We should find the nearest telephone and call 119.

B: What could we do to prevent the accident?

A: Don’t leave lamps and candles burning in your house, and be careful when you cook.

Picture 4

Bleeding

Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.

Hold up the part of body which is bleeding if possible.

A: The girl is hurt and is bleeding badly.

B: What would you in the situation?

A: We should help her to press firmly on the bleeding point using a clean handchief.

B: What could we do to prevent the accident?

A: Don’t play with knives or the sharp objects.

Picture 5

Cuts

Go to the hospital at once . Never pull it out of the cut.

If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.

A: What should you do if you find the old man with a knife in his arm?

B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you

may cause more damage.

Picture 6

Choking

Make him/her spit by patting her/him on the back..

To avoid this, we shouldn’t talk or laugh when eating.

A: The man is choking while he is eating.

B: What should you do in the situation?

A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.

B: What could we do to prevent the accident?

A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.

(Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid )

Step 4 Speaking

T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do.

Task 1 . Discussion:

What should you do if you find ……

a person fall off the second floor ?

a person who has stopped breathing ?

a person whose leg is bleeding ?

What things at home can be dangerous ?

electrical equipment knives Electric fires hot water Poisons windows ladders

Task 2. Discussion:

How to prevent us from being injured at home ?

Electricity:

Make sure that electric wires are safe and that children can’t touch them.

Cooking

If a pan of oil catches fire, turn off the gas and cover the pan quickly.

Things in mouth:

Don’t leave small things on the floor or table which a baby can put in its mouth.

Poisons :

Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.

What must you do if you are badly burnt?

Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.

How do you deal with a simple cut ?

Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.

What should you do when a person is bitten by an animal ?

Wash the wound under cold running water, then see a doctor as soon as possible.

More advice

Gas fires : If you are using one of these, check that a window is open.

Water: Make sure that young children can not get close to pools, lakes and rivers by themselves

Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.

Additional advice

put away knives, forks, containers with hot water beyond the reach of children.

tell children not to play with matches, lighters. In short, tell them not to play with fire.

Don’t forget to phone 120 and 110 whenever necessary !

Task 3 work in pairs.

Use the lists of dos and don’ts below to tell each other what you should and should not do.

Safety around the house

Dos

A . make sure that electric wires are safe and that children can’t reach them.

B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.

C . make sure that everyone in your family knows how to call 110 and 120.

D. learn more about first aid.

Don’ts

Don’t put poisons into other containers, for example empty bottles.

Never leave small things a baby can put in its mouth on the floor or table.

Don’t play with electrical equipment.

Never use ladders on wet floor.

Useful expressions

You should always…. You must……Make sure that ……. You ought to/should…..

You have to ……You should not ………. You should never……..

You must never….. Never……….. Please don’t…………….

Step 5 Preparation for Listening

T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?

S: I can see a boy, a nurse and a man.

T: What do you think has happened?

S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.

T: Good. Now, look at the second picture, please. What do you see in the picture?

S: I can see a little girl and her mother, and there's also a nurse.

T: What do you guess has happened?

S: From the ink bottle I guess the little girl may have drunk some ink.

T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.

(Give Ss a few minutes to prepare. )

Step 6 Listening

Now read the requirements quickly and find out what to do .

While-listening: listen to the tape and finish the exercises on P58.

Listen to the tape. What happened to each child ?

Child 1 : _____________________________ Child 2 :_______________________________

Listen to the tape again and answer the questions.

Child 1 child 2

When did it happen ? Was any first aid given? If so what was given ?

Listen to the nurse’s questions in the first dialogue and write them down..

Can __________________________?

What’s ________________________?

What did you do ________________?

Does __________________________?

Step 7 Summary

T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all

Homework

Preview reading

The Design of the Writing on the Blackboard

Unit 8 First aid

The First Period

Words and expressions:

drown vt./vi, catch fire

bleed vi. be on fire

choke vt./vi, electric

prevent vt. electrical

篇4：人教版 高二Unit 5 warming up and listening

Teaching aims and demands:

Topic: Talk about British Isles---- the UK and Ireland.

Vocabulary and useful expressions:

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

Function:

Practise expressing agreement and disagreement

A. agreement:

I believe that you have got it right.

Surely it must be?

Yes, you are right, but ?

Yes, I agree with you.

B. disagreement:

Don抰 you think that?.?

Aren抰 you confusing ?.?

I don抰 think that抯 right ?

I don抰 think so.

You must be mistaken厖

No, you are wrong thinking that 厖.

I抦 afraid you抮e wrong ?.

Grammar:

Noun Clauses (1)---- subject/ object/ predicative/ appositive

What life will be like is the topic for today抯 class discussion. (Subject clause)

Can you imagine that what man will look like in 1000 years? (Object clause)

The reason why he didn抰 come to school is that he was ill. (Predictive clause)

The news that our football team was defeated is known to all. (Appositive clause)

Using the language:

Write a description of a town and the countryside

Period 1 Warming-up & Listening

Type of lesson: Warming-up & Listening

Teaching Aims: Talk about the UK and Ireland

Do some listening and train the students?listening ability.

Teaching aids: Multimedia, tape-recorder and worksheet

Teaching procedures:

Step 1. Lead-in

Today we抣l learn a new unit---the British Isles.Yesterday, I told you to search for as much information as possible about the UK and Ireland through the Internet. I抦 sure you抳e got a lot. Now I抣l ask some of you to report your findings. Any volunteers?

Step 2. Warming up

1. We抳e talked a lot about England, its places of inertest, its people and their life, its geography, education and so on. Now let抯 enjoy some pictures on the screen.

2. Now please look at the following pictures and then tell me:

Do you know the names of the pictures? Do you know where they are taken?

Step 3 Listening

We know that the British Isles are amusing places. It is a wish of many people one day to be able to go there and take language skills there. Here is the Language School at Dublin University. Now we抣l listen to the tape to learn something about the students?school life there.

1. Some new words in this part:

1). Some names of the teachers: Dave, Flora, Sarah, Julia, Andrew

2. Listen for the first time and choose the best answers:

3. Listen for the second time and finish exercise 1 on page 33.

5. Listen for the fourth time and fill in the timetable on Page 34.

Time Monday Tuesday Wednesday Thursday Friday

8:30am

~10:20am Language study

(Dave) 燣anguage study

(Dave) 燣anguage study

(Dave) 燣anguage study

(Dave) 燣anguage study

(Dave)

10:30 am~11:20am ?燙onversation Workshop (Flora&Sarah) 燙omputer Lab

(Dave) 燙omputer Lab

(Dave) 燫eading Workshop (Andrew)

11:30am~12:20am ????燫eading Workshop (Andrew)

12:30p Lunch Lunch Lunch Lunch Lunch

1:00pm

2:50pm 燬kills (Flora&Sarah) 燬kills (Flora&Sarah) ?燬kills (Flora&Sarah) 燬kills (Flora&Sarah)

3:00pm

3:50pm 燣anguage Lab (Julia) 燣anguage Lab (Julia) ???

5. Retell the listening material according to the form.

Step 4. Task: Tom is a new student in your class, he knows nothing about your school schedule. As a monitor, you are asked to introduce him something about lesson timetable and your teachers. Now make the dialogue with your partners.

Listening Text:

Good morning and welcome to the Language School at Dublin University. I抦 very happy to greet you all to our Summer programme and hope that you will not only learn a lot more English, but also learn about the Irish way of life. Before you go to your classrooms, I want to have a quick look at your weekly timetable with you. Classes are taught from Monday to Friday with four classes in the morning and three classes in the afternoons. One lesson takes up 50 minutes. We start every morning with two lessons of what we call Language Study, which will mostly be grammar and vocabulary. The rest of the morning classes are either spent in the computer lab, or in workshops. There抯 a conversation Workshop to practise your speaking skills, one lesson on Tuesday, directly after the Languate Study class and there is a Reading Workshop of two times fifty minutes on Friday morning. There are also two fifty minutes classes in the computer lab which form the third class on both Wednesday and Thursdays.

Lunch is from half past twelve till one o抍lock. Each afternoon, except for Wednesday, starts with two lessons of skill practice. In those classes you will mostly practise listening and speaking. On Monday and Tuesday they are followed by a class of fifty minutes at the language lab.

The language lab is open Monday to Friday from half past eight in the morning until eight o抍lock in the evening, while the library is open every day, including the weekends, from eight am till ten pm.

Language Study and classes in the computer lab are taught by Dave. Conversation and skills are taught by Flora and Sarah. Reading is taught by Andrew and the teacher who will be with you in the language lab is Julia. If for some reason you cannot come to class, you have to phone your teacher half an hour before class begins.

(If there is not enough time, the following parts can be left as homework).

Step 5. Dealing with the Ex 1? on p 109 of Workbook.

1. Listen to the tape and write down the most important information you hear about Wales in the chart

Country Wales

Capital city Cardiff

History Part of England from 1536 until 1955;now one of the four countries that from the UK

Type of land Mountainous

Type of weather Sea climate; wetter and warmer than the rest of the UK

Type of farming Sheep farming

Things to do on a holiday in Wales 燞iking/ swimming/ sailing/

Visit castles, churches and festivals

2. Listen to the tape again. Write down the answers to the following questions.

1. How can you see you are traveling in Wales?( 2 things)

1).The landscape is different.

2).Street signs and names of stations are written in two languages: English and Welsh.

2. What do Welsh farmers use dogs for?

To move their sheep from one field to another.

3. Why does it rain a lot in Wales?

Because the wind usually comes from the sea, and when it hits the mountains it starts raining.

3. Listening Text:

Wales is one of the four countries that form the United Kingdom. The Act of Union in 1536 combined west and east Wales into a single state, Wales was considered by the English and later Great Britain and the United Kingdom government as a separate pat of England and Cardiff was named in 1955 as its capital, Since then we speak of 揈ngland and Wales?where before only 揈ngland?was used.

Travelling from England, you will know when you are in Wales, because all street signs and names of railway stations are written in two languages: English and Wales. Welsh is the original language of the people in Wales. The landscape in Wales is also different from England. While England is mostly hilly, the central parts of Wales are mountainous. It is here that we find the highest mountain in the UK. As it is impossible to grow crops on the mountains, Welsh farmers keep sheep instead. It is difficult to get around the steep mountain slopes, even in a jeep. So the Welsh sheep farmers use dogs to move the sheep from one field to another.

The weather in Wales is warmer and wetter than in other parts of Britain. This is because of the high mountains. The wind here usually comes from the southwest. As it moves across the warm Atlantic Ocean, the wind carries water from the sea. When this wind hits the mountains of Wales, the air rises causing rain to fall.

Wales is popular with holiday visitors. They go hiking in the mountains, or spend their summer days by the sea, swimming or sailing. people interested in history and architecture can visit some of the many historical sites in Wales. Most ancient castles and churches are open to the public. During the holidays, there are festivals too, with singing and dancing. Wales is often called 搕he Land of song?and its people are famous for their love of poetry and music.

Step 5. Homework:

Preview the next part.

篇5：SBI Unit 8 Warming up &Speaking 说课稿(人教版高一英语上册说课)

引言：《英语课程标准》（实验稿）提出的我国基础教育阶段英语课程的总体目标是：“培养学生的综合运用能力”，要求学生“通过英语学习和实践活动，逐步掌握英语技能，提高语言实际运用能力”，以社会建构主义（Social Constructivism）为理论基础，倡导任务型教学途径(Tasked-based Approach)，培养学生综合语言运用能力。设计这节课，旨在探讨新课程理念下的大班英语课堂活动的实施策略。

一、教材分析(Material Analysis)

本单元以sports为话题，使学生了解“各种体育运动”、“奥运会”、“体育爱好与兴趣”，能用所学的有关sports 的词汇描述自己喜爱的体育运动和体育明星的生平及事迹；能够运用所学的语言知识和技能听懂体育赛事报道，谈论各项体育运动。

Warming up是一份类似知识自测的问卷调查，测试学生对奥运的了解程度。目的有两个，一是呈现本单元的中心话题--Sports and Olympic Games,帮助学生在大脑中形成一个有关“Sports”的信息包；二是学习和复习有关体育运动的名词，为下一步关于“体育运动”的听、说、读、写打下基础。Speaking 是一项采访活动，内容是调查了解同学最喜爱的体育活动及原因。活动以“说”为主，兼容了听和写的技能，比较完整的体现了语言能力的综合训练。这项设计的特点是：（1）训练学生在比较真实的情景中使用有关体育的兴趣、爱好方面的用语及口头表达能力；（2）丰富学生有关描述“体育”的语言，包括词汇和句型等；（3）进一步帮助学生提高对体育活动的认识。

二、教学目标(Teaching goals)

1.Target language

1).Words about names of sports: badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field etc.

2）stand for because of gold medal would rather continent well-known athelete

3)Useful expressions

Asking about interests and hobbies: Which do you like ,..or..?

What’s your favourite sport?

Which sport do you like best?

Which do you prefer,..or..?

What about..?

Are you interested in ..?

Possible answers: Sure.I love sports.

Yes,very much. /No,not really.

Shooting ,I think.

I like ..best.

I prefer..to..

I like watching it.

I’ d rather watch it than play it.

2.Ability goals

Enable the students to improve their speaking ability by talking about sports,telling their partners what sports they like and why ,with the target language, I prefer …to… etc.

3.Learning ability goals

Help the students learn how to use the structures of expressing and supporting or opposing an opinion.

4.Teaching important points

Let student learn to use the structures of expressing and supporting or opposing an opinion.

5.Teaching difficult points

How to express their ideas about different kinds of sports in a proper way.

6.Teaching methods

1)Talking method to enable the students to express themselves freely.

2)Task-basked Approach

7.Teaching aids

A computer , six large pieces of paper and six big pens

三．教学步骤(Teaching steps)

Activity 1 .Duty report (2’)

由一位值日学生在全班前面做英语自命题演讲，而后由其他学生和值日学生进行提问、回答活动。必要时教师做适当指导。旨在提供学生用英语进行实践的机会，营造说英语的氛围。

Activity2 Words competition(7’)

1. Group work(5’)

Say:As planned,we’ll hold a words competition.Are you ready for the names of sports?

You ’ve found on the walls there are 6 large pieces of paper for you six rows. Let me see which row write most and best. You’ll be given 5 minutes in all,including the time you go and return..

要求学生离开位置，到教室四壁指定的地方进行8人为一小组的小组合作活动，全班分六组进行比赛。

2．Comment (2’)

Say;Time is up.Ss return to their seats,except that 6 students from six rows hold the six pieces of paper,standing in a row in front of the class. Ss compare and decide the winner,making comments.

引导学生，鼓励创新。

课前布置这一竞赛任务，使学生围绕这一任务制定计划，并通过自己的努力去实现计划，完成任务，而且在这一过程中不断评估自己的学习。能体现学生的主体性，并培养合作精神。

Activity3 Words teaching(3’)

Guide Ss to learn new words about sports.

继词汇比赛、学生评论收场后，教师转身板书黑板。写一个，用体态语示意学生念一个。

其间有全班读活动、学生个别读活动、学生领全班读活动。学生经过前面的活动，对第一部

分的目标词汇已心中有数，此时要落实发音，引导他们注意词汇的音形结合。

Activity4 Pictures talking (3’)

Show pictures. 采用Power point 制作19 张图片，一张一幅图。内容为：badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field rings wrestling high jumping surfing gymnastics etc.

Say: I’ll show you some pictures. You have to look carefully and tell me what you have seen on the screen.

时而连着两张，时而连着三张播放，紧凑而避免多媒体图片对学生注意力的负面影响，帮

助学生集中精力完成语言任务--说出这些体育运动的名称。这是对上个环节的巩固和检测。

从认知心理学角度看，学生英语学习和习得的过程一方面是学生通过完成任务不断地将所学的知识内化的过程，另一方面是学生在完成任务的过程中不断地将所学的知识表现出来的外显过程，而学生的主体性正是通过内化和外显的无数次的交替而逐步形成、发展和完善起来的。

Activity5 Quiz in Warming up（10’）

1. 继上个环节，最后一张图片为：两个老外手举奥运五环旗在长城上，导入Warming up.

看图说话，引导学生了解五环的意义、奥运旗背景色的含义，并展开想象，讨论图中人物的语言。（2’）

Five rings stand for five continents :Asia,Africa,Europe,America,Australia.

Background color White stand for peace,which goes through the Games.

Possible answer: New Beijing,great Olympics!

2． Ask how much do you know about Olympic Games?Let’s see the quiz.

Ask one s to act as a host （8’）

一位学生当主持人主持此知识竞赛。教师在一旁大智若愚，装作不懂quiz中的语言

点，向学生求助，让学生解答，处理第二部分的目标词汇。

以图片导入，衔接自然。教师通过改变自己的教学行为，营造健康的课堂气氛，使学生产生自信与信赖、宽容与互动，建立师生间、同学间相互信任、相互尊重的合作关系。这种课堂环境有助于减少行为问题、提高学生学习成绩。

Activity6 Collecting reasons for loving a special sport (5’)

Ask: Do you like sports? What is your favorite sport? Why?

教师问，学生个别回答。如何用丰富、形象的语言阐述喜爱的原因，是个难点。教师在

学生个别回答的基础上给予补充、拓宽，并将关键词板书黑板，以供下一步接受采访时运用。

任务型教学侧重语言的意义，因此，应补充一些语言的形式练习，来完成“以言行事”。

Activity7 Interview task（14’）

Say: I want to have a newspaper edited about sports in our class. I’d like to know what your favorite sports are . I want you to go and work as reporters ,interview your classmates .Don’t forget to fill in the form on the book..

1. Help provided (3’)

电脑多媒体显示目标语言的交际用语部分。教师带着body language 领读，学生模仿并

跟读，确保正确语音语调。突出重点之重点 I prefer …to… ,I would rather …than…的用法。

2．Instruction & interview(7’)

Every one of group 1 ,go to interview anyone in group2, meanwhile, you ,yourself are being interviewed., So it is with group3 and group4. Try to interview at least 3 of your friends.

再一 次要求全体学生站起来离开位置。打破了小组活动司空见惯的“转身四人一组”形式，创设仿真的采访情境，新鲜、灵活。给予他们足够充足的时间。教师穿梭于学生之间，聆听他们的对话，给予必要的帮助。

3．Report（4’）

Ask some to report their interview.

又一次提供语言实践的机会，将采访活动的语言进行提升。并能检测本堂教学的重点、难点的落实情况。

Homework:（多媒体显示）（1’）

1. write about what is your favourite sport , at least 5 sentences.

2. Learn the new words by heart for dictation tomorrow.

作业让听、说和“写”结合，使之语言技能全面发展，又进一步落实了本课的难点、重点。

四．教学反思

整堂课，以教师为主导，学生为主体，紧紧围绕目标开展任务型教学。环环相扣，过渡自然，注意了多媒体教学与语言教学的整合。但由于受传统的知识传承的教授理念的影响，教师得心应手的是知识的传授，所熟悉的是师生单向交流的课堂管理模式，对师生互动的课堂活动模式则是陌生的。因此，上好这堂课，对教师是个极大的挑战。

为确保本课堂活动的顺利进行，教师事先应让学生形成活动规范，有良好的课堂活动的行为习惯，使教师组织活动时能令行禁止，指挥自如，配合默契。教师本身要有良好的语言素质，有准确、得体的body language，能扮演多重角色，自始至终是活动的组织者，同时又起控制、引导、敦促的作用。为组织好课堂活动，使师生能按计划完成任务，课前还必须做好各方面的准备，除多媒体课件外，还有六小组用的六张大纸、大号记号笔 ，各组分头活动的地方在课前都要确定好，以确保上课时秩序井然，忙而不乱；另外，学生“主持人”可课外先培训，再上岗。

篇6：新课标高一英语Unit 1 Friendship教案

新课标高一英语Unit 1 Friendship教案

Unit 1 Friendship

(1)    课题：Friendship (2)    教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period:  Speaking: Warming Up and Pre-Reading              The second period：  Reading

The third period:  Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标： ①     知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②     过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。 ③     情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的'内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：

词汇：add point upset  ignore  calm  concern  cheat share  reason  list  series crazy  nature  purpose dare thunder entirely  power according  trust  suffer advice  situation  communicate   habit

短语： add up  calm down   have got to  be concerned about  go through   hide away  set down  on purpose  in order to  face to face  according to   get along with   fall in love   join in

重点语法项目： 直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair                      work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中

（10）教学反思或值得改进的地方： 见每个课时最后部分。

Period One：Speaking  （Warming Up and Pre-Reading）

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her? 找教案 www.zhaojiaoan.com

2 What do you think of people from foreign countries?

Agreement                         Disagreement

I think so,                           I don't think so.

I agree.                             I don't agree

That's correct.                       Of course not.

That's exactly my opinion.              I'm afraid not.

You're quite right.                     I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2.  Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3.  You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4.  You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend 找教案 www.zhaojiaoan.com

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11  A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

The second period: Reading

Aims:

1. to master the new words and some useful expressions.

2. to understand the text and finish the exercises in Comprehending.

Step 1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about.

1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

Step 2

Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Step 3 Language points

1.       add  (to)  v. 1) to put together with something else so as to increase the number, size, or importance;  2) to join (numbers or amounts ) so as to find the total.

eg: The fire is going out; will you add some wood?

The snowstorm added to our difficulties.

Add up these figures for me, please.

2.      ignore  v. to take no notice of; refuse to pay attention to

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern  v. 使担心;使不安 (+about/for); 涉及,关系到;影响到

eg: The boy's poor health concerned his parents.

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her. 4. loose   adj. not firmly or tightly fixed. She wore loose garments in the summer.

I have got a loose tooth. Some loose pages fell out of the book.

5. purpose   n. [C] an intention or plan; a person’s reason for an action. What is the purpose of his visit?

The purpose of a trap is to catch and hold animals.

Did you come to London to see your family, or for business purpose?

6. series  n. (of)  a group of things of the same kind or related in some way, coming one after another or in order.

Then began a series of wet days that spoiled our vacation.

This publishing firm is planning a new series of school textbooks.

They carried out a series of experiments to test the new drug.

7. cheat.  1) v. to behave in a dishonest way in order to win an advantage;

2) n. a person who cheats; dishonest persons

They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share  1) vt.&vi. (inwith amount etween) to have, use or take part in something with others or among a group.

2) n. (inof) the part belongs to, owed to or done by a particular person.

The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They always share their happiness and sorrow.

I have done my share of the work.

9. crazy  adj.  1) mad ; foolish  2) [+about] wildly excited; very interested

You're crazy to go out in this stormy weather.

John's crazy about that girl.

She is just crazy about dancing.

10. dare  v.& v.aux.. 1) + to do; 2) + v

to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).

How dare you accuse me of lying!

How dare you ask me such a question?

My younger sister dare not go out alone.

He did not dare to leave his car there.

11. trust  1) n. [U] (in)  form believe in the honesty, goodness or worth etc, of someone or something

2) v. to believe in the honesty and worth of someone or something; have confidence in

I have no trust in him.

I don’t place any trust in the government’s promises.

Why do you trust a guy like him?

I trust your wife will soon get well.

12. suffer  v. (for) to experience pain, difficulty or loss

I cannot suffer such rudeness.

He suffered from poverty all his life.

My father suffers from high blood pressure.

They suffered a great deal in those days.

13. advice  n. [U] opinion given to someone about what they should do in a particular situation 找教案www.zhaojiaoan.com

→v. advise  to give advice to

I want your advice, sir. I don't know what to do.

I asked the doctor for her advice.

I f you take my advice, you won’t tell anyone about this.

He gave them some good sound advice.

14. communicate  v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others.  e.g. by speech, writing or body movements;

2) (with) to share or exchange opinions, feelings, information etc.

Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm  1) adj. free from excitement, nervous activity or strong feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

You must try to be calm.

The high wind passed and the sea was calm again.

The police chief advised his men to stay  keep calm and not lose their tempers.

There was a calm on the sea.

She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

1.       add up to join (numbers or amounts ) so as to find the total.

Add up 3, 4 and 5 and you'll get 12.

Add up your score and see how many points you can get.

If we add these marks up, we'll get a total of 90.

2.      calm down

to make or become calm

Calm down, sir. What's the trouble?

Just calm down, there’s nothing to worry about!

We tried to calm him down, but he keep shouting.

3.      be concerned about with

to worry or interest

My parents are concerned about my studies.

Don’t concern yourself about  with other people’s affairs.

She’s concerned about his son’s future.

4.      go through

1) to suffer or experience; 2) to look at or examine carefully;

3) to pass through or be accepted

The country has gone through too many wars.

The new law did not go through.

Let’s go through it again, this time with the music.

5.      set down

1) to make a written record of; write down  2) put down

I have set down everything that happened.

I will set down the story as it was told to me.

Please set me down at the next corner.

6.      a series of + pl. & n 做主语时，谓语动词用单数

一连串的，一系列的，连续的

There has been a series of car accidents at the crossing.

These days I have read a series of articles on reading.

A series of TV play is on Channel 1 these days.

7.      on purpose

intentionally; with a particular stated intention

He did it on purpose.

“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”

I came here on purpose to see you.

8.      according to

as stated by sb. or sth.

They divided themselves into three groups according to age.

Please arrange the books according to size.

According to the Bible, Adam was the first man.

According to her, grandfather called at noon.

9.      fall in love

begin to be in love (with sb.)

They fell in love at once; it was love at first sight.

What will he do if his daughter falls in love with a poor man?

They fell in love with each other for years.

10.  join in

to take part in (an activity)

They are going to join in the singing.

She started dancing and we all joined in.

Would you like to join in my birthday party?

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

Period 3： Grammar

Step I  Revision

Check students' homework.

Step II  Word study

This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.

T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.

Step III Preparation

Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.

Step IV Grammar

The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is,   with the help of the practice in Step III.   Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).

T: In this part, we are to learn the use of Direct Speech and Indirect Speech   (statements and questions).   When do we use Direct Speech and when do we use Indirect Speech?

Step V Practice

For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech.   Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.

For Ex 2, ask the students to do it by themselves, then check.

Step VI Homework

1. Practice of WB (P42.1 &P 43.2)

2. Ask the students to think out different ways to solve the problems about making friends,   preparing the materials about the debate.   Get the students to know the problem was that Anne had made a friend in the hiding place  the son of another family hiding with them,    but her father was not happy about this.   The topic is:   how do you help to solve the problem between Anne and her father.   Do you agree with Anne or her father?     Use specific reasons to support your solutions.

课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。

Period 4:  Listening

Step I    Revision

After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.

T:   Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.

S:   Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.

Step II  Listening (Using language) The students will hear what Miss Wang says,   then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.

T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.

Write down the key words as quickly as possible.

Listen again and check the answers with the whole class.

T: Now let's listen to it again and try to spell out the words and fill in the blanks.

Step III Listening (WB P41)

The students will hear a passage about Anne's best friend, her diary Kitty.   They are asked to complete the passage according to the tape.

T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.

Listen to it again and check the answers with the whole class.

Step IV   Listening Task(WB P43)

The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.

StepV    Assignment

1.  Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.

2. What does cool mean?

What do you think should do with your friends?

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

Period 5:  WRITING

Step I    Revision

Check the homework, asking them to read out their ideas for the class.

T: Let's check the homework. I'd like some of you to read out their ideas.

For the class. Volunteer!

Step II   Warming up

T: Have you ever read The 21st Century ?

S: Yes, I have. It's a popular paper among teenagers in China.

T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.

Step lII   Writing (B P7)

This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second,   teacher shows the instructions on how to write a proposal letter on the screen.   Third,   ask the students to read the letter on Page 7.   Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last,   ask some of the students to read their letters for the class while the teacher gives some comments.

T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter.

T: Who'd like to answer this question?

S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.

T: Exactly. The discussion of the solution itself, based on the analysis of the problem,   is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows.

T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.

The students are discussing Xiao Dong's letter.

T: OK, who can tell me what Xiao Dong's problem is?

S: He is not very good at communicating with people. He wants to know how to make friends with others.

T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books.   I'll ask some of the students to read their letters

for the class in ten minutes. The students are writing the letters.

T: Have you finished? I'll ask some of the students to read their letters for the class.

篇7：Period 1 (Unit 4 BII) Warming Up & Listening

Aims:

1. Get the Students to know more about poetry.

2. Learn the pattern of a limerick and guide the students to write one.

Teaching Procedures

I. Warming up

1. Ask students to read some English poems or songs or rhymes.

Nothing Gold Can Stay by Robert Frost

Nature's first green is gold,

Her hardest hue to hold.

Her early leafs a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

Imagine by John Lennon

Imagine there's no heaven,

It's easy if you try,

No hell below us,

Above us only sky,

Imagine all the people living for today...

Imagine there’s no country,

It isn’t hard to do

Nothing to kill or die for,

No religion too,

Imagine all the people living life in peace...

Imagine no possessions,

I wonder if you can,

No need for greed or hunger,

A brotherhood of man,

Imagine all the people sharing all the world...

You may say I’m a dreamer,

but I’m not the only one,

I hope some day you'll join us

And the world will live as one.

An English nursery rhyme童谣

I saw a fishpond all on fire;

I saw a house bow to a squire(向侍从鞠躬);

I saw a parson(牧师) twelve feet high;

I saw a cottage near the sky;

I saw a balloon, made of lead(铅);

I saw a coffin(棺材) drop down dead;

I saw a sparrow(麻雀) run a race;

I saw two horses making lace(缎带);

I saw a girl just like a cat;

I saw a kitten wear a hat;

I saw a man who saw them too,

And says, though strange, they all are true.

2. Ask students whether they like poetry or not and tell why (not).

3. Learn to write a limerick.

1) Read the 2 limericks on P25.

2) What is a limerick?

A limerick a special, funny poem.

Rhyme scheme: aabba

Pattern: 5 lines, about 7 syllables in each line.

Line 1: introduce a certain person from a certain place

Line 2: give special information or a wish of the person

Line 3: describe some complication（复杂）or difficulty

Line 4: ditto

Line 5: (punch line妙语) reveal what’s wrong

3) Try to write one or two according to the template（模板）

Template - A:

There once was a ______________ from __________________.

All the while he hoped _______________________________.

So he _______________________________.

______________________________________.

_________________________________________.

Template - B:

I once met a _________________ from ___________________.

Every day she _______________________________________.

But whenever she ______________________.

________________________________.

______________________________________.

4. More limericks for students to read.

5. Language points

1) board: to enter or go aboard (a vehicle or ship) 上车,上船进入或登上（交通工具或船）

eg. go on board上船; 上飞机, 上火车

2) as mad as a door: crazy

II. Listening

1. Brainstorm:

How do you find and choose poems to read from a library?

A problem for many people who would like to read poetry is that they don’t know where to start. If you haven’t read much poetry, it is difficult to make a choice. Names of poets may be unfamiliar, and it is hard to predict whose poems you will like. It is not only difficult for students but also for matures reader. For this reason, anthologies are often published. An anthology is a collection of poems. Anthologies are often either a choice of the best poems by one poet, or a collection of poems about a certain theme, eg. Love, humor, friendship, nature, 18th century or women poets. Presenting poems in this way helps people choose what to read. Often, having found and read a poem in an anthology leads to readers becoming more interested to read more of an author. Reading poetry in anthologies also helps building a habit of reading poetry.

2. Listen to the tape for the first time and finish Ex. 1

3. Listen to the tape for the second time and finish Ex. 2

4. Listen to the tape for the third time and finish Ex. 3

III. Homework

Student’s Sheet

Warming up-Write a Limerick Unit 4 BII

Name _____ Class ___ Number __

1. Read some English poems or songs or rhymes.

Nothing Gold Can Stay by Robert Frost

Nature's first green is gold,

Her hardest hue to hold.

Her early leafs a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

Imagine by John Lennon

Imagine there's no heaven,

It's easy if you try,

No hell below us,

Above us only sky,

Imagine all the people living for today...

Imagine there’s no country,

It isn’t hard to do

Nothing to kill or die for,

No religion too,

Imagine all the people living life in peace...

Imagine no possessions,

I wonder if you can,

No need for greed or hunger,

A brotherhood of man,

Imagine all the people sharing all the world...

You may say I’m a dreamer,

but I’m not the only one,

I hope some day you'll join us

And the world will live as one.

An English nursery rhyme童谣

I saw a fishpond all on fire;

I saw a house bow to a squire(向侍从鞠躬);

I saw a parson(牧师) twelve feet high;

I saw a cottage near the sky;

I saw a balloon, made of lead(铅);

I saw a coffin(棺材) drop down dead;

I saw a sparrow(麻雀) run a race;

I saw two horses making lace(缎带);

I saw a girl just like a cat;

I saw a kitten wear a hat;

I saw a man who saw them too,

And says, though strange, they all are true.

2. Write a limerick

1) Read the 2 limericks on P25.

2) What is a limerick?

A limerick is a _______, ________ poem.

Rhyme scheme:_________

Pattern: ___ lines, about _____ syllables in each line.

Line 1: ____________________________________________

Line 2: ____________________________________________

Line 3: ____________________________________________

Line 4: ____________________________________________

Line 5: (punch line妙语) _____________________________

3) Try to write one or two according to the template（模板）

Template - A:

There once was a ______________ from __________________.

All the while he hoped _______________________________.

So he _______________________________.

And _________________________________.

_______________________________________.

Template - B:

I once met a _________________ from ___________________.

Every day she _______________________________________.

But whenever she ______________________.

______________________________.

_________________________________________.

More Reading for Unit 4 Book II

Name______ Class ____ No.____

home.earthlink.net/~kristenaa/faves.html

Submitted By: Merriam

In a castle that had a deep moat

Lived a chicken a duck and a goat.

They wanted to go out

And wander about

But all they needed was a boat.

Submitted By: Karen McCombie

There was a young girl from Oliver,

And all the men did follow her,

Until a guy came along,

And played her his song,

And all the rest quit call'n her.

Submitted By: Janice Brady

There once was a man from Bombay

who wore on his head a toupee.

He thought that he might

give friends a delight

and remove his toupee for a day.

Submitted By: LAURA BLACK

There one was a man from Peru,

Who dreamed of eating his shoe,

he awoke with a fright,

in the middle of the night,

and found that his dream had come true!

Submitted By: Simhika Rao

There was a farmer from Leeds,

Who ate six packets of seeds,

It soon came to pass,

He was covered with grass,

And he couldn't sit down for the weeds!

(author unknown)

There once was a man from Great Britain

Who interrupted two girls at their knittin'.

Said he with a sigh,

”That park bench, well I

Just painted it right where you're sittin'.“

(author unknown)

There was a young hunter named Shepherd

Who was eaten for lunch by a leopard.

Said the leopard, ”Egad!

You'd be tastier, lad

If you had been salted and peppered!“

Ogden Nash

A flea and a fly in a flue

Were imprisoned, so what could they do?

Said the fly, ”let us flee!“

”Let us fly!“ said the flea.

So they flew through a flaw in the flue.

(author unknown)

There was a young woman named Bright

Whose speed was much faster than light.

She set out one day

In a relative way,

And returned on the previous night.

(author unknown)

An epicure dining at Crewe

Found a very large bug in his stew.

Said the waiter, ”Don't shout

And wave it about,

Or the rest will be wanting one too.“

________________________________________

Loony Limericks / webmaster@loonies.zzn.com / revised October 1998

Period 2 (Unit 4 BII) Speaking

Aims:

1. Familiar students with different categories of poetry.

2. Practise expressing intention using the expressions of the following:

I’m interested to … but …

I think I might want to …

I want to …

I’d like to …

I’ve never heard of … so …

I’ve never read any … so …

I think it will be too difficult / boring to …

I’m (not) very interested in … so

I hope to find …

I don’t know much about … but …

Teaching Procedures

I. Speaking

1. Words or phrases relate to poetry and poets.

Category Words and phrases

Style Funny, serious, romantic, fantasy, love

Form Lines, words, syllables, rhyme, rhythm, sound

Human feelings Love, death, happiness, loneliness, sadness, humour, broken heart

Topics (themes) Fantasy, the sea, drinking wine, war, friendship, pets, the nature, peace

Periods Song Dynasty, Romantic 18th century classical, Modern

Poets Du Fu, Li Bai, George Gordon Byron, Robert Frost, John Keats, Shakespeare, Japanese / Chinese /African American

(P82)

2. Go through useful expressions and example on P27.

3. Ask the students to make dialogues.

(Sample dialogue)

II. Homework

More information about poets:

Lord George Gordon Byron (1788-1824) was as famous in his lifetime for his personality cult as for his poetry. He created the concept of the 'Byronic hero' - a defiant, melancholy young man, brooding on some mysterious, unforgivable event in his past. Byron's influence on European poetry, music, novel, opera, and painting has been immense, although the poet was widely condemned on moral grounds by his contemporaries.

George Gordon, Lord Byron, was the son of Captain John Byron, and Catherine Gordon. He was born with a club-foot and became extreme sensitivity about his lameness. Byron spent his early childhood years in poor surroundings in Aberdeen, where he was educated until he was ten. After he inherited the title and property of his great-uncle in 1798, he went on to Dulwich, Harrow, and Cambridge, where he piled up debts and aroused alarm with bisexual love affairs. Staying at Newstead in 1802, he probably first met his half-sister, Augusta Leigh with whom he was later suspected of having an incestuous relationship.

In 1807 Byron's first collection of poetry, Hours Of Idleness appeared. It received bad reviews. The poet answered his critics with the satire English Bards And Scotch Reviewersin 1808. Next year he took his seat in the House of Lords, and set out on his grand tour, visiting Spain, Malta, Albania, Greece, and the Aegean. Real poetic success came in 1812 when Byron published the first two cantos of Childe Harold's Pilgrimage (1812-1818). He became an adored character of London society; he spoke in the House of Lords effectively on liberal themes, and had a hectic love-affair with Lady Caroline Lamb. Byron's The Corsair (1814), sold 10,000 copies on the first day of publication. He married Anne Isabella Milbanke in 1815, and their daughter Ada was born in the same year. The marriage was unhappy, and they obtained legal separation next year.

When the rumors started to rise of his incest and debts were accumulating, Byron left England in 1816, never to return. He settled in Geneva with Percy Bysshe Shelley, Mary Shelley, and Claire Clairmont, who became his mistress. There he wrote the two cantos of Childe Harold and ”The Prisoner of Chillon“. At the end of the summer Byron continued his travels, spending two years in Italy. During his years in Italy, Byron wrote Lament of Tasso, inspired by his visit in Tasso's cell in Rome, Mazeppa and started Don Juan, his satiric masterpiece. While in Ravenna and Pisa, Byron became deeply interested in drama, and wrote among others The Two Foscari, Sardanapalaus, Cain, and the unfinished Heaven and Earth.

After a long creative period, Byron had come to feel that action was more important than poetry. He armed a brig, the Hercules, and sailed to Greece to aid the Greeks, who had risen against their Ottoman overlords. However, before he saw any serious military action, Byron contracted a fever from which he died in Missolonghi on 19 April 1824. Memorial services were held all over the land. Byron's body was returned to England but refused by the deans of both Westminster and St Paul's. Finally Byron's coffin was placed in the family vault at Hucknall Torkard, near Newstead Abbey in Nottinghamshire.

William Shakespeare (1564-1616) was born to John Shakespeare and mother Mary Arden some time in late April 1564 in Stratford-upon-Avon. There is no record of his birth, but his baptism was recorded by the church, thus his birthday is assumed to be the 23 of April. His father was a prominent and prosperous alderman in the town of Stratford-upon-Avon, and was later granted a coat of arms by the College of Heralds. All that is known of Shakespeare's youth is that he presumably attended the Stratford Grammar School, and did not proceed to Oxford or Cambridge. The next record we have of him is his marriage to Anne Hathaway in 1582. The next year she bore a daughter for him, Susanna, followed by the twins Judith and Hamnet two years later.

Seven years later Shakespeare was recognized as an actor, poet, and playwright, when a rival playwright, Robert Greene, referred to him as ”an upstart crow“ in ”A Groatsworth of Wit.“ A few years later he joined up with one of the most successful acting troupes in London: ”The Lord Chamberlain's Men.“ When, in 1599, the troupe lost the lease of the theatre where they performed (appropriately called ”The Theatre“), they were wealthy enough to build their own theatre across the Thames, south of London, which they called ”The Globe.“ The new theatre opened in July of 1599, built from the timbers of ”The Theatre“, with the motto ”Totus mundus agit histrionem“ (A whole world of players). When James I came to the throne (1603) the troupe was designated by the new king as the ”King's Men“ (or ”King's Company“). The Letters Patent of the company specifically charged Shakespeare and eight others ”freely to use and exercise the art and faculty of playing Comedies, Tragedies, Histories, Interludes, Morals, Pastorals, stage plays ... as well for recreation of our loving subjects as for our solace and pleasure.“

Shakespeare entertained the King and the people for another ten years until June 19, 1613, when a canon fired from the roof of the theatre for a gala performance of Henry VIII set fire to the thatch roof and burned the theatre to the ground. The audience ignored the smoke from the roof at first, being to absorbed in the play, until the flames caught the walls and the fabric of the curtains. Amazingly there were no casualties, and the next spring the company had the theatre ”new builded in a far fairer manner than before.“ Although Shakespeare invested in the rebuilding, he retired from the stage to the Great House of New Place in Statford that he had purchased in 1597, and some considerable land holdings, where he continued to write until his death in 1616 on the day of his 52nd birthday.

John Donne (1572-1631) was the most outstanding of the English Metaphysical Poets and a churchman famous for his spellbinding sermons.

Donne was born in London to a prominent Roman Catholic family but converted to Anglicanism during the 1590s. At the age of 11 he entered the University of Oxford, where he studied for three years. According to some accounts, he spent the next three years at the University of Cambridge but took no degree at either university. He began the study of law at Lincoln's Inn, London, in 1592, and he seemed destined for a legal or diplomatic career. Donne was appointed private secretary to Sir Thomas Egerton, Keeper of the Great Seal, in 1598. His secret marriage in 1601 to Egerton's niece, Anne More, resulted in his dismissal from this position and in a brief imprisonment. During the next few years Donne made a meager living as a lawyer.

Donne's principal literary accomplishments during this period were Divine Poems (1607) and the prose work Biathanatos (c. 1608, posthumously published 1644), a half-serious extenuation of suicides, in which he argued that suicide is not intrinsically sinful. Donne became a priest of the Anglican Church in 1615 and was appointed royal chaplain later that year. In 1621 he was named dean of St. Paul's Cathedral. He attained eminence as a preacher, delivering sermons that are regarded as the most brilliant and eloquent of his time.

Donne's poetry embraces a wide range of secular and religious subjects. He wrote cynical verse about inconstancy, poems about true love, Neoplatonic lyrics on the mystical union of lovers' souls and bodies and brilliant satires and hymns depicting his own spiritual struggles. The two ”Anniversaries“ - ”An Anatomy of the World“ (1611) and ”Of the Progress of the Soul“ (1612)--are elegies for 15-year-old Elizabeth Drury.

Whatever the subject, Donne's poems reveal the same characteristics that typified the work of the metaphysical poets: dazzling wordplay, often explicitly sexual; paradox; subtle argumentation; surprising contrasts; intricate psychological analysis; and striking imagery selected from nontraditional areas such as law, physiology, scholastic philosophy, and mathematics.

Donne's prose, almost equally metaphysical, ranks at least as high as his poetry. The Sermons, some 160 in all, are especially memorable for their imaginative explications of biblical passages and for their intense explorations of the themes of divine love and of the decay and resurrection of the body. Devotions upon Emergent Occasions (1624) is a powerful series of meditations, expostulations, and prayers in which Donne's serious sickness at the time becomes a microcosm wherein can be observed the stages of the world's spiritual disease.

Obsessed with the idea of death, Donne preached what was called his own funeral sermon, ”Death's Duel“ just a few weeks before he died in London on March 31, 1631.

John Milton (1608-1674), English poet, famous for his Epic work Paradise Lost (1667).

Milton was born in London on December 9, 1609 as the son of a wealthy notary. He was educated at St. Paul's School. Milton received a Masters degree from Cambridge University in 1632. In 1638, he undertook a European tour where he met many of the major thinkers of the day, especially in Italy.

On his return to England, Milton became a Puritan, and an opponent of the Catholics and of the Stuarts. He was also an ardent polemicist, a follower of Cromwell, and the latter's foreign language secretary. In 1652 he became completely blind. His first wife died in 1652 and he remarried in 1656.

After the restoration of the Stuarts he suffered considerable persecution. He withdrew from active participation in politics and concentrated on his poetry. Paradise Lost was published in 1667, followed by Paradise Regained and Samson Agonistes in 1671. Among other popular works by Milton are the elegy ”Lycidas“, Comus, a masque, and the companion pieces ”L'Allegro“ and ”Il Penseroso.“

Milton died in London on November 12, 1674.

William Wordsworth (1770-1850), British poet, credited with ushering in the English Romantic Movement with the publication of Lyrical Ballads (1798) in collaboration with Samuel Taylor Coleridge.

William Wordsworth was born on April 17, 1770 in Cockermouth, Cumberland, in the Lake District. His father was John Wordsworth, Sir James Lowther's attorney. The magnificent landscape deeply affected Wordsworth's imagination and gave him a love of nature. He lost his mother when he was eight and five years later his father. The domestic problems separated Wordsworth from his beloved and neurotic sister Dorothy, who was a very important person in his life.

With the help of his two uncles, Wordsworth entered a local school and continued his studies at Cambridge University. Wordsworth made his debut as a writer in 1787, when he published a sonnet in The European Magazine. In that same year he entered St. John's College, Cambridge, from where he took his B.A. in 1791.

During a summer vacation in 1790 Wordsworth went on a walking tour through revolutionary France and also traveled in Switzerland. On his second journey in France, Wordsworth had an affair with a French girl, Annette Vallon, a daughter of a barber-surgeon, by whom he had a illegitimate daughter Anne Caroline. The affair was basis of the poem ”Vaudracour and Julia“, but otherwise Wordsworth did his best to hide the affair from posterity.

In 1795 he met Coleridge. Wordsworth's financial situation became better in 1795 when he received a legacy and was able to settle at Racedown, Dorset, with his sister Dorothy.

Encouraged by Coleridge and stimulated by the close contact with nature, Wordsworth composed his first masterwork, Lyrical Ballads, which opened with Coleridge's ”Ancient Mariner.“ About 1798 he started to write a large and philosophical autobiographical poem, completed in 1805, and published posthumously in 1850 under the title The Prelude.

Wordsworth spent the winter of 1798-99 with his sister and Coleridge in Germany, where he wrote several poems, including the enigmatic 'Lucy' poems. After return he moved Dove Cottage, Grasmere, and in 1802 married Mary Hutchinson. They cared for Wordsworth's sister Dorothy for the last 20 years of her life.

Wordsworth's second verse collection, Poems, In Two Volumes, appeared in 1807. Wordsworth's central works were produced between 1797 and 1808. His poems written during middle and late years have not gained similar critical approval. Wordsworth's Grasmere period ended in 1813. He was appointed official distributor of stamps for Westmoreland. He moved to Rydal Mount, Ambleside, where he spent the rest of his life. In later life Wordsworth abandoned his radical ideas and became a patriotic, conservative public man.

In 1843 he succeeded Robert Southey (1774-1843) as England's poet laureate. Wordsworth died on April 23, 1850.

John Keats (1795-1821), English lyric poet, usually regarded as the archetype of the Romantic writer. Keats felt that the deepest meaning of life lay in the apprehension of material beauty, although his mature poems reveal his fascination with a world of death and decay.

Keats was born in London on October 31, 1795 as the son of a livery-stable manager. He was the oldest of four children, who remained deeply devoted to each other. After their father died in 1804, Keats's mother remarried but the marriage was soon broken. She moved with the children, John and his sister Fanny and brothers George and Tom, to live with her mother at Edmonton, near London. She died of tuberculosis in 1810.

At school Keats read widely. He was educated at Clarke's School in Enfield, where he began a translation of the Aeneid. In1811 he was apprenticed to a surgeon-apothecary. His first poem, ”Lines in Imitation of Spenser“, was written in 1814. In that year he moved to London and resumed his surgical studies in 1815 as a student at Guy's hospital. Next year he became a Licentiate of the Society of Apothecaries. Before devoting himself entirely to poetry, Keats worked as a dresser and junior house surgeon. In London he had met the editor of The Examiner, Leigh Hunt, who introduced him to other young Romantics, including Shelley. His poem, ”O Solitude“, also appeared in The Examiner.

Keats's first book, Poems, was published in 1817. It was about this time Keats started to use his letters as the vehicle of his thoughts of poetry. ”Endymion“, Keats's first long poem appeared, when he was 21. Keats's greatest works were written in the late 1810s, among them ”Lamia“, ”The Eve of St. Agnes“, the great odes including ”Ode to a Nightingale“, Ode To Autumn” and “Ode on a Grecian Urn”. He worked briefly as a theatrical critic for The Champion.

Keats spent three months in 1818 attending his brother Tom, who was seriously ill with tuberculosis. After Tom's death in December, Keats moved to Hampstead. In the winter of 1818-19 he worked mainly on “Hyperion”.

In 1820 the second volume of Keats poems appeared and gained critical success. However, Keats was suffering from tuberculosis and his poems were marked with sadness partly because he was too poor to marry Fanny Brawne, the woman he loved.

Declining Shelley's invitation to join him at Pisa, Keats went to Rome, where he died at the age of 25, on February 23, 1821. Keats told his friend Joseph Severn that he wanted on his grave just the line, “Here lies one whose name was writ in water.”

Robert Frost (1874-1963) was one of the finest of rural New England's 20th century pastoral poets. Frost published his first books in Great Britain in the 1910s, but he soon became in his own country the most read and constantly anthologized poet. Frost was awarded the Pulitzer Prize four times.

Robert Frost was born in San Francisco, California on March 26, 1874. His father, a journalist and local politician, died when Frost was eleven years old. His Scottish mother resumed her career as a schoolteacher to support her family. The family lived in Lawrence, Massachusetts, with Frost's paternal grandfather. In 1892 Frost graduated from a high school and attended Dartmouth College for a few months. Over the next ten years he held a number of jobs.

In 1894 the New York Independent published Frost's poem “My Butterfly” and he had five poems privately printed. In 1895 he married a former schoolmate, Elinor White; they had six children. Frost worked as a teacher and continued to write and publish his poems in magazines. From 1897 to 1899 Frost studied at Harvard, but left without receiving a degree. He moved to Derry, New Hampshire, working there as a cobbler, farmer, and teacher at Pinkerton Academy and at the state normal school in Plymouth.

In 1912 Frost sold his farm and took his wife and four young children to England. There he published his first collection of poems, A Boy's Will(1913) followed by North Boston (1914), which gained international reputation. The collection contains some of Frost's best-known poems: “Mending Wall,” “The Death of the Hired Man,” “Home Burial,” “After Apple-Picking,” and “The Wood-Pile.”

After returning to the US in 1915 with his family, Frost bought a farm near Franconia, New Hampshire. He taught later at Amherst College (1916-38) and Michigan universities. In 1916 Frost was made a member of the National Institute of Arts and Letters. In the same year appeared his third collection of verse, Mountain Interval, which contained such poems as “The Road Not Taken,” “Birches,” and “The Hill Wife.” Frost's images - woods, stars, houses, brooks, - are usually taken from everyday life. With his down-to-earth approach to his subjects, readers found it easy to follow the poet into deeper truths, without being burdened with pedantry.

In 1920 Frost purchased a farm in South Shaftsbury, Vermont, near Middlebury College. His wife died in 1938 and he lost four of his children. Frost also suffered from depression and continual self-doubt. After the death of his wife, Frost became strongly attracted to Kay Morrison, whom he employed as his secretary and adviser. Frost composed for her one of his finest love poems, “A Witness Tree.”

Frost participated in the inauguration of President John Kennedy in 1961 by reciting two of his poems. He travelled in 1962 in the Soviet Union as a member of a goodwill group. Over the years he received a remarkable number of literary and academic honors.

At the time of his death on January 29, 1963, Frost was regarded as a kind of unofficial poet laureate of the United States.

www.english.uiuc.edu/maps/poets/a_f/frost/gold.htm

On “Nothing Gold Can Stay”

Alfred R. Ferguson

Perhaps no single poem more fully embodies the ambiguous balance between paradisiac good and the paradoxically more fruitful human good than “Nothing Gold Can Stay,” a poem in which the metaphors of Eden and the Fall cohere with the idea of felix culpa. Six versions of the poem exist, the first sent to George R. Elliott in March, 1920, in three eight-line stanzas under the title “Nothing Golden Stays.” In this version the poem lacked any Edenic metaphor, reading in the three last lines, “In autumn she achieves / A still more golden blaze / But nothing golden stays.” In its first published version, however, in The Yale Review (October 1923), under the present title, the poet caught both the moment of transitory perfection and the sense that the Edenic ideal must give way to earthly dying beauty:

Nature's first green is gold,

Her hardest hue to hold.

Her early leafs a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

The poem begins at once in paradox: “green is gold . . . leaf's a flower.” At once, common knowledge, precise observation, and the implications of ancient associations are brought into conflicting play. Green is the first mark of spring, the assurance of life; yet in fact the first flush of vegetation for the New England birch and the willow is not green but the haze of delicate gold. Hence green is a theory or sign of spring; gold is the fact. Gold, precious and permanent as a metal, is here not considered as a metal but as a color. Its hue is described as hard to hold, as evanescent as wealth itself.

In the second couplet of the heavily end-stopped poem, paradox is emphasized again, this time in the terms of leaf and flower instead of green and gold. The earliest leaf unfolds in beauty like a flower; but in spite of its appearance, it is leaf, with all the special function of its being, instead of flower. Yet as apparent flower (the comparison is metaphoric rather than a simile-that is, leaf is flower, not leaf resembles or is like flower), the leaf exists in disguise only a moment and then moves on to its true state as leaf. In terms of the two parallel paradoxes, we find the green which appears as gold becoming the real green of leaf; the leaf which appears to be flower with all the possible color of flower becomes the true green of leaf. Our expectations are borne out: apparent gold shifts to green; apparent flower subsides into leaf. But in each case an emotional loss is involved in the changed conditions. The hue of gold with all its value associations of richness and color cannot be preserved. Nor can flower, delicate and evanescent in its beauty, last long; hence we are touched by melancholy when gold changes to green and flower changes to leaf (actually “subsides” or sinks or falls into leaf). Yet in terms of the poem, the thing which metamorphoses into its true self (gold to green of life and flower into leaf which gives life to the tree or plant) undergoes only an apparent or seeming fall. The subsiding is like the jut of water in “West-Running Brook, ” a fall which is a rise into a new value. It is with this movement of paradox that Frost arrives at the final term of his argument, developing the parallel between acts within nature and acts within myth. “So Eden sank to grief” with the same imperceptible movement that transformed gold to green and made flower subside to leaf. By analogy the third term in the poem takes on the character of the first two; gold is green; flower is leaf; Eden is grief. In every case the second element is actually a value, a part of a natural process by which the cycle of fuller life is completed.

Thus by the very movement and order of the poem, we are induced to accept each change as a shift to good rather than as a decrease in value; yet each change involves a seeming diminution, a fall stressed in the verbs “subsides” and “sank” as well as in the implicit loss in color and beauty. The sense of a fall which is actually a part of an inherent order of nature, of the nature of the object, rather than being forced unintelligibly and externally, is reinforced as the final natural metaphor recapitulates the first three movements of the argument: “So dawn goes down to day.” The pattern of paradox is assured; the fall is really no fall to be mourned. It is a felix culpa and light-bringing. Our whole human experience makes us aware that dawn is tentative, lovely, but incomplete and evanescent. Our expectation is that dawn does not “go down” to day, but comes up, as in Kipling's famous phrase, “like thunder,” into the satisfying warmth of sunlight and full life. The hesitant perfections of gold, of flower, of Eden, and finally of dawn are linked to parallel terms which are set in verbal contexts of diminished value. Yet in each case the parallel term is potentially of larger worth. If the reader accepts green leaf and the full sunlight of day as finally more attractive than the transitory golden flower and the rose flush of a brief dawn, he must also accept the Edenic sinking into grief as a rise into a larger life. In each case the temporary and partial becomes more long-lived and complete; the natural cycle that turns from flower to leaf, from dawn to day, balances each loss by a real gain. Eden's fall is a blessing in the same fashion, an entry into fuller life and greater light. Frost, both through language and through structure, has emphasized in “Nothing Gold Can Stay” not merely the melancholy of transitory beauty-of Paradis.

Period 3 (Unit 4 BII) Reading

Aims:

1. Learn a reading strategy : key words

2. Get to know English and American poetry.

Teaching Procedures

I. Pre-reading

1. Ask students to name some famous Chinese poets and ask them to recite some poems if they can.

2. Introduce a reading strategy: key words

1) Key words are the most important words about a topic. Any text about a given topic eill almost certainly be centred around a fair number of key words that are specific to that topic,

2) Ask students to write down five key words that they expect to find in a text about poetry.

3) Ask individual student to tell their key words. Try to find the 5 key words that the students have written most. Write the 5 key words on the blackboard.

( poem, poet, rhyme, style, image, form, line …)

3. Scanning

1) Scan the text and check whether the 5 key words are in the text.

2) Scan the text, answer:

Whose poetry reminds you of Du Fu or Li Bai?

Whose poetry reminds you of Su Dongpo?

( Wordsworth, Byron and Keats - Du Fu and Li Bai

John Donne - Su Dongpo)

II. Reading

1. Read the text and do Exx1, 2.

2. Read again and divide the text into parts.

Part 1 (1) Characteristics of poetry

Part 2 (2) Chinese poetry

Part 3 (3-5) English poetry and poets

Part 4 (6-7) Introduction of English poetry to China

3. Go through each part.

1) Part 1

What’s special of poetry?

*Play with some words and grammar - difficult to write; interesting to read

*Call up all the colours, feelings, experiences and curious images of a dream world

2) Part 2

Chinese poetry

* A long history

* Great poets: Du Fu, Li Bai, Wang Wei

* Form: number of lines

number of characters

Follow special patterns of rhythm and rhyme

3) Part 3 Ex. 3

Make a timeline

16th century: Shakespeare

17th century: John Donne ( Su Dongpo) John Milton

18th century: Alexander Pope

19th century: John Keats, William Wordsworth, George Gordon Byron (Du Fu & Li Bai)

20th century: Robert Frost

4) Part 4

When was English poetry introduced into China?

(between 1910-the late 1930s)

Who introduced them?

(Lu Xun, Guo Moruo)

How did they do it?

(by translating the poems)

Ex 4: If a poem is translated into another language, is it still the same poem? What are some difficulties?

(Some people think that a poem in translation is still the same one while some don’t. Something has lost in translation.)

Ex 6: How do you understand the short poem by Mu Dan?

(Our life is like the night, words in the poetry are like lamps that light up and in the light we can meet and embrace other people who we would never see in the dark.)

Ex 5: To say that “Poems and literature can be bridge” is an image. What other images could you use to express the same idea?

(Poems and literature can bring people closer to each other.

Poetry opens doors. / we can embrace each other in poetry.)

4. Language points

1) play (with sb. / sth.) : do things for pleasure, as children do enjoy oneself, rather than work

eg. play with a ball / toy / bicycle

Little kids like to play with their friends in the gardern.

2) call sb./sth. up: a) telephone sb.

b) bring sth. back to one’s mind; recall sth. 想起；回忆

c) summon sb. for military service; draft sb.征召某人服兵役;选派某人

eg. Please call up tomorrow.

The sound of happy laughter called up memories of his childhood. 这欢笑声是他回忆起童年时代的情景。

Harry was called up by the police. 哈利被警方传讯。

3) a long history/ a great time

4) stand out (from sb. /sth.): be much better than sb./ sth. 远远超过

eg. His work stands out from the rest as easily the best.他的工作成绩远比其他人都好。

# stand out (from/against sth.): be easily seen; be noticeable 突出；显眼

eg. Bright lettering stands out well from /against a dark background. 深色背景把字衬托得很醒目。

5) around: being in existence or activity; about

eg. You can see very little of this wine around these days. 这种酒现在已很少看到了。

Many stories of this kind are still around today. 这种故事至今还有很多在流传。

It is good to have you around. 有你在身边真好。

6) most: very a most: a very

eg. She is most rude to me. 她对我很粗鲁。

This is a most useful book. 这是一本极有用的书。

7) 省略：状语从句中如其主语与主句的主语一致或为it,同时从句的谓语动词第一部分为动词be时，可将从句主语及be 一起省略。

eg. Don’t talk while (you are) eating.

Once (his book was) published, his book became very popular.

Go to him for help when (it is) necessary. 必要的时候向他求助。

She is shy and never speaks unless (she is )spoken to.她很害羞，别人不同

篇8：unit 15 the necklace warming up speaking listeningPeriod 1(人教版高一英语下册教案教学设计)

Unit15.1.(1)

课题：《Unit15 The Necklace 》

一、Teaching Content

Unit 15 Words and phrases; Warming up;

二、Teaching Goals

1. Let the students learn and master the use of the new words and phrases.

2. Try to improve the students’ ability of description by using their imagination.

三、Teaching Important Points:

1. Master the new words and some useful expressions

2. Train the students’ speaking ability, cooperating ability and self-studying ability.

四、Teaching Difficult Points

1. How to develop the students’ cooperating ability and self-studying ability.

2. How to finish the task of speaking or description.

3. How to master the words

五、Teaching Methods:

1. Individual, pair or group cooperation before showing their own achievements.

2. Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Words study (see Page164)

Step2 Greetings and lead- in

T: Good morning! My boys and girls!

T: Sit down, please!

1unit15.1(2)

T: When I was a little boy, I always asked my mother to tell me a story before I went to bed. I was deeply attracted by some stories, especially which were full of fun and imagination. What about you? Would like to listen to stories?

S: Yes.

T: Well. However, today I will not tell you a story. I‘d like you to tell me a story.

Step3. Warming up

T: Please open your books and turn to p 15. There are three pictures on

P15. Now, look at the pictures for a minute carefully.

(T asks the students some questions about each picture)

Picture 1: 1) what can you see in the picture?

2) What do you think they are talking about?

Picture 2: 1) In your opinion, what happens in the picture?

2) What do the boy and the girl look like?

Picture3: What are they doing?

T: Do the pictures have something with one another? What’s the clue for the pictures? Please use the three pictures to make up a story by using your imagination and then try to share your story with others. Let’s see whose story is most attractive. You’d better write your story down if you find it’s difficult to do orally.

(T could supply some useful words and expressions on the screen, such as guide, a secret cave, and treasure box)

Step4. Speaking

T: S1. Would like to share your story with us?

What do you think of his story? (Let’s clap for him)

Here‘s a sample story, please read it carefully and correct some mistakes in yours. (Let the Ss to read the story on the screen)

Ss1: …

Ss2: …

Ss3: …

Step5 Listening and dictation

T: Now write down your name, number and date. We’ll have diction.

T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.

1unit15.1(3)

Material:

One day, Tom and his son went on a short journey. Tom walked along holding a rope. The rope was tied to a donkey. The son was riding on the donkey’s back. When they passed, some people said: “The son rides on the donkey while his poor old father walks.” Then, the son told his father: “You ride on the donkey. I will walk beside you.” After a while, some people said: “There is a strong man riding on the donkey while his poor little son has to walk.” How should they do?

Step6 Summary and Homework

1.Review the new words and phrases in Unit 15

2.Preview the Listening and Speaking on Page 15

3.Do the exercise of Listening on Page 83.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇9：Unit 4 Earthquakes Warming Up, Pre-reading and Reading 教案教学设计(人教版英语高一)

Unit 4 Earthquakes

Warming Up, Pre-reading and Reading

Teaching goals:

Knowledge aims:

Ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,

fresh, organize, bury, at an end, dig out, coal mine, in ruins

2. Ss will be able to know the basic knowledge about Earthquake

Ability aims:

Develop Ss’ reading ability.

Emotional aims:

Ss will be able to know damages earthquake bring about and the ways to reduce losses of an earthquake.

Ss will be able to know how to protect oneself and help others in earthquakes

Ss will be able to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.

Teaching important points:

1. Master the usages of the useful words and expressions above.

2. Improve the students’ reading ability.

Teaching difficult points:

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

Teaching methods:

1. Explanation to get the students to have a clear idea.

2. Discussion to get the students to understand the text easier.

Teaching Aids:

A computer and a tape recorder

Teaching procedures:

I. Warming up

Warming up by looking

Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?

volcano firesandstorm

typhoon hailstonethunderstorm

flood hurricane earthquake

Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)

Warming up by discussing

Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)

What will happen if there has been a big earthquake in these two cities?

As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.

Step 1. Lead-in

1. enjoy a part of film of earthquake.

(1)what other disasters does it have?(flood/ drought/earthquake/fire/typhoon/disease and so on)show some pictures

(2).which disaster may cause the worst damage? ( earthquake)

2.Have ever heard a story of an earthquake?(show video of Tangshan and San Francisco earthquake)

3.Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?

4.The earthquake is coming, if you’re trapped in the earthquake , how will you feel? What will you do? Will you leave right away? If you have time to take only one thing , what will you take, why?

5.What kind of damage can an earthquake cause?

( buildings are destroyed; people are killed; families are broken…)

Step2. Fast reading

Today, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at the title again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?

Exchange your understanding of the passage with group members and work together to find the main idea of each part.

Main idea of each part:

Part 1 (para.1):

Strange things were happening before the earthquake.

Part 2 (para.2-3):

The disaster happened and caused a lot of loss.

Part 3 (para.4): All hope was not lost.

Step 3 careful reading

Read carefully and try to get more information to fill in the blanks.

Part 1:

Strange things

the water in the village wells rose and fell

the well walls had deep cracks and a smelly

gas came out

the chickens and pigs were too nervous to eat

mice ran out of the fields, looking for places to hide

fish jumped out of the bowls and ponds

Individual work.

Part 2:

a). Get the students to find some details of this part.

Details:

1. At 3:42 am, the greatest earthquake of the 20th century began.

2. Steam burst from holes in the ground.

3. Hard hills of the rock became rivers of dirt.

4. Bricks covered the ground like red autumn leaves.

5. Two dams and most of the bridges fell.

6. The railway tracks were now useless pieces of steel.

7. Sand now filled the wells instead of water.

8. Water, food, and electricity were hard to get.

b). Fill in the blanks with the data

1/3of the nation felt the earthquake .

A huge crack that was 8 kilometres long and

30 metres wide cut across houses.

In 15 terrible seconds a large city lay in ruins.

2/3 of the people died or were injured during the earthquake.

The number of people who were killed or injured reached more than 400,000 .

All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.

Group work

Part 3:

How were the people helped by the army?

*The army organized teams to dig out those who were trapped and to bury the dead.

*Miners were rescued from the coal mines.

*Shelters were built for survivors whose homes had been destroyed.

*Fresh water was taken to the city.

Let the groups have a discussion with their partners about more ways to help the people in the earthquake.

Step 4. Post-reading

True or False

1. There were one million people in Tangshan at that time. T

2. The earthquake began 10 kilometres directly below the city. F

3. Not only the people but also the animals were shocked greatly. T

4. There was only one quake at that time. F

5. Before the earthquake there wasn’t anything strange happening. F

6. Workers rescued most of the 10,000 coal miners to the south of the city. F

7.Almost everything in Tangshan was destroyed. T

Step 5 Discussions.

What shall we do or not do if an earthquake happens?

DosDon’ts

1. Stay in a small room, such 1. Be close to the outside wall

as kitchen or bathroom

2. Hide under the table or 2. Stay on the balcony

bed, if you haven’t time

to escape , you may stand 3. Jump out of the tall buildings

close to the inside wall with

some things covering on the 4. Use the lift

head.

3. If you stay in the open air ,keep off the tall building,

and go to the fields without trees .

Step 6 Summary

Several days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and bury the dead

Step 7 homework

1.Surf the internet to find more information about earthquakes.

2.Finish the “learning about language” part on page 27.

Step 8 reflection

篇10：Unit 8 period 1 Warming up and listening(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.

Ⅱ.Teaching Goals

1. Talk about first aid and medicine.

2. Practise talking about what you should and should not do.

3. Learn to use the Subjunctive Mood (2).

4. Write a process paragraph.

Ⅲ. Teaching Time. Five periods

Period 1 Warming up

Teaching Aims

1．Train the students’ listening ability．

2．Help the students to improve their speaking ability by talking about first aid and medicine．

3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire

Teaching Important Points：

1. Improve the students’ listening ability．

2. Train the students’ speaking ability.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. how to help the students finish the speaking practice.

Teaching Methods：

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual, pair or group work to make every student work in class．

Teaching Aids

1．a tape recorder

2．the blackboard

Teaching Procedures：

Step 1 Warming up

T：Yesterday our class won the basketball match, unluckily, most of the players are badly injured, when your leg was hurt, what should you do?

S: We should do some first aid.

T: How do you come to school every day，Li Hua?

S：I come to school by bike．

T：You must be very careful, because there’re so many cars, motorbicycles，bikes and also walkers on the road every day．If you are not careful enough, you may have an accident．Have you ever seen an accident?

S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．

T：RealIy? Was the boy hurt?

S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．

T：The boy was so lucky．But if his leg is broken, what can we do to help him?

S：I think we should call for a doctor or an ambulance．

T：Yes，I think you’re right．But before the doctor comes, what can we do to help him?

Step 2 Quiz

First Aid Quiz

1. What should you do if you find a person whose leg is bleeding? B

A. Tie a piece of cloth round the leg above the bleeding point

B. Press firmly on the bleeding point using a clean handkerchief.

2. To treat a burn, you: B

A. Rub(涂,擦) some butter on it.

B. Hold the burnt part under cold running water.

3. What should you do if you find a person who has stopped breathing? B

A. Run and find help.

B. Try to start his/ her breathing.

4. What should you do if a person has drunk poison by mistake? B

A. Make the person throw up.

B. Take the person and the poison container to hospital at once.

5. What should you do if you find a person with a knife in his/her back?A

A. Leave the knife in.

B. Pull out the knife

6. What should you do if you find a person trapped under a car? B

A. Try to pull him/her out.

B. Find enough people to lift the car safely.

7. The best way to treat a hurt ankle(踝关节) is to: A

A. Put an ice pack on your ankle.

B. Put a heating pad(电热垫) around your ankle.

Step 3 Warming up

Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out

1. What would you do in these situations ?

2. What could we do to prevent these accidents ?

(Give the students a moment to prepare and then ask some pairs to report their results．)

Picture 1

Drowning

Check to see if he/she is breathing, Try to start his/her breathing, use the mouth- to-mouth method

Never swim in deep water.

A: The drowning man has just been brought out of the water. He is dying.

B: What would you do in the situation?

A: We should lay him on his back and try to start his breathing at once.

B: What could we do to prevent this accident?

A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.

Picture 2

Traffic accident

Call for a doctor or an ambulance, Never pull her out of the car

Find enough people to lift the car safely and take her to hospital at once.

Look at both side when crossing the street.

A: The woman knocked off her bike by the passing car and was badly hurt.

B: What could you do?

A: Don’t move her, and call the ambulance.

B: What could we do to prevent traffic accident?

A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.

Picture 3

Burns

Call 119 first and tell them the exact

Address on the phone.

If someone is badly burnt, we should call 120 to ask for an ambulance.

Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.

A: The man’s house catches fire and is burning down. He is running out of the house.

B: What would you do in the situation?

A: We should find the nearest telephone and call 119.

B: What could we do to prevent the accident?

A: Don’t leave lamps and candles burning in your house, and be careful when you cook.

Picture 4

Bleeding

Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.

Hold up the part of body which is bleeding if possible.

A: The girl is hurt and is bleeding badly.

B: What would you in the situation?

A: We should help her to press firmly on the bleeding point using a clean handchief.

B: What could we do to prevent the accident?

A: Don’t play with knives or the sharp objects.

Picture 5

Cuts

Go to the hospital at once . Never pull it out of the cut.

If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.

A: What should you do if you find the old man with a knife in his arm?

B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you

may cause more damage.

Picture 6

Choking

Make him/her spit by patting her/him on the back..

To avoid this, we shouldn’t talk or laugh when eating.

A: The man is choking while he is eating.

B: What should you do in the situation?

A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.

B: What could we do to prevent the accident?

A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.

(Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid )

Step 4 Speaking

T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do.

Task 1 . Discussion:

What should you do if you find ……

1) a person fall off the second floor ?

2) a person who has stopped breathing ?

3) a person whose leg is bleeding ?

What things at home can be dangerous ?

electrical equipment knives Electric fires hot water Poisons windows ladders

Task 2. Discussion:

How to prevent us from being injured at home ?

Electricity:

Make sure that electric wires are safe and that children can’t touch them.

Cooking

If a pan of oil catches fire, turn off the gas and cover the pan quickly.

Things in mouth:

Don’t leave small things on the floor or table which a baby can put in its mouth.

Poisons :

Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.

What must you do if you are badly burnt?

Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.

How do you deal with a simple cut ?

Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.

What should you do when a person is bitten by an animal ?

Wash the wound under cold running water, then see a doctor as soon as possible.

More advice

Gas fires : If you are using one of these, check that a window is open.

Water: Make sure that young children can not get close to pools, lakes and rivers by themselves

Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.

Additional advice

1. put away knives, forks, containers with hot water beyond the reach of children.

2. tell children not to play with matches, lighters. In short, tell them not to play with fire.

Don’t forget to phone 120 and 110 whenever necessary !

Task 3 work in pairs.

Use the lists of dos and don’ts below to tell each other what you should and should not do.

Safety around the house

Dos

A . make sure that electric wires are safe and that children can’t reach them.

B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.

C . make sure that everyone in your family knows how to call 110 and 120.

D. learn more about first aid.

Don’ts

A. Don’t put poisons into other containers, for example empty bottles.

B. Never leave small things a baby can put in its mouth on the floor or table.

C. Don’t play with electrical equipment.

D. Never use ladders on wet floor.

Useful expressions

You should always…. You must……Make sure that ……. You ought to/should…..

You have to ……You should not ………. You should never……..

You must never….. Never……….. Please don’t…………….

Step 5 Preparation for Listening

T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?

S: I can see a boy, a nurse and a man.

T: What do you think has happened?

S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.

T: Good. Now, look at the second picture, please. What do you see in the picture?

S: I can see a little girl and her mother, and there's also a nurse.

T: What do you guess has happened?

S: From the ink bottle I guess the little girl may have drunk some ink.

T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.

(Give Ss a few minutes to prepare. )

Step 6 Listening

Now read the requirements quickly and find out what to do .

While-listening: listen to the tape and finish the exercises on P58.

1. Listen to the tape. What happened to each child ?

Child 1 : _____________________________ Child 2 :_______________________________

2. Listen to the tape again and answer the questions.

Child 1 child 2

When did it happen ? Was any first aid given? If so what was given ?

3. Listen to the nurse’s questions in the first dialogue and write them down..

1) Can __________________________?

2) What’s ________________________?

3) What did you do ________________?

4) Does __________________________?

Step 7 Summary

T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all

Homework

Preview reading

The Design of the Writing on the Blackboard

Unit 8 First aid

The First Period

Words and expressions:

drown vt./vi, catch fire

bleed vi. be on fire

choke vt./vi, electric

prevent vt. electrical

篇11：unit 14 warming up Period 1(新课标版高一英语教案教学设计)

一、Teaching Content

Unit 14 Words and phrases; Warming up;

二、Teaching Goals

1. Improve the students’ speaking ability by describing and discussion.

2. Learn and master the new words and phrases

3. Learn to talk about festivals by looking through the books and cooperation

三、Teaching Important Points:

1. Master the new words and make the student use these words to talk about their favorite festivals.

2. Train the students’ speaking ability, cooperating ability and self-studying ability.

四、Teaching Difficult Points

1. How to develop the students’ cooperating ability and self-studying ability.

2. How to finish the task of speaking or discussion.

3. How to master the words

五、Teaching Methods:

1. Individual, pair or group cooperation before showing their own achievements.

2. Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Words study (see Page163)

Step2 Greetings and lead- in

T: Good morning! My boys and girls!

T: Sit down, please!

T: Do you know what is called the Christmas of China?

Ss: The Spring Festival.

1unit14.1(2)

T: Sure. Last Spring Festival had gone by. I am sure you had a good time.

T: It is the oldest and most important festival in China. It is also the most important festival to our Chinese people. Each family has a great reunion dinner on Lunar New Year’s Eve.

Step3. Warming up

T: Today we are going to learn something about the different festivals

T: Unit 14 Festivals (Write)

T: Now look at the screen. There are three pictures on the screen. There are all pictures of some festivals.

T: Look at them carefully and discuss these three pictures with your partner and then fill in the table.

Picture 1 Picture 2 Picture 3

The names of the festivals Halloween Obon Yu Lan Festival Day of the Dead

Which countries the festivals come from US and Europe

(October 31) Japan

(August 13-16) Mexico

(October 18-November 9)

What are the people ding? trick or treating floating paper lanterns lighting candles for prayers to the dead.

Why are they doing this? Frighten away spirits and look for living bodies to possess Welcome their past ancestors back home Pay respect to the dead

T: One student, one picture.

Step4. Speaking

T: OK, I am sure you have been ready to report your festival.

Ss1: …

Ss2: …

Ss3: …

T: You all did very well.

T: Please open your books on page8. Look at item 2.Work in pairs. Compare a Chinese festival with one from another country.

T: If your homework is to report a Chinese festival, you will compare a foreign festival.

1unit14.1(3)

Step5 Listening and dictation

T: Now write down your name, number and date. We’ll have diction.

T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.

Material: April Fools’ Day is on the first day of April. In some European countries and in North America, people play practical jokes or tricks on each other. The undoubting persons are called April fools. April Fools’ day is generally amusing but harmless. For example, a person may give a friend the telephone number of the zoo, telling him to return a call from “Mr. Fox”.

Step6 Summary and Homework

1.Review the new words and phrases in Unit 14.

2.Preview the Listening and Speaking on Page2.

3.Do the exercise of Listening on Page 77.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇12：高一英语上册《Unit 1 Friendship》教案教学设计

一、教材分析

1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导

学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单

元主题相关的词汇。

二、学情分析

“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚

进入高中学习的高一新生来说难度是很大的。

三、教学目标

1. 帮助学生学习更多有关“友谊”的知识;

2. 增加与本单元主题相关的词汇。

四、教学重点和难点

1. Understand the meaning of Friendship.

2. Learn some new words about Friendship and friends.

五、教学过程

Step 1 Warming Up

Activity1: Doing a survey

1.Get the students to do a survey quickly and and add up the score

and then see how many points they can get.

2. Present some new vocabulary in warming up and the explanation on the screen.

(1)、survey n. 调查，概述;v. 测量，检查;

e.g. a. A recent survey showed most of those questioned were for the plan.

最近的民意测验显示大多数调查对象同意这项计划。

b. The governor surveyed the damage caused by the tsunami.

州长查看了海啸引起的破坏情况。

思维拓展： a.. make a survey of sth. 调查…

make a general survey of sth 纵观…

b. survey sth. 调查，评述，检查

survey the equipment 检查设备

(2)、add v. 增加，增添

e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?

b. A new wing was added to the building. 这座大楼新添了一座边房。

思维拓展： add up sth 把……加起来

add sth to sth 把……加到…… add to sth = increase 增加了…

add up to 合计;总共

指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：

e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。

The bad weather added to our difficulty. 坏天气增加了我们的困难。

b. add还可表示“补充说“，后常接从句。

e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。

词汇派生： addition n. 附加物 additional adj. 附加的

adding machine 加法机 in addition to 除……之外

(3)、upset v. 使不安，打乱adj. 心烦意乱的

e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。

b. I understand how upset you must be feeling. 我理解你心里有多难受。

思维拓展： a. upset sb. 使某人不安

upset the plan 搅乱了计划

upset the cup 打翻了杯子

It upsets sb that 让某人心烦的是……

It upsets sb to do sth 做……使某人不快。

b. be upset about 对……赶到心烦

指点迷津：(1). upset 指由于某事的发生而心烦意乱。

(2). nervous 在做某事的过程中紧张害怕的感觉。

(3). anxious 因担心某事的发生或不发生而焦虑不安。

词汇派生：upset-upset-upset-upsetting

(4.)、concern n. 担心，关心，关系;v. 涉及，有关

e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。

b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。

思维拓展：a. show/express concern about/ for 对……表示关心/担心

b. concern oneself about/ for 担忧/关心……

concern oneself with 从事，参与……

concern sb./ sth 与……有关

词汇派生：concerned adj. 有关的;担心的

be concerned about/ over/for 关心;挂念

be concerned with/ in 牵扯进/参与……

as/so far as …be concerned 就……而言

e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。

(5)、cheat v. 欺骗,作弊 n. 骗子, 作弊者

eg. He is accused of cheating the taxman. 他被控欺骗税务员.

eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.

思维拓展： cheat sb. (out) of sth 骗取某人某物

cheat sb. into doing sth 骗某人做……

cheat sb. into the belief that 骗某人相信

catch sb. cheating in an exam 作弊被抓

[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关

的一小部分词汇。

Step 2 Vocabulary learning

Activity2: Guessing game

Find the words or phrases for each of the following meanings from unit1.

1.______not insidde a building

2.______feeling disturbed

3.______to be worried about

4.______free, not tied up

5.______to experience something

6.______to take no notice of

7.______staying close to and looking at somebody

8.______to become quiet after nervous activity

9.______number of things that happen one after another

[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。

Step3 Vocabulaary recitation

Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.

________________ vt. 增加;添加;补充说 vi. 加;加起来;增添

________________ n. 点;尖端;分数

____________vt.& vi. (_______ ______ ______) 使不安;使心烦

adj. 心烦意乱的;不适的;不舒服的

____________ vt. 不理睬;忽视

____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定

_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系

______________adj. 松的;松散的;松开的

_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊

________________ n. 理由;原因

________________ vt. 列出

________________ vt. 分享;均分;分担 n. 一份;份额

________________ n. 感觉;感情

________________ n. 荷兰

________________ n. 德国人;德语 adj. 德国的;德国人的;德语的

________________ n. 连续;系列

________________ adv. 在户外;在野外

________________ adj. 疯狂的;狂热的

________________ n. 自然;自然界

________________ n. 目的;意图

________________ vt. &v. aux 敢;胆敢

________________ n. 雷;雷声; vi. 打雷;雷鸣

________________ adv. 完全地;全然地;整个地

________________ n. 能力;力量;权力

________________ adv. 依照

________________ adv. 按照;依据

________________ vt. & n. 信任;信赖

________________ adv. 在室内;入室内

________________ vt.& vi. 遭受;忍受;经历

________________ n. 十几岁的青少年

________________ n. 忠告;建议

________________ n. 调查表;问卷

These words are new to students, so make explanations if necessary.

[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。

Step 4 Practice:

Activity3： Group competition (group work)

1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)

2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.

[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。

Step5 Summary

Get a group to sum up this class and the teacher can add something if necessary.

[设计思路] 通过小节，强调本节课的重要内容。

Step6 Homework

Try to remember the vocabulary that the students have learned in class.

[设计思路]通过作业，巩固所学。

六、板书设计

Competition in groups

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

七、教学反思

本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。

1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求

“快乐”。

2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。

3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形

式的操练，令到学生的操练更具目的性、指引性。

总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。

★ unit 1 phrases(人教版高一英语上册教案教学设计)

★ 高一unit 2 学案(人教版高一英语上册学案设计)

★ 人教版新高三词汇学习Unit 1

★ 人教版高一生物说课稿

★ 人教版 高一 Unit 11习语必会

★ 小学英语说课稿：《Unit 8》

★ Unit?1?reading?2?

★ friendship范文

★ 中考英语欣赏：friendship

★ 小学人教版英语说课稿范文

unit 1 Friendship Warming up 说课稿(人教版英语高一)（精选12篇）

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