“玩玩玩”通过精心收集，向本站投稿了12篇高一英语上册unit3教案（全）-人教版[全套]，以下是小编整理后的高一英语上册unit3教案（全）-人教版[全套]，仅供参考，希望能够帮助到大家。
- 目录
- 第1篇：高一英语上册unit3教案（全）-人教版[全套]第2篇：高一英语上册unit6教案（全）-人教版[全套]第3篇：高一(上)全套教案(人教版高一英语上册教案教学设计)第4篇：高一英语说课全套(人教版高一英语说课)第5篇：八年级上册英语单词表Unit3(人教版)第6篇：四年级英语上册全册教案人教版第7篇：高一英语必修2 Unit3 Computers全单元教案第8篇：高一（下）全套教案(人教版高一英语下册教案教学设计)第9篇：高二（上）全套教案(人教版高二英语上册教案教学设计)第10篇：book3 unit3 备课资料(人教版英语高一)第11篇：unit3 going palces单元整体教学 (人教版高一英语上册教案教学设计)第12篇：学习手册Unit3 Going places(人教版高一英语上册教案教学设计)
篇1：高一英语上册unit3教案（全）-人教版[全套]
Period 1 :Speaking & warming -up
Step 1 warming up
Activity 1 talking about some signs used everyday
T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?
Ss: Ok .
(show the signs on the screen)
T: What does Sign1 mean ?
Ss: Be quiet
T:Where do you usually see it ?
Ss: bus / railway station
T: what about sign 2 (sign2/3/4…the same as above)
Activity 2 : talking about the pictures on Page 15
T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .
(2 minutes later)
T: S5, is she doing anything wrong in picture 2?
S5: Yes
T: What’s that ?
S5: She is littering
T: Why?
S5: Because there is a sign in the tree saying Don’t litter/No littering.
(picture 3 and 4 the same as above)
T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?
Ss : Yes
step 2 an open discussion
T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?
( Bb : means of transportation : a means of carrying people or goods from one place to another)
Ss: By bus / by bike
T: Why ?
Ss: Because it’s not far.
( Bb : by bus –not far - distance)
T: Does anybody of you live in Dongtou Island?
Ss: No
T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?
Ss: By ship
T : why ?
Ss : because there is a lot of water around it .
( Bb : by ship-water - location)
T: suddenly the typhoon comes , how are you going home ?
Ss: By bus
T: So the weather is very important . Ok , what you said is reasonable
T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)
Ss: weather , time , distance, location …
( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)
( show the map of PRC)
T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.
T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao
Ss: By plane / train or bus / ship
Step 3 Speaking
Activity1 pre-speaking :ask and answer
T : do you know which actor I like best in Hongkong ?
Ss: …
T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)
T: What does this series talk about ?
S8:
( show on the screen “ a modern man traveled into the past ”)
T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons
( 2 minutes later)
T :Ok, who’d like to borrow it from me ?
( several students respond)
T: Ok, S9,which year would you like to go to ?
S9 :
T: where would you go ?
S9:
T: why ?
S9:Because…
T: Good , now take my machine , I wish you a good journey
T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)
(the answers to each student are written on the blackboard)
Activity 2 making dialogues
T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen
(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )
and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?
Ss: No.
( 4 minutes later )
T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)
Step4 debate
T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .
( show the two parties on the screen :)
A :You think tourism will be good for your village because
1.
2.
3.
B :You think tourism will be bad for your village because
1.
2.
3.
T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare
Step 5 summary and homework
Activity 1 : summary
Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words
Activity 2 : homework
Preview the reading text on page 17 and underline the new words and expressions
Do the exercises on page 101
Period 2 : Reading
Step 1 greetings
Greet the whole class as usual
Step 2 pre- reading
Activity 1 : pre-reading : questions
T : In the last period we’ve learned something about traveling , do you like traveling
Ss : Yes
T :why ?
Ss: because
T: where would you most like to go ? S1
S1: …
T: Why ?
S1 : because
( 2 students )
T : Do you want to experience something different ?
T : now turn to page 17 , look at the picture , what are they doing ?
Ss : they are walking
T : yes , and what are they carrying ?
Ss : Large bags
T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .
T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?
Ss : Yes
T : Then in your opinion , what’s an adventure travel ?
( S2 answers the question , 2 or 3 others add the answers)
T: Yes ,quite right . what are the two popular activities ?
Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )
Activity 2 : main idea
T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?
( show the questions on the screen to make sure they won’t forget the questions)
( play the tape)
T : now all together , it’s right or not ?
Ss: Right
T : who ‘d like to tell us the main idea of the text . Ok , S3
S3 :
( generalize his answer and show the answer on the screen)
T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?
Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)
Step 3 While reading
Activity 1 extensive reading
T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .
T : first read through the questions
( 1minute later)
T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?
( 3 minutes later )
T : ok , now , No. 1 …
( check the answers )
1.Hiking and rafting are both very dangerous.
2.When you are hiking , you should wear a life jacket .
3.People make adventure travels because they are looking for unusual experiences
4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading
T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?
( 1’ later)
T : ok , all together , what’s the main idea of the text
Ss: Why do many people travel ? ( shown on the screen )
T : yes , good . well , what are the reasons ?
Ss :see other countries , visit places …( shown on the screen)
T : yes , people travel for many different reasons , what do you travel for ? S4
S4:
T : what about you S5 ?( S 6 /7 the same as above)
S5/6/7 :
T : any problems about paragraph 1 , if not let’s go on
T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.
( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)
( then check the answer in accordance to the screen)
`Activity 3 : talking
T : can you go rafting in wenzhou?
Ss: Yes ,
T : where can you go rafting ?
Ss : nanxi river
T : who has ever been to nanxi river ?
Ss :
T : What can you do in nanxi river ?
S1 :
T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?
Ss : the left one .
T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?
Ss: No
T : what is the difference ?
Ss:more dangerous….
( the differences between normal rafting and whitewater rafting )
Step 4 post reading
T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?
Ss ; ok
T : I’ ll give you1.5 minutes to do it .
( 1.5’ later)
T : No1, adventure travelers want to ________
( check the answers just in the book)
Step 4 summary and homework
Activity 1 : summary
In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .
Activity 2 : homework
Preview the integrating skills part
Workbook : do the related exercises (the reading parts)
( time permitting , options :check the exercises of reading on page 101
discuss the tips of other adventure travels)
Period 3 : Reading Integrating skills and writing
Step 1 revision [reading ( useful expressions) ]
T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?
S1: It’s mainly about the adventure travel , rafting and hiking .
T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .
( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )
T : Are you clear now ?
Ss :Yes .
T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .
Step 2 integrating skills
Activity 1 reading
T : When people travel , what kind of travel do they usually make ?
S1 : hiking .
T : And what kind of travel is hiking ?
S1 : adventure travel
T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?
S1: normal travel .
T : Good , have you ever heard of another kind of travel-eco-travel ?
Ss : No .
T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?
Ss : Yes
T : look at the two words , do they have something in common ?
( write the words on the Bb)
Ss : the beginning 3 letters of the 2 words are the same .
T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”
T : Now guess what an eco-travel is ? what do people make an eco-travel for ?
Ss :
T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .
( 2 minutes later)
T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?
S1 : Eco-travel is a form of travel that combines normal tourism with learning.
T : S2, can you tell us the differences ?
S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .
Activity 2 talking about the eco-travel
T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?
( show the pictures on the screen )
T : How are they ? Are they good ?
Ss : yes .
T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain
T : S2 , which one do you like better ?
S2 : Red river village .
T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?
( 3 students are required to do it .)
T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?
You can do as _______
I think we should go to ________ , because we can __________and we can learn about _______
If we visit Red river village ,we can help __________
Step3 writing
T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?
( show a letter on the screen )
Qs : How many time points have I told you in the letter ?
What did I do yesterday ?
What am I doing today ?
What will I do tomorrow ?
( 4 Ss are to answer it )
T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter
T : Now look at my letter carefully and see whether there is anything wrong with it ?
S3 : the date , comma
T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes
Step 5 homework
T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )
( option : do the exercises on useful expression and the tenses)
1.The girls _________(下班) work at five p.m.
2.______(当心)that you don’t get into trouble .
3.Clothing can _______(保护)us _____cold .
4.I __________(进行锻炼)every morning on the playground .
5.He ______(细心)with his homework .
6.He has _____________(徒步旅游)
7.He is tired , let me go _____(代替)
8.He is tired , let me go ________(代替) him .
9.Don’t _________(靠近) the tiger , it’s dangerous .
Period 4 :Listening
Step 1 greeting
T : Good morning , boys and girls
S: Good morning ,Miss Huang
Step 2 pre-listening
Activity 1 : listening to a song
(play a piece o f song 2 or 3 minutes before the bell rings )
T : Is it a lovely song ?
Ss: Yes .
T: what’s the beautiful place in the song
Ss: California hotel
T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?
Ss: By plane
Activity 2 : talking about boarding calls
T : ok, now listen to me carefully , and tell me where you usually hear it ?
“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”
T : Have you heard of it before ?
Ss : Yes
T : Where do you usually hear about it ?
S1 : In the airport
T : When does it usually happen ?
S2 : Before people get on the plane .
T : Yes , very good . we can also say “ board the plane = get on the plane”
T : Now listen to me again and try to find out how many messages there are in my broadcast
( the same as the above)
T : now can you see how many messages ?
Ss : 3
T : yes , very good , what are they ?
S3 : the flight number , the destination , gate number
T : yes, ok now look at the screen , do you know what it is
Ss: Boarding pass
T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate
T : ok , now altogether
Ss :
Step 3 : listening
Activity 1 : listening to the tape and doing the exercises on P15 -1
T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening
( play the tape once )
T: Have you got it ?now , all together .
( if necessary , play it again )
T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?
( play again for the details)
Activity 2 : arrange the order of the pictures on page 97
T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?
S1:
T : Ok, turn to page 97 , what are they doing ?
Ss:
T : yes , very good , arrange the pictures first by yourself before listening
T : S5 , what’s your result ?
S5 :
T : Ok , now let’s listen to the tape to see whether it’s right or not
( play the tape )
T : arrange the right order
Activity 3 : listening to the tape and doing the exercises on P16-2
T : Do you know how to board a plane now ?
Ss : yes
T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?
S6/7/8 :
T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.
( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )
T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table
( listen to each card after talking about each picture on the screen )
( play the tape again if necessary)
( listen to it again one by one and discuss some other information)
NO.2 What’s the color of the flag?
Do you know where the painting is kept ?
What’s France called in the postcard ?
NO3 . How long is the plane ride ?
NO 4 . How high can we jump ?
NO5 : How long have we had to swim to get here ?
Is there enough air below ?
Step 5 : homework
do the exercises on page 18 : word study
Page 99-100 practising
Period 5 :Language study
Step1 word study
T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?
Ss : Yes .
T :Good , now let’s have a check .
Step 2 grammar
Activity 1 do some exercises to review the tenses
T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .
( 2 minutes later , check the answers )
T : Ok , are you ready ? let’s have a check .
( explain the tenses and list the table of 12 tenses on the screen )
1.Unless he ________(promise ) to help us , we shall lose the games .
2.It is five years since my dear aunt _____(leave) here .
3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.
4.She___(be) poor in French , but she _______(do) her best to improve it .
5.I’m sorry I ______( forget) to tell him to come here for the meeting .
6.I ________(have) the bad cold for a week ,still I can’t get rid of it.
7.Tom told me that he _______(meet ) John and ______(give) him he message already .
8.She __always _______(work) when I go to see her .
9.He ________(do)his lessons from seven to nine last night .
10.He said he _______( be) free the next week
Activity 2 : talking about the changes of life in different time , using 3 different tenses
T : Look at me carefully , am I different today ?
Ss : yes
T : Ok , now what are the changes ?
Ss : Hair style
T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .
T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?
Ss: yes.
(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)
T : look at part 3 ,When you make the report , follow this :
In the past people…
Today people…
In the future , people will …
Activity 3 the future tense
T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?
Ss : be going to , be to do
T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .
( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)
T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us
( S1 and his partner read the dialogue)
T : thank you , sit down please
There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job
(2’later)
T : S2 , please .
Ss : are off, be getting to …
( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)
T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go
Ss : arrive , reach.. come, stay , return, leave , start …
T : yes , usually , when present continuous tense is used as the future tense , it aims to function as
1) 表示即将发生的或预定中计划好的活动。
Are you staying with us this weekend? 这周和我们一起度周末吗?
We are leaving soon. 我们马上就走。
2) 渐变动词如：get, run, grow, turn become, begin及die。
Eg :He is dying.
移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等
3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。
You are always changing your mind
( shown on the screen)
Step 3 expressions for good wishes
T : If it’s my birthday today , what will say to me ?
SS : Happy birthday
T : In our everyday life , we often have to wish others
now read the dialogue again ,try to find out some expressions for good wishes .
( 30 seconds later)
T : Are you ready ?
T : What are they ?
Ss : Have a nice time in Guangzhou & have a good trip .
T : How should we respond ?
Ss : Thanks & the same to you .
( when Ss finish answering , show the answers on the screen )
T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…
( shown on the screen )
Step 4 homework
Finish the exercises on page 99-101(完成课后99-101练习)
Finish workbook（完成同步练习）
Step 5 consolidation ( option)
T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .
( shown on the screen )
1.There ___ an English evening next Saturday.
A will have B is to have
C is going to do D is going to be
2.You’d better set about doing your homework now , or it __ too late .
A is B was C has been D will be
3.The boy is ill , he ___ absent from school for at least a week .
A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house
A save B are saving
C is saving D were saving
5.How ___ you ___ on with your work recently ?
A do ;get B have ;got
C are ; getting D were ;getting
6. He __ out when it began to rain .
A is going B was going
C was about to go D went
篇2：高一英语上册unit6教案（全）-人教版[全套]
Unit 6 Good Manners
Teaching Plan
I. Teaching Goals:
1. Talk about good table manners
2. Learn to make apologies.
3. Learn to express your gratitude
4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause
5. Write a thank-you letter
6. Be a student with good manners
II. Teaching Time: five periods
Warming-up &Listening
--Period One
I. Teaching Aims and Demands.
1) Knowledge: grasp the expressions for making apologies
2) Abilities: ①learn to apologize and response properly to others’ apologies;
②learn to focus on key words and important sentences while listening
3) Moral: Be a student with good manners
II. Key and Difficult points
1) Master the ways of making apologies by speaking and listening
2) Use the expressions to make apologies freely
III. Teaching Methods
1) Pair work to practice speaking
2) Listen-answering activity to train the Ss’ listening ability
IV. Teaching Aids
A computer and a courseware with a record of listening material
V. Teaching procedures
I) Lead-in (3 min)
With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.
T: Good morning, class!
T: Do you like any proverbs?
T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?
T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.
II) Judgment (8 min)
Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.
T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?
T: What’s in picture 1 is it good manners or bad manners to do so?
T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?
(Ask one student to answer)
T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?
(Another student answers)
T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?
III) Warming-up (15 min)
This part can be done in the following five steps:
(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.
(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰，打断); I'm terribly sorry (I’m very sorry) ”
(4) Give Ss some more minutes to practice the dialogues with their partners.
(5) Then, two pairs of Ss are asked to act them out.
T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!
(Show the tips for them to answer)
(Introduce all the four pictures)
T: Do you know these expressions in the middle column? What situations are they used in?
S: When we do sth. wrong.
T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰，打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.
T: Well, would you like to fill in the blanks with these expressions according to the pictures?
(Let them complete it)
T: Who can tell me the answers?
(Ask Ss to answer and correct them)
T: Practice the dialogues with your partner. Then I’ll ask some of you to act.
(Four minutes later)
T: Who want to act it out for us? You two, would you please?
IV) Listening (17 min)
Now it is time for Ss do the listening practice. The steps are:
(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.
(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.
(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)
After playing the radio, I check the answers to the questions.
(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.
(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.
(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.
T: So do you think it good manners to apologize in a polite way?
T: Would you like to listen to another dialogue about apologizing?
T: Well, let’s do listening practice.
(Show two questions on ppt.)
① How many times does Bill apologize to Cliff?
② What are the problems between Bill &Cliff?
T: with these two questions, you listen to the radio, OK?
(Play the radio in courseware)
T: Have you got it?
(Ask some to tell and show the answers)
①Twice.
②Bill took Cliff’s bike without asking and lost it.
T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.
(Play it again)
T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?
(The third time playing)
T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?
Ss: Yes.
(Play it the forth time if necessary)
V) Consolidation
Review the expressions used for making apologies. Show a table of the expressions.
T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?
T: Ok, look at the form on ppt., and remember them.
(Show that on ppt.)
VI) Homework
1. Preview the text of Reading part.
2. Do exercise 4, P117 in your exercise book.
3. Think of the ways in which Chinese table manners is different from that of Western countries.
VII) Design of the Blackboard
Courtesy I’m terribly sorry
Good manners apologiz(s)e
manner forgive
interrupt fault
Reading
--Period Two
I. Teaching Aims and Demands.
1) Knowledge:
①To get to know the Western table manners
②To compare Chinese table manners with Western table manners
③To learn some useful words and expressions about table manners.
④To know how to lay the table in Western dinner party
1I) Ability
①Improve the reading ability of the students, especially the skills of summarizing and scanning.
②Train the ability of manual operation (to lay the table with cards)
II. Key and Difficult points
1) Sentences in passage with complex structure
2) What are the Western table manners
III. Teaching Methods
1) Scanning for important information and careful reading
2) Group work
IV. Teaching Aids
1) A computer and a courseware
2) Eight groups of tableware-shaped cards
V. Teaching Procedures
I) Revision
Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.
T: What have we learned last period? Do you remember?
S:
T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.
(Show the form of making apologies and receiving them)
II) Pre-reading
(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.
(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.
T: Last period, we have seen this picture, right? What’s it about?
S:
T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?
S:
T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?
S:
T: Let’s first compare the differences between them about “Rules for being polite”.
(Show two forms and explain them)
III) Reading
i) Fast reading.
Give students two questions to answer while they are reading fast:
1. What are the two spoons used for?
2. Do table manners change over time?
(Minutes later check the answers.)
ii) Learning new words.
Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.
iii) Careful reading.
(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:
1. How is the table laid?
2. What is the order of the dishes served at a Western dinner party?
There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.
(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.
(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.
(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..
i) Fast reading
T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?
S:
T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?
S:
T: Here are two questions on ppt. Read quickly and find out the answer.
(Three minutes later)
T: Have you finished?
S:
T: Thanks. You’ve done a good job.
ii) Learning new words
T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?
Ss:
T: It refers to “toast”.
(This job can be finished quickly)
iii) Careful reading
T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?
S:
T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?
S:
(Five minutes later)
T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!
(For a while )
T: Have you finished your job?
S:
T: Who’d like to show your work?
S:
(Show some of their works on blackboard)
T: OK, let’s see whose work is all right.
(Find out the mistakes in them and who wins)
T: Are you clear now about how to lay the table?
S:
T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?
S:
T: Ok, just look at the pictures!
(Show the pictures of explaining the right position)
IV) Post-reading
(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.
(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.
(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.
The teacher will point out some difficult words, like, fashion, advice, formal, etc..
T: Let’s come back to the textbook. What does the first paragraph tell us?
S:
T: Here are difficult sentences to learn.
(Analyze them)
T: Which paragraphs can be formed into one group?
S: Paragraph 2-5
T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”
S:
T: And what about the main idea of the last paragraph. Any volunteers?
S:
T: Good job. It tells us that “the order of dishes and good table manners during these courses”.
(Focus on some difficult words in the paragraph)
V) Homework
1. Word Study 2 on P40
2. Vocabulary 1 on P116.
3. Vocabulary 1 on P116.
VI) Design of the Blackboard
Lay the table Don’t bite more than you can chew
Para 1 drink to
Para 2-5 follow the fashion
Para 6 Behave
Reading (II) & Language Study
--Period Three
I. Teaching Aims and Demands.
(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage
(2) Learn the way words are changed into its opposite by adding prefixes
II. Key and Difficult points
1) Several long sentences which students may feel hard to understand
2) Grasp the four kinds of prefixes
III. Teaching Methods
Learning-practicing activity
IV. Teaching Aids
A computer and a ppt. courseware
V. Teaching Procedures
I) Reading.
The teacher explains some of the difficult or special expressions and sentences in the passage.
T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?
T: We now will continue to study this passage. Look at the sentences on ppt..
Show them on ppt.:
1. Knowing them will help you make a good impression.
leave impression on sb.
2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.
Having good table manners 动名词短语做主语.
3. The knife and fork that are closest to your plate …the ones beside them.
4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.
5. Dinner starts with a small dishes, which is often called a starter.
6. When drinking to someone’s health …
7. Table manners change over time. They follow the fashion of the day.
(Below is the explanation of these six sentences)
T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.
T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?
S:
T: It means in Chinese that: 在餐桌上，懂礼节意味着你知道如何使用刀叉，如何助酒以及如何在用餐时举止得当。
T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?
S:
T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。
T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,
(1)I’d like to go with you, but my hands are full.
(2) I’d like to go with you. However, my hands are full.
T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?
S:
T: “Which” refers to “a small dish”
The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.
T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?
S:
T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上，我们都为新郎新娘祝酒。
T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.
II) Practice.
i) Make a list of things on a Western dinner table and what is found on a Chinese one.
T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?
S:
T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?
S:
A Western dinner table A Chinese dinner table
a small plate;
a large plate;
a napkin;
a glass for red wine;
a glass for white wine;
a glass for water;
two pairs of forks and knives of different sizes;
a soup spoon;
a dessert spoon a bowl,
a Chinese spoon;
a small plate;
a pair of chopsticks;
a small china shelf to rest the chopsticks on;
a small tray with a damp cloth;
a small china cup for spirits;
a glass for beer or soft drinks
ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.
1. Use the knife with your right hand.
2. Put your napkin on your lap.
3. Start eating as soon as your food is served in front of you.
4. Ask for a second bowl of soup.
5. Use your finger when eating chicken.
6. Finish eating everything on your plate.
7. Talk loudly while eating.
8. Make other people drink more spirits than they can take.
Check the answers according to the passage. (P P I I P P I I)
iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.
T: First read the text quickly and fill in the blanks with the words in the top column.
(Minutes later, check them and explain the language points if necessary)
The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …
III) Word Study.
In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..
1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.
2. Then, every prefix would be explained with some examples.
3. Next, the class comes to the practice in word study.
4. Finally, it’s time to have an immediate exercise in workbook.
T: What’s in common of these two words? Unfold and impolite.
T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?
T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.
(Show a form of the prefix “-in” and its examples)
T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.
(With the following forms, examples of “-im”, “-in” and “-non”)
T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.
(Check the answers)
T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.
(Finish all the ten questions)
IV) Homework
Do exercise 3, P117 in your workbook.
V) Design of the Blackboard
限制性定语从句 wing
非限制性定语从句 spirits
fashion: 时尚潮流 unfold
入乡随俗 informal
mix 否定词缀
Grammar
--Period Four
I. Teaching Aims and Demands.
(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.
(2) Good manners around the world
II. Key and Difficult points
Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause
III. Teaching Methods
(1) Learning-practicing method
(2) Reading-acting method
IV. Teaching Aids
Multi-media courseware
V. Teaching Procedures
I) Checking exercise (translation)
In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.
T: first, we are to have our homework checked. Ok?
S:
T: who can tell me the sentence in English of question one.
S:
T: Excellent! And this sentence can be also translated in such a way:
“1 It was my fault that your new cell phone was stolen.” Then, the next one?
(Finish within seven minutes)
The answers for reference:
2 The old temple made a deep impression on me.
3 She has been fond of reading since childhood.
4 She had been an excellent gymnast before the accident, which disabled her.
5 More and more Westerners are becoming interested in Chinese culture.
II) Revision of the grammar in the past units (the Attributive Clause)
1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.
2) List the relative adverbs and make sentences with them
3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.
T: During the past weeks, we’ve learned the Attributive Clause, right?
S:
T: Here is an example. The city that he visited is very far away.
Which part of it is the Attributive Clause?
S:
T: And the Antecedent(先行词)? Where?
S:
T: The Relative Pronoun(关系代词)？
S：
T：How many kinds of Relative Pronoun have we learned? What are they?
Ss:
T: Yes. They are that, which, who, whom, whose.
S:
(Show another sentence)
T: In this sentence, we have a Relative Adverb in it, right?
S:
T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?
S:
III) Restrictive & Non-restrictive Attributive Clause
1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.
2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.
3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.
4) Give out notices for using the relative pronouns:
T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?
S:
(Do the job with all the class)
T: You can look at ppt. can find out any differences between the first one and the latter four?
S:
T: We can compare first two only. So, any differences?
S:
T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?
S:
T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:
①The man who came here yesterday has come again.
②He lives in the down town, which is only about an hour’s ride from here.
(expound it with them)
T: Besides, we should also pay attention to the notices:
1.引导非限制性定语从句的关系代词不可用that，指人时用who(主), whom(宾语), 指物时须用which.
2.先行词是all，much，little，something，anything，nothing等不定代词时，关系代词一般用that．
3．先行词是序数词、形容词最高级或the only，the very修饰时，关系代词常用that．
IV) Practicing
1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.
2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:
3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.
T: Shall we do some exercise to consolidate it?
S:
T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.
1 I finished reading the book which my father gave me for my birthday.
2 The car, which had been parked in front of our house for more than a week, was stolen.
3 Paula, whose husband lives in London, lives alone on the fourth floor.
4 My sister Ellen, whom you saw yesterday at the party, is a nurse.
(if time’s limited, four sentences only)
T: So, clear about the Restrictive and Non-restrictive Attributive Clause?
S:
T: Can you judge them: Restrictive or Non-restrictive one?
(The sentences are :)
1. The teacher told me that Tom was the only person that I could depend on.
2. His mother, who loves him very much, is strict with him.
3. China is a country which has a long history.
4. China, which was founded in 1949, is becoming more and more powerful.
T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.
T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?
S:
T: Good, we can fill in it with “whom”.
(Finish it one by one)
V) Integrating Skills (reading)
Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.
1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.
They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.
T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
(three minutes later)
T: Are you Ok? What are the answers. What are good manners about?
(ask one student to answer)
T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?
S:
(Continue to find out answers to the nest two)
T: Now, shall we do sth. interesting with information of this passage?
S:
T: Scan the passage to get the information about what do people in different countries do in the given situations:
1. When meeting people
2 When talking to people
3 In public, many north Europeans
4 When smoking, Indians
T: I’ll call some to act out the good manners in some place of the world.
(Two minutes)
T: Who knows “when meeting people, what will the Westerners do? And Americans?
S:
T: Right, would you come here to act it out for us?
(Through this activity, Ss have chances to act and remember them)
VI) Homework
1. Do exercise 1, P118 in exercise book.
2. Question 5-8, p41,
VII) Design of the blackboard
Childhood 非限制性定语从句
When= at which 人（主） who
Where= in which 人（宾） whom
Why= for which 物 which
That ( x)
Leave out
Say sth. nice
Speaking & Integrating Skills
--Period Five
I. Teaching Aims and Demands.
(1) Learn to apologize and express thanks and response to them using related expressions
(2) Train students’ imagination and creativity in situation performances
(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )
(4) Learn to write a thank-you letter
II. Key and Difficult points
(1) Use given expressions to express apologies properly (formal or informal) in a certain situation
(2) Grasp the format of a thank-you letter, especially the content of each paragraph
III. Teaching Methods
(1) Group work
(2) Role-playing
(3) Read and write
IV. Teaching Aids
A ppt. courseware
V. Teaching Procedures
I) Speaking
In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.
(1) Let students go over the texts of these three situations and imagine themselves are in it.
(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.
(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.
(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.
(5) Ask pairs to act out them.
T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?
S:
T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.
(Two minutes)
T: Do you understand what these texts say? Let me tell you.
(Explain the language points of this part)
T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.
(Show a dialogue of situation one on ppt)
T: So, who would like to have a try?
(One or two pair of Ss to act out the dialogues)
II) Talking
This part is on P116 in workbook. The teacher can choose only one situation.
(1)The teacher first explains the situation in Chinese what the topic is.
(2)Then let them have a discussion first to prepare for the Talking for about some minutes.
(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.
(4)Carry out the discussion
① The teacher asks one member of one party to present their opinion.
② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.
③ In this way, the tong war begins.
(The time should be controlled allowing the tasks of the period to be finished.)
T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?
(Three minutes)
T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?
(Have a debate)
III) Integrating skills (writing)
This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).
i) To know the thank-you letter
(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.
(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..
(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:
Paragraph 1: Give thanks to the people for what they did for us.
Paragraph 2: Tell the people something about ourselves and the things we’re doing now.
Paragraph 3: Ask the people for some details about themselves and what they are doing now.
Paragraph 4: Close the letter by repeating our thanks
This is the format for them to follow when writing a thank-letter.
ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.
In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.
At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.
T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..
1 For what does Amy express her gratitude to Sam and Jenny ?
2 What is Amy sending them with this letter?
3 How is Amy getting along with her studies now?
4 What does Amy ask for in the third paragraph?
(four minutes later)
T: Have you finished? Who can tell me answer to question one?
S:
(Check them one by one)
T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:
1 Give thanks to the people for what they did for us.
2 Tell the people something about ourselves and what we’re doing now.
3 Ask the people for some details about them and what they’re doing now.
4 Close the letter by repeating our thanks
T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?
S:
T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!
IV) Tips
The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.
T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看；“make jokes about sb.”-“拿某人当笑柄，取笑”.
(Then, the teacher goes over the tips with the class)
V) Homework
1 Choose one topic in exercise 2,p42, and write a Thank-you letter.
2 Summary(总结) what you’ve learned in this Unit.
VI) Design of the blackboard
introduce sb. to wish sb. all the best
Forgive me. I’m very sorry. keep in mind
I apologize for… formal stare at:
oops. Sorry about that informal make jokes about sb
篇3：高一(上)全套教案(人教版高一英语上册教案教学设计)
Unit 1
Teaching Aims：
1.Learn and master the following words and phrases
Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute
2.Important Ss’reading ability
3.Enable Ss to value the friendship between friends by learning the reading text
Teaching Important Points:
1.Important Ss’reading ability
2. Master the following phrases
Hunt for,make a fire,care about, on board
Teaching Difficult points:
How to make Ss understand the reading text better
Teaching Methods:
1.Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of the text
4. Careful reading to get the detailed information in the text
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Greetings and Revision
Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?
Step 2 Pre-reading
Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?
Step 3 Fast reading
First I’ll give five minutes to read the text and then summrize the main idea of each para.
Par. 1 : Chuck’s plane lands on a deserted island
Par.2: Chuck has to learn to how to survive on the island
Par.3: Chuck learns a lot about himself when he is alone on the island
Par.4 Chuck has made an unusual friend on the island
Step 4 Careful reading
Read the text again in three minutes and then answer the following questions and choose the best answer
Questions:
1.Does Chuck Noland always have time to get together with his friends?why?
2. Where does he land after the crash?
3. What things must he learn to survive?
4. What is the most difficult for him.
5.Who is Wilson?
6. What does Chuck learn about himself when he is alone on the island?
7. What does Chuck learn from his experience on the deserted island?
8. What can we learn from Chuck’s experience?
9.If you were alone on a deserted island,what would you do in order to survive?
10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.
Choose the best answer
1.Tom Hanks _____________ . C
A.is a successful businessman B. doesn’t have much free time
C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific
2．A deserted island __________ . C
A. has no post office on it B. lies in the middle of the Pacific Ocean
C. is an empty place where nobody lives D. is a plane crashes are most likely to happen
3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C
A. volleyball B. fresh water C. friendship D. enough food
4. After 5 years alone on the island , chuck would probably disagree that _______ . A
A. a good friend should never think about himself
B. people can make friends with some unusual things like animals
C. friends are the people who can share your happiness and sorrow
D. as a good friend ,you must give as much as you take
5. which can be learned from the last paragraph of the passage ? B
A. Everyone need an unusual friends
B. Friends can learn from each other
C. A friend in need is a friend indeed
D. Animals and things can make better friends than human beings
Step 5 Repeat the story according to the following.：
plane crashed deserted island make friends with（Key words: learn to realise the lesson from Chuck friendship an unusual friend）
Step 6 Language points
1. ① manager n. 经理,管理者,经营者
这家公司的经理 the manager of the company
manage v. 控制, 管理, 经营 (口语:应付得来,做得来
Manage a business 管理商务 I can’t manage it alone.我一个人办不来.
2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌
他于飞机失事中丧生 He was killed in an air crash
v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree
那架飞机坠毁了 The aircraft crashed
3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的
a deserted village/island 荒废的村庄/荒岛
4. develop v. 发展, 开发,(使)成长;(使)发育
植物由种子发育而成. eg.Plants develop from seeds
工农业飞速发展. Agriculture and industry develop very quickly
A developing country 发展中国家
A developed country 发达国家
With the development of 随着…….的发展
5.On the island,Chuck has to learn to survive all alone.
Alone与lonely的区别:
Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”
lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.
虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.
他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years
6.In order to survive, Chuck developed
In order to 引导表示目的的状语,意为”为了”
他早起为了赶第一班车 He got up early in order to catch the first bus.
Unit 2
Teaching Aims：
1.Learn the text “English around the world”
2. Get Ss to master the useful expressions in the text
3. Train ss to read the text with correct pronunciation and intonation
Teaching Important Points:
1. How to improve Ss’ ability to read an article
2. How to get Ss to masterr the useful expressions
Teaching Difficult points:
The use of some useful expressions
Teaching Methods:
1. Fast-reading to train Ss’ reading speed
2.Reading comprehension to help Ss grasp the main idea of the text
3. Preactise getting Ss to master what they’ve learned
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?
The sceneries were so beautiful
But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.
e.g. a. Meaning: bathroom b. Spelling: color & colour
c. Pronunciation: hot d. Words: fall & autumn
I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named
Step 2 Reading Comprehension
ⅠFast Reading
Read the text quickly and answer the following question, then summarize the main idea of each para.
Question: Are the differences greater in the written language or the spoken language?
Answer: The differences are greater in the spoken language.
the main idea of each para.
Para.1 English is spoken as mother tongue and as a second language
Para.2 Many people learn English as a foreign language
Para.3 Many people communicate in English every day
ⅡCareful Reading
Questions:
1. When did American become independent?
2. When did the language begin to change?
3. Which country did the British take “Typhoon” from?
Which country did the Americans take “Tornado” from?
4. Who wrote the first American dictionary?
5. What was his purpose?
6. What are the main three reasons for the differences?
Step 3 Practice
ⅠRead aloud the text
ⅡGo through the text and deal with some language points
1.come about: happen e.g. How did the accident come about?
2. at first e.g. At first she was afraid of water,but she soon learned to swim.
3. while e.g. Some people are rich while others are poor.
4. just as e.g. Just as you say, he is a honest boy.
5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.
6. except for e.g. You composition is good except for some spelling mistakes.
Ⅲ Answer the following questions by choosing the best answer.
1. America stopped being a part of England in _______. C
A 1707 B 1828 C 1776 D 1911
2. Which of the following statements is true? D
A After 1828 American English and British English stayed the same.
B After 1828 British English changed but British English stayed the same.
C After 1828 British English changed but American English stayed the same.
D After 1828 both British English and American English changed.
3. British English is different from American English because________. C
A British decided to change the spelling of many American words
B American English changed but British English stayed the same
C the Americans and British took different words from other languages
D America is a bigger country
4. Noah Webster was_______. D
A an American president B a Spanish farmmer C a British teacher D an American writer
5. Which of the following statements is true?D
A In the future both American English and British English will stay the same.
B In the future American English will change but British English will not.
C In the future British English will change but American English will not.
D In the future both British English and American English will change.
Step 4 Consolidation
Retell the text according to key words:
differences, come about, change, borrow, Noah Webster, spelling, pronunciation
Step 5 Homework
Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.
The Design of the Blackboard
American English & British English
ⅠDifferences Ⅱ Keywords
a.Meaning: bathroom differences
b. Spelling: color & colour come about
c. Pronunciation: hot change
d. Words: fall & autumn borrow
Noah Webster
spelling
pronunciation
Unit 3
Teaching Aims：
1. Learn and master the following words and expressions:
Adventure simply rafting equipment paddle get away from get close to
2. Train Ss’ reading ability
Teaching Important Points:
1.Improve Ss’ reading ability
2.Enable ss to understand the text better
3.Master the following phrases:
get away from get close to instead of be careful (not )to do sth
Teaching Difficult points:
Master sentence structures
1. Yet there are other reasons why people trave
2.It is done rives and streams where the waster moves quickly
Teaching Methods:
1.Discussion before reading to make Ss interested in travel and adventure travel
2. Fast reading to get a general idea of the text
3. Careful reading toanswerthe detailed questions in the text
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Discussion:
1.Do you like traveling? Why or why not?
2.Where would you most like to travel? Why?
3.What is adventure(冒险) travel?
Step 2 Reading
Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea
Para.1 adventure travel
Para2 Hiking
Para3 Rafting
Answer the following questions
1.Why do many people travel?
see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather
2.Why do people enjoy hiking?
…get close to nature and take exercise at the same time.
…is easy to do and doesn’t have to be very expensive.
The basic equipment you need for hiking is simple.
…anywhere you like.
3.Why do people enjoy rafting?
…exciting adventure?
…a good way to experience nature?
4.If you want a normal rafting, what should you do?
If you are looking for more excitement, …try whitewater rafting.
5.What should you think about if you want to go for a rafting?
…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…
You should also know how to swim.
…wear a life jacket.
HIKING
1).What is hiking?
2).Why is hiking a kind of adventure travel?
3).Where can you go hiking?
RAFTING
1).What is rafting?
2).Where is rafting done?
3).Why is rafting a kind of adventure travel?
Step 3 Careful reading
Read the text again and fill in the below form
Safety tips for hiking:
1.tell someone your destination 2.Bring some necessities
3.Watch out for possible dangers 4.Take some protectors
Benefits of hiking
1.Fun and exciting 2.Get close to nature 3.Take exercise
Safety tips for rafting
1.Learn some basic rafting skills 2.Know how to swim
3.Wear good and strong clothes 4.Wear a life jacket
Benefits of rafting
1.Give excitement 2.Experience nature 3.Take adventure
Compare hiking and rafting.
Similarities: Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
Difference:
Places: Hiking : In the mountains,in a forest,along a river,in a city
Rafting : On rivers and streams
Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Rafting: Boat,paddle,good clothes,lifejacket
Cost: Hiking : Inexpensive
Rafting: Somewhat expensive
Skills needed: Hiking: Good walking skills
Rafting :Good rafting and swimming skills
Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Rafting: Hitting rocks, trees,falling into water
Step 4 POST-READING
Choose the correct answers.
1 Adventure travellers want to ______ A
A experience fun and excitement B meet new friends
C try new kinds of food D visit famous sites or beautiful places
2 Hiking is a kind of adventure travel because ______ B
A it is not expensive B it is exciting
C you need a lot of equipment for it D you will often put yourself in danger
3 While hiking or rafting, it is important to think about ______D
A cost B excitement C fun D safety
4 Before you go to rafting, you do not have to _____ D
A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes
5 Which of the following is the most difficult? _____ C
A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting
Unit 4
Teaching Aims：
1.Improve Ss’ reading ability
2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”
3. Master some important words and expressions
Teaching Important Points:
Help ss to understand the passage better
Teaching Difficult points:
How to improve ss’reading ability
Teaching Methods:
1.Discussion to let Ss know something about natural disasters
2.Fast reading to get the general idea
3. Careful reading to help ss understand some detailed information
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Pre-reading
1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire
2.Have you ever experienced a natural disaster?
Can you describe what it was like and how you feel?
Step 2 Fast reading:
1.What were Flora’s first two feelings when she turned around and saw the water coming?
She felt surprised and wondered/frightened
2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood
Step 3 Careful reading
1.Jeff was waving his arms___________. D
A.to ask flora to look around B.to make Flora think twice
C.to make Flora t hear a loud noise D.to warn Flora of the advancing water
2.Put the following things in right order. B
a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.
c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.
f.Jeff seized Flora’s arm and told her to run.
g.Flora struggle in the water and managed to get on her feet
A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d
In the garden
Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow
Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /
Flora: struggle / get on her feet / hold hands / fought for life / pull…up
Feelings: surprised / wondering/frightened
On the way to the house
Flood: go down / great roar / flowed around their legs
Reaction: Jeff: shouted / ran to the steps / opened the hall door
Flora: couldn’t move/ran / got to the steps
Feelings: anxious / frightened
Inside the house
Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away
House: cracking noise /strange sounds/ moved / falling down
Tree: went down / cut down by water
Garden: completely destroyed/swept away
Reaction: Jeff: looked for the chimney
Flora: climbed the stairs / ran upstairs/ listened / started crying.
Feelings: scared / panic / anxious
Next to the chimney
Flood: house: noise/gone down/moved up and down
Chimney: stand like a tower
Reaction: Jeff: found the chimney / saved themselves
Flora:
Feelings: relieved
Step 4 Pairs work:
1.Find out the words and expressions that the writer used to describe the terrible flood.
She heard a loud noise,which……..
There she saw a wall of water……..
The next moment the first wave swept her…….
The water moved up like a sea.
Below,the water swept past the house……
A terrible noise went through the house.
2.Find out the words and expressions that the writer used to describe their struggle.
Step 5 Pro-reading
Work out what the underlined words refer to(指代）
1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.
2.There she saw a wall of water that was quickly advancing towards her. Behind her
3.She wanted to watch it. A wall of water that was advancing towards her.
4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.
5.For some moments both were silent. Jeff and Flora.
Step 6 Discussion
1.Who do you think is braver, Jeff or Flora? Why?
2. How can we rescue ourselves in a flood?
3. How will the disaster change
Jeff and Flora’s future life?
Step 7 Retell the story in your own words with your partner,
using the following words: First…… Next……. Then……. Finally……..
Unit 5
Teaching Aims：
1.Train Ss’reading ability
2.Learn the following words and phrases:
Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end
Teaching Important Points:
1.How to make Ss understand the reading text better
2.Learn and master the following phrases:
work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to
Teaching Difficult points:
1. The differences between the following pairs of words or phrases:
2.be afraid of doing sth / be afraid to do sth ,high/highly
Teaching Methods:
1.Fast reading to get a general idea of the text
2.Question-and-answer activity to get the detailed information in the text
3. Explanation
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Meryl Streep
1.When and where was Meryl Streep born?
2.How did he begin to act in plays?
3.When did she began to act in her first film?
4. What about his family?
Keanu Reeves
1.When and where was Keanu Reeves born?
2.Where did Keanu Reeves grow up?
3.What about the time when he was young?
4. What did make him famous?
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next?
Finally you found a job as … Later on…
What roles did you act? How long have you been working as…?
Four parts of the text
1.The first part (the first paragraph)
Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) –
He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Reading
Step 1 Lead-in
Do you know who is the director of the two film? Steven Spielberg
Talk about Spielberg.
Do you know the director ?
Do you know something about Spielberg?
Step 2 Read and fill in the chart.
Name Steven Spielberg
Age 57
Gender(性别) male
Year of birth 1946
Place of birth A small town in America
Name of his first film Firelight
Why are these years important for Spielberg?
1946--------- He was born in this year
1958--------- He made his first real film
1959--------- He won a prize for a short film
1962--------- He made a film called Firelight.
1975--------- He made a real blockbuster , Jaws
1982--------- He made another blockbuster, ET.
1993--------- He made the movie , Jurassic Park.
What are the movies about?
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan(1998) is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Step 3 Read the text again and then summarize the main idea of each part
Three parts:
Part 1. (1-2) Talking about Spielberg’s earlier works and his live.
Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.
Part 3. (7) Talking about Spielberg’s career and happy family.
Details for part 1
Childhood:
1946 born in a small town in American
1958 made his first real film
1959 won a prize for a short film
1962 Made his first film named FIRELIGHT
Youth Got a small job at a film and began his career
Details for part 2 & 3
Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)
Saving Private Ryan(1198)
Career: now is one of the top directors in the film industry
Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.
Step 4 Ask and answer
1.Why did Spielberg study English instead of film?
Because his grades were not enough to go to the Film Academy.
2.why were people who saw the film Jaws afraid to swim in the sea?
Because they are afraid of the big shark in the sea
3.How important is his family to Spielberg’s career.
Spielberg says that he owes much of his career to his family.
4.What was Spielberg’s dream?
When he was young , his dream was to go to the Film Academy.
5.What is his wife’s name? Cate Capshaw ,a famous actress
6.What have you learnt from reading about Spielberg?
Working hard and believing in your dream will make your dreams come true.
Step 5 Multiple-choice:
1. How old is Steven Spielberg? ( A )
A 57 B 12 C 16 D 49
2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )
A Because his family was too poor B Because he was too young to be accepted
C Because his grades were too poor D Because he hadn’t got enough experience
3. Which of the following are Steven’s war films? ( B )
A Fire&Jaws B Schindler’s List&Saving Private Ryan
C Jurassic Park&Schindler’s List D Jaws&Jurassic Park
4. This passage mainly tells about______ . ( A )
A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor
C Steven Spielberg’s successful films D Steven Spielberg’s family life
Not One Less
Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
Unit 6
Teaching Aims：
1.Learn some useful words and expressions
2.Train Ss’ reading ability
3. Get Ss to learn about table manners in western countries
Teaching Important Points:
1.Learn and master the folowing useful expressions:
Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much
2.Help Ss understand the passage better
Teaching Difficult points:
How to help Ss understand the passage exactly ,especially the following sentences;
Teaching Methods:
1.Discussion to compare table manners in China with that in western countries
2.Fast reading and careful reading to understand the passage exactly
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.
Read the text fast and silently, find the answer to the question,
“Which of the following can be found in the text?”
how to place those things./ how to lay the table
Chinese table manners
how some Chinese start eating
the order of dishes
how to cook western food
how to use a napkin
things to pay attention to at dinner table
Step 2 Fast reading
Read the text quickly and summarize the main idea of each part
Part1 (Para1) laying the table and good table manners
Part2 (Para2-5) the order of dishes and good table manners
Part3 (Para6) table manners changing over time and places
Step 3 Careful reading
Read Para.carefully and answer the questions.
1.what can be found on a Western dinner table? What about on a Chinese one?
Is laying the table for a dinner party in Western countries and in China the same?
2. How is the table laid in Western dinner party?
Things found on a Western dinner table
a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;
a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon
Things found on a Chinese dinner table
a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.
How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )
How to use the napkin at a western dinner party?
You can take your napkin , unfold it and put it on your lap when you sit down at the table .
Step 4 Read Para2-5 carefully and answer the questions.
1.Please number the follow dishes be served at a dinner party with the right order.
dessert 4 drinks 5 main course 3 starter 1 soup 2
What are good table manners ?
Pray and keep silent for a moment .Then say
“enjoy your meal”to each other and start eating .
Keep the knife in your right hand and the fork
in your left .
Never ask for a second bowl of soup.
Use your fingers when eating chicken or other birds.
Finish eating everything on your plate .
Speak quietly and smile a lot .
Raise your glasses and take only a sip.
Step 5 Read Para6 carefully and answer the questions.
1. What will you do if you are not sure what to do? You can always follow your hosts.
2. Why is it difficult for people to follow good table manners?
Table manners change over Time and places.
Competition
1)You eat with little noise and movement. ( )
2)Use the napkin to wipe the silver or china. ( F )
3)Wait until all dishes are served. ( F )
4)Try every kind of new dish and appear to enjoy it. (F )
5)Bread is taken by a fork. ( F )
6)A soup spoon should be left on the table. ( F )
7)Do not put much food in your mouth at a time. ( )
8)Try not to get your lips greasy when drinking. ( )
9)Do not drop any food on the table cloth. ( )
10)Do not make any noise when you eat. ( )
11)Talk when there is food in your mouth. ( F )
Step 6 Discussion
A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.
What will you do if you want to leave a good impression?
Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression
Step 7 Summary
1.How do you use forks and knives at the table in Western countries ?
We keep the knife in our right hands and the fork in our left.
2. What table manners does the text tell about ?
How to lay the table How to use forks and knives etc. How to behave to the table.
How to eat. How to toast and drink
Step 8 Useful Expressions:
pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地
2. make /leave a …impression on sb. 给某人留下……印象
3. be/sit at the table 坐在桌边 at table 在吃饭
be at table 正在吃饭 sit at table 入席,坐下吃饭
4. start with = begin with
5. drink to…=drink a toast to… 为……祝酒,为……干杯
drink (to) one’s health 为某人的健康干杯
e.g. Let’s drink to our friendship. We drank (to) each other’s health.
6. too much much too
e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.
Unit 7
Teaching Aims：
1. Master the following words and expressions:
Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true
2.Learn the following sentence patterns:
It is true that…
3. Improve Ss’reading ability
4. Enable ss to be aware of the significance of protecting cultural relics
Teaching Important Points:
How to improve ss’reading ability
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to help the Ss masterthe use of some useful words and expressions
3. How to enable the Ss to use the sentence patterns correctly.
Teaching Methods:
1. Discussion method to make the Ss understand what they’ve learned in class
2. Pair work or group work to get every student to take part in the teaching-and-learning activities
Teaching Aids:
1.a recoeder 2. the blackboard
Teaching Procedures:
Step 1 Study the title and guess
What is the difference between “A City of Heroes” and “Heroes of a City”?
“A City of Heroes” focuses on (着重；强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.
Step 2 Read the text fast and answer:
What makes the city very great?
A. the people of the city. B. the location(位置）of the city. C. the cultural relics of the city.
Step 3 Read the passage again, and find the topic of each paragraph.
Para1: the building of the city.
Para2: the destroying of the city.
Para3: the rebuilding of the city
Para4: the present situation of the city.
Step 4 True or false(P46 Ex.2)
1.The city of St Petersburg was rebuilt by Peter the Great. F
2. The Germans attack St Petersburg a hundred years ago. F
3.A portrait of Peter the Great was destroyed by Germans.
4.It was difficult for the people to rebuild the palaces.
5.Workers and painters used old photographs to help them rebuild the city.
6. St Petersburg will never be as beautiful as it was before. F
Step 5 Answer the following questions:
1.Who built the city? When and where ? Peter the Great Three hundred years ago
2. Who wanted to destroy the city? When? The Germans. In 1941.
3. What damage did they do to the city?
They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.
4. How long did the attack last? What did the people of the city do?
900 days They never gave up; they tried their best to protect the city
5. After the attack, what did the people of the city do? They rebuilt the city.
6. Was it very hard to finish the work? How did they do it?
Yes. They did it with the help of old paintings and photographs.
Step 6 Read the text carefully and answer the questions of each Paragraph
Paragraph 1
1.By whom was St Petersburg built? The Russian Czar, Peter the Great.
Where and when was St Petersburg built?
In 1703,St Petersburg was built on the banks of the Neva River.
Paragraph 2
Why has the city become an important part of Russian culture and history?
St Petersburg has been the centre of many important events in history. The events is the reason.
Paragraph 3
What is the paragraph about?
Rebuilding the great city was difficult, but the people of St Petersburg succeeded
Paragraph 4
The people of St Petersburg are heroes of the city, why?
Why is the city a city of heroes? (多选题）
A: the events. B: the people of the city C: Czar peter D: the building
Step 7 Summary
St Petersburg:: was builded over 300 years ago on the bank of Nave River
Builder: Peter the Great
Destroyer: the Germans
Protectors: the people of the city
The people of St Petersburg are the modern heroes of Russia.
Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city
3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.
the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left
3. St Petersburg was almost in ruins when they left.
the people of the city: 1. never gave in facing the attack by Germans for 900 days.
2. not gave up restoring the city and its cultural relics though it seemed impossible.
3. A lot of work was done on rebuilding the city and its culture though it was very difficul.
Unit 8
Teaching Aims：
1. Imporove the Ss’reading ability fast-reading and reading
2.Enable the Ss to master the new words and expressions , as well as the language points
3. Train the Ss to love and take an active part in the sports
Teaching Important Points:
1. How to improve the Ss’ reading ability
2.How to write a summary
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to use some useful words and expressions
Teaching Methods:
1.Discussion method to make the Ss understand what they’ve learned better
2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
What do the five rings stand for?” Europe Africa America Asia Oceania
1.What is the themes (主题）of the Olympic Games?
The themes of the Olympic Games is the international friendship and world peace.
2.Which team enters the main stadium first, and which team enters last?
The Greek team enters first and the team of the host country enters last.
3. Where is the torch lit? It is lit in Olympia, Greece
Step 2 Fast Reading
When and where were the first Olympic Games in modern times?
Step 4 True or False
1.Both the summer and winter Olympics are held every four years. T
2. The modern Olympic Games began around the year 776 BC.
3. In the old times both men and women were allowed to take part in the Olympics Games.
4. The 27th Olympics were held in Los Angeles.
5. In Barcelona the Chinese team won 16 medals.
6.The 28th Olympic Games will be held in Beijing.
7、The first modern Olympic Games happened in the year 383 AD.( )
8、The Olympic Games were born in Greece.( T )
9、The 24th Summer Olympics were held in Barcelona in Spain.( )
10、Horse-riding is one of the unusual sports in the Olympic Games.( T )
Step 5 Careful Reading
Both the Summer and Winter Olympics are held every four years.
Time City
1996 Atlanta
2000 Sydney, Australia
2002 (Winter Olympics) Salt Lake
2004 Athens
2008 Beijing
Step 6 Reading carefully and fill in the below form
Para2---4 Time Place Competitors Sports
the 1st old Olympics 776 BC Greece Olympia young men
women x (why?) (one item, one day)
the old Olympics running jumping wrestling….
393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)
the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items
the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-
riding,shooting)
Step 7 Read Para5 and Listen to the tape
The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族）with a strong body
is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”
Para 6: To hold the Olympic Games is a rich prize for a country.
Every country wants to be the sponsor(主办)of the Olympic Games. Why?
much richer ,stronger show national power(国力) famous
carry forward( 弘扬）the spirit of the Olympic Games
Step 8 Read the text again and Summary the main idea of each paragraph
What’s important Olympic events happened/will happen in the following years?
In 776BC: The ancient Olympic Games began
After about the year 393AD: the Olympic Games stopped.
In 1896: The first Olympic Games in modern times happened.
In 2000: The 27th Olympic Games was held in Sydney
In 2008: The 29th Olympic Games will will be held in Beijing
Summary the main idea of each paragraph
The 1st: The Olympic Games are held every four years.
The 2nd: Something about the old Olympic Games.
The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.
The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.
The 5th: Beijing will host and is making preparations for the 29th Olympic Games.
Step 9 Discussion:
The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?
Integrating skills
Fast reading:
Q1. What does Yao Ming do?
Q2. Why is he so famous?
Detail Reading:
Name : Yao Ming Sex : male Nationality: Chinese
Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m
Job: basketball player Position: centre Club: the Houston Rockets
His parents’ job: famous basketball players
His interest as a young boy: learn to play the world’s most popular games
Unit 9
Teaching Aims：
1. Train the Ss’reading ability
2.Learn and master the following words and phrases
Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
Teaching Important Points:
1.Learn and master the following phrases
throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
2.How to make the Ss understand the text better
Teaching Difficult points:
1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case
2.Understand the following sentences
(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency
(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones
Teaching Methods:
1.Discussion to arouse the Ss’interest in the text
2. Fast reading to let the Ss get the general idea of the text
3. Question-and-answer activity to let the Ss get the detailed information in the text
4. Making sentences to have the Ss master some language points
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
(Show a mobile phone to the students) Answer the following questions
1.Have you ever used a cell phone? Do any of your classmates have cell phones?
Step 2 Read the passage again ,and try to find the main idea of each paragraph
1.Wang Mei is an example of Chinese teenagers who have cell phones.
2.Cell phones can be used for many things.
3.Cell phones also cause problems
4.There are several reasons why teenager like cell phones
5.Wang Mei explains why she likes her cell phone and what she used if for.
Paragraph 1 Enjoy the life on the go
Paragraph 2 New functions are being added
Paragraph 3 Cellphones can not be used in school.
Paragraph 4 Several reasons why teenagers like cellphones.
Paragraph 5 We enjoy the life with cellphones.
The main idea
It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks
2.Cell phones can be used for many things.
For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.
Step 4 Answer the following questions:
1.What does the title “Life on the go” mean?
It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2. Why do some schools not let students use cellphones?
Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework
3. Why do teenagers like cellphones so much?
Safety and the cool factor; the desire to be liked by others.etc.
4.Wang Mei says that cellphones are the most useful? Why?
Step 5 Read the text once again, fill in the blanks below:
1. Tell us some functions of cellphones:
Talking to people
Sending messages and images(pictures)
Playing games
Taking photos
Listening to radios and music
Sending e-mail or surfing the Internet
Reminding you about appointments
(3G cellphone)talking to people face to face
2.Cellphones may cause problems,such as:
In school,cellphones may disturb lessons.
Students may spend too much time and money on phone calls.
3. Teenagers like cellphones because …
1. Cellphones help us stay in touch with friends and family.
2. They can call for help in case of an emergency.
3. They think the cellphone is a way to have fun and be cool.
Step 6 Read through the text and tell if the following statements are true or false:
Wang Mei will be back home 10 minutes later. T
We may talk to anyone who also has a cell phone in his pocket. T
Now cell phones can be used as cameras, but not to send email or surf the internet.
Some important days can be reminded about by the earliest cell phones.
Some students disobey the rules and using their phones in the classroom.
John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school
Wand Mei calls her best friend at least once a day. T
Unit 10
Teaching Aims：
1. Do some reading to improve the Ss’ reading ability
2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us
3.Learn some useful words and expressions
Teaching Important Points:
1. Improve the Ss’ reading ability
2.Master the use of some important words and expressions
Teaching Difficult points:
How to help the Ss improve their reading ability and help them to know the importance of environmental protection
Teaching Methods:
1. Fast reading and careful reading to get the general idea and detailed information of the passage
2. Discussion and explanation to help the students understand the passage better
3. Listening and reading to improve the Ss’ pronunciation
4．Pairwork and individual work to make every student work in class
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Listening
What kind of pollution is it? air pollution
What are the causes? Causes: cars, factories, burning coal and oil
What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.
water pollution
Causes: factories and drainage
Effect: Dead fish everywhere. We can not use and drink the water.
waste pollution
Causes: tourists
Effect: The world around us will be ugly, dirty. We will have a really bad environment.
Step 2 Scanning ( T or F )
1.Human beings always do as they say.
2.It’s late for us to take measures to keep animals and plants from dying out.
3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T
4.Planting a tree is a way to create more space for animals.T
5. We often take good care of ourselves and planet .
6.Since many living things have already died out,we must do something to protect other living things.T
7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T
8.Plants or animals don’t have to change when a new species comes.
Step 3 Intensive reading
1.Why do animals & plants become endangered?
2.What can we do to protect animals & plants that are being endangered?
Main reasons:
Destruction of human beings.
Introduction of a new species.
Overuse of a plant and over-hunt for animals.
Lack of food.
Pollution.
Main idea of the text.
It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.
Para 1. Many animals and plants have died out and some others are in danger
Para 2. Why do animals and plants become endangered?
Para.3. What can we do to keep animals and plants from being endangered?
Step 4 Listen to Para 1, answer questions:
1. Who is Steve Jones?
2. What does an environmental expert do?
3. Why should we take care of the planet and ourselves?
Listen to Para2, answer questions:
1. Can you explain what the habitat is like?
2. What will happen if the habitat is changed?
3. Why do some original species become endangered if a new species arrives?
Listen to Para 3, answer questions
1. What can we do to protect the animals and the environment?
2. Is it possible that people would be endangered?
Why do animals and plants become endangered?
Habitats are changed
New species arrive
Resources are overused
Animals are are over killed
Environment is polluted
1. Why is it important to make sure that animals do not die out?
If animals die out, our ecosystems will be destroyed and we human beings will die out, too
2.What can we do to help endangered animals?
We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.
Step 5 Choose the best answers
1.Steve Jones talks to the group ______. B
A. in a lecture hall of a university B. when he ‘s showing them around a park
C. In a zoo in Birmingham D. In a green park in London
2. The environment in which certain animals or plants are used to living is known as their ______. D
A. land B.species C. Park D. habitat
3. How many reasons does Steve Jones list to show how a species become endangered? A
A.3 B.2 C. 4 D.1
4. In what way nature seems to be cleverer than human beings? A
A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes
5. What does “reduce” means? C
A. we must reduce the amount of food we eat. B. we must smoke less.
C. we must throw away less rubbish. D. we must control the world’s population
6. Which of the following is a way of “respond”?B
A Reply when asked a question B Show others how to protect the environment.
C try not to use harmful things. D Repair things and use them longer.
7. Which can be used as another title for passage 1? C
A. a lecture on the Tour B. Steve Jones
C. The Green park on Birmingham D. Action speak louder than words
8. Which is the best title for passage 2? C
A. Ecosystems B.Air , water and Energy
C.Four ways to care about nature D.Reduce the amount rubbish
Step 6 Discussion:
Think of things you could do to protect the environment. Write a list like Jennifer
Unit 11
Teaching Aims：
1.Train the Ss’ reading ability
2.Improve the Ss’communicating ability
3. Let the Ss know about the different styles of music in the world
Teaching Important Points:
1.Learn and master the following words and phrases
On the radio,in common, combine,variety
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly
Teaching Difficult points:
How to help the Ss further understand the passage and finish the relevant tasks correctly
Teaching Methods:
1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better
2.Discussion to improve the Ss’ability to communicate with each other
Teaching Aids:
1. a recorder 2.the blackboard
Teaching Procedures:
Step 1 Skimming
What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.
Step 2 Read the passage quickly and answer the following questions
1.How many styles of music does the author write about ? What are they?
Six They are blues, jazz, rock, hip-hop, rap, Latin music
2.Why does the author write this passage?
Because he wants to introduce some of the exciting music styles from around the world.
Step 3 Fast reading
3.Who are the two stars of Latin music mentioned in the passage?
Santana and Ricky Martin.
Step 4 Scanning
Read the passage slowly to get some details and then do the following :
I True or False questions and correcting the error
1.( ) There are only a few styles of music in the world.
2.( ) Blues is a new style of music.
3. ( ) Hip-hop and rap are completely different from blues and rock.
4. ( T ) Santana is a well-known Latin music artist.
5. ( ) Rappers sing the words to their music.
6. ( T ) There are many Spanish-speaking people in both North and South America.
Step 5 Intensive reading
kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars
Blues African songs US A way for…
Jazz Blues music US
Rock Blues music US
Hip- hop US fast/slow, combine
Rap US speak/“rap”
Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin
Step 6 Choose the best answer
1. From Paragraph1 we can infer that___. A
A.There are many more kinds of music all over the world than we can hear on the radio or on TV.
B.There are not many kinds of music all over the world.
c.It is probable that few people like pop music.
D.Most of us probably have our favorite performers,stars or bands
2 .What is the most important characteristic of rap music?____ B
A.It combines other styles of music. B.The way it is sung is very special.
C.It can be fast or slow. D.It has something in common with blues and rock.
3.What do we know about Ricky Martin from the text?_______ D
A.He is popular in Spanish-speaking countries.
B.He is an American but speaks Spanish.
C.He is a rap singer.
D.He is not only well-known in Spanish-speaking countries but all over the world.
4.Where do you think Latin Music will be very much liked according to the text?______ B
A.Where there are many young people.
B.Where there are many Spanish-speaking people live.
C.Where there are many English-speaking people.
D.Where many Africans live.
5. Blues music comes from ________ . C
A. Latin America B. North America C. Africa D. Spain
6. The blues was brought to the US by _______ . B
A. African singers B. African artists C. African Musicians D. African slaves
7. The word “rap” in Paragraph 3 means “_______” . C
A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.
C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.
8. According to the passage, which of the following statements is true? D
A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.
B.Now blues is not popular in the US any more.
C.Hip - hop , rap and Latin music are very popular in the US.
D.Hip - hop and rap are completely the same as blues and rock.
9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B
A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture
Step 7 Post-reading
Listen to the tape and then have a discussion of the following questions:
1.Where does blues music come from?
Blues music came from Africa music that was brought to the United States by slaves.
2. What does the word “rap” mean?
To rap is to speak the words of a song along with the beat.
3. Why is Latin music so popular in the Us? Is it popular in China?
Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.
4. What have you learned from the passage?
Different styles of music make the world more colorful.
Step 8 Find out the topic sentence of each paragraph.
Paragraph1: There is a world of music out there.
Paragraph2 Blues music has a long history
Paragraph3: Today’s American music culture contains many different styles.
Paragraph4: Latin music has spread all over the world
Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.
Unit 12
Teaching Aims：
1.Train the Ss’reading ability
2. Learn and master the following phrases
In trouble, come across, fight against, succeed , share ,believe in
Teaching Important Points:
1. Let the Ss understand the text better
2. Tell the differences among the following phrases
Used to do/be used to do/ be used to doing
Teaching Difficult points:
1. Master the following sentence patterns
(1) make sb./sth +adj.
(2) It is +adj.+to do sth
2.Master sentence pattern
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the whole passage
2. Careful reading to find out the detailed information about the passage
3.Pair work or group work to make every student work in class
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Have you seen the film”Harry Potter”? Can you tell us something about the film?
Step 2 Fast reading
Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information
1 ( ) Harry Potter is a world-famous writer.
2 ( T ) Harry is a boy with a scar on his forehead.
3 ( ) Harry is very happy before he goes to Hogwarts.
4 ( ) Harry goes to an ordianry school.
5 ( T ) Harry learns a lot about the real world at Hogwarts.
6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.
Step 3 Read the text again and summary the main idea of each paragraph
Para.1 It is a world of magic and wonders, a world where anything can happen
Para.2 Harry seems like a normal boy , but his life is miserable
Para.3 Hogwarts is an unusual school
Para.4 Harry has to fight against bad wizards and do the right thing
Step 4 Find out the key word of each paragraph as fast as you can. (team match)
JK Rowling , the author of the book and her books
Harry Potter, the hero in the books
Hogwarts , the place where the story happens
Harry’s feeling , which readers share
Step 5 Answer the following questions
1.Why is Harry Potter’s life miserable before he goes to Hogwarts?
Because his parents are dead and the family which he is living with treats him badly.
2.What does Harry learn about himself at Hogwarts?
At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.
3.Why does Rowling use strange creatures in her books?
Rowling uses strange creatures in her books to add to the magic effect of the story.
篇4：高一英语说课全套(人教版高一英语说课)
高一上 Unit one good friends
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so. I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.
5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps: Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form
Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3.I can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two Reading
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel? What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
1.Why did the windows stay closed? 2.How did Anne feel?3.What do you think of Anne?
4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5.Which sentences attract you in the passage?
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ?
Step7.Assignment
Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task2.Ex2.3on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
Step 3. Learning about language
1. Finish Ex.1, 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision Check the Ss’ assignment.
Step 2. Reading Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up Ss say something about making friends and how to maintain friendship.
Step 2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you.
Step 5. assignment Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5.Assignment
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
Unit 3 Going Places（说课稿） 高一上
教学内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。
Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。
Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。
Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。
Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。
从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。
我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。
教学重点难点：
（一）重点
1． 本单元的生词、短语
2． 有关旅游的一些表达法
3． 掌握游记与来往书信的写法
4． 复习动词的用法以及现在进行时用于将来的表达法
（二）难点
1． 动词时态的综合运用
2． 语法操练与语言交际活动的有机结合
3． 一些开放性话题的实现
4． 课外查阅资料的能力培养
教学目标
1． 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2． 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4） 带领学生领略世界风光之美的同时，增强他们的环保意识
3． 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 开放式教学策略，如：brainstorm, role play, given situations 等活动
3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1）The students are to discuss the means of transportation
2）The students are to describe a place they know
3）The students are expected to know what an adventure travel is like
4） The students are supposed to take a virtual travel
5） The students are to write a travel diary/letter
6） The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。
*** 本单元的预习作业是：
1. Prepare for the dictation (words & expressions)
2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?
3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)
第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。
第一课时(Listening) 中心任务：The students are to discuss the means of transportation
warming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。
1． 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。
2． Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。
3． Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。
4． 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。
5． 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……
6． （图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。
7． 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！--乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……
我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车-BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路--原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。（因为varieties, fun, imaginative, curious, exciting）。
听的表现形式：学生与学生的对话；听录音；听老师的口头材料
8． 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。
第二课时(Speaking) 中心任务：The students are to describe a place they know
这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。
1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。
2 （图片）过渡到文中要介绍的A Time Machine(时光机器)--人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。
学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。
3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。
4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”
完成步骤：
1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。
2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作补充，即取长补短。
3）互相讨论并由对方记录所描述的内容。
4）口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力
尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。
5. Homework: 1.Read through the material on P98 in WB
2.To know what an adventure travel is
其实是两个软性作业，巩固今天刚学的，预习明天要学的。
Unit 3 Going places
Teaching aims and demands
Topics 1. Make a plan for a trip
2. Tip on trip
3. Design an eco-travel for the local tourism
4. Travel on holiday and write postcards
Function 1. Intentions and plans
Where would prefer going…? When are you going off to…?
How would you like to go to …? How are you going to…?
2. Wishes
Have a good trip. Have a nice/pleasant trip
Words
and
phrases consider means transportation board experience simply vacation nature basic equipment simple tip poisonous paddle stream
normal excitement adventurous handle similarity particular poison
separate combine task
get away from watch out protect…from see sb. off on the other hand
as well as
Grammar Present continuous tense
1. 描述或表达目前正在发生的事情或出现的情况。
Adventure travel is becoming more and more popular.
Look! He is waiting at the gate.
2. 描述或表达他人或自己的计划、打算。
Bob is coming with me to the airport.
How are you getting there?
How long are you staying in Xi’an.
Arrangements Period 1:Warming up and speaking
2/3:Reading
4:Language study and grammar
5:Integrating skills-Reading
6:writing and tips
Title
Period 1 Warming up and speaking
Teaching objectives
Students will learn about means of transportation.
Students will learn some useful sentence structures: Where would you prefer going…? In which year would you like to go?
Teaching
Keys and
Difficulties
The usage of some words, such as consider, means, transportation.
Sentence structure: No smoking.
Difficulties: the usage of “consider” and “prefer”.
Teaching
Procedure
Step 1 Warming up
I. Questions and answers:
1) Do you like traveling?
2) Which places have you traveled before?
3) Which means of transportation have you used when traveling?
4) What have you considered taking before traveling?
(passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit card, camera…)
II. Talk about the pictures
Are they doing anything wrong? Write down what wrong are they doing.
1) He is driving too fast.
2) He is littering. / He is throwing rubbish on the ground.
3) The man is smoking where he should not smoke. / The sign says the smoking is not allowed, but the man is smoking anyway.
4) The car is parked where no paring is allowed. / The is parked in a wrong place.
III. Work in pairs and report to the whole class.
How would you like to go to the places, by plane, by train, by air, by bus? Why?
Situation1: from Shanghai to London
Situation2: from Chongqing to Chengdu
Situation3: from Beijing to Guangzhou
Situation4: from Dalian to Qingdao
Teaching
Procedure
Step 2 Speaking
I. Talk freely about where to go with a time machine and give the reasons.
II. Try to make up a new dialogue with your partner, using the structure.
1) Where would you prefer going?
2) In which year would you like to go…?
3) I would like to travel to the year…/ to know….
III. Choose some pairs to act out.
Step 3 Homework
I. Have a discussion in group: How would you like to go to some places for holidays? Why?
II. Preview the words and expressions in the next period.
Evaluation
（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。
第三课时Reading（一） 中心任务： The students are expected to know what an adventure travel is like
1 Daily report
2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not?
--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)
学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺激；满足好奇心；探索奥秘等等；
教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。
3 （图表）填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。
4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。
5 设置开放性话题，深化阅读内容。先是讨论：
-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)
-Is the adventure travel worthwhile or not? Any example?
我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。
6 角色扮演（role-play），分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：
Suppose you are going to go rafting/hiking, make possible conversations.
Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )
Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)
Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking
Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)
这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。
7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的练习
2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100
第四课时Reading（二） 中心任务：The students are supposed to take a virtual travel l
上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料（配图）。
阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。
1 先是作Daily report，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。
2 （图片）看图预测阅读内容 教师展示四幅不同地方的地形地貌图，让学生描述：What place is it like? 并猜测：Where is it? 最后才被告知，这四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。
3 教师先问：Where would you like to go? 接着投票，四（图）选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条--与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人（担任secretary）记录讨论结果。讨论的话题是（板书）：
--Why do you go there?
--What is it like?
--What necessary things do you need to carry ? Why?
--What can you do there?
--What will be your challenging about your trip?
4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。
5 最后，教师提问，组与组之间交叉回答：What do you learn from their report?
班级评价：Which group is the best one?
应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
第二个阅读任务也结束。
Title
Period 2&3 Reading
Teaching objectives
Students will improve their reading skills (skimming and scanning)
Students will learn some useful sentence structure: There are reasons why… /Rafting is a good way to… /As with hiking…/Hiking is a great way to travel.
Teaching
Keys and
Difficulties
The usage of some words like experience, imagine, basic, equipment, watch out, get away from, poison, poisonous, normal, similarity.
Difficulties: the usage of words like reason, imagine , protect…from.
Teaching
Procedure
Step 1 Lead-in
I. Have a discussion with your partner:
1) Do you like traveling? Why or why not?
2) Where would you most like to travel? Why?
3) What do you think adventure is? Have you ever tried any adventure travels?
Step 2 Presentation
I. Talk about the pictures by using one sentence to describe them.
II. Ask the students if they know something about hiking and rafting.
Step 3 Reading
I. Fast reading
Question: What are some safety tips when you go hiking?
II. Careful reading
Try to fill the forms below:
1)
Why do people travel?
1. to see
2. to meet
3. to
4. o
5. to
6. to
7. to
2)
What can you tell about hiking from the passage?
1. the basic equipment
2. the places to travel
3. activities
Teaching
Procedure
3)
What can you tell about rafting from the passage?
1. the basic equipment
2. the places to travel
3. activities
III. Read aloud the text
IV. Retell the text according to the chart.
V. Go through the text and deal with some language points.
Step 4 Post-reading
I. Do multiple choice on Page 18
II. Fill in the chart and compare hiking and rafting.
Step 5 Consolidation
Put the following into English:
1) 冒险行为正变得越来越流行。
Adventure travel is becoming more and more popular.
2) 散步是锻炼身体的一种好的方式。
Walking is a good way to take exercise.
3) 接近自然
get close to nature
4) 提防危险
watch out for dangers
5) 保护自己免受太阳照射
protect oneself from the sun
6) 小心别碰在岩石上
be careful not to hit rocks
Step 6 Practise
Finish Part 1 in vocabulary on Page 99.
Step 7 Homework
I. Review the text.
II. Preview the part of grammar.
Evaluation
(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：make notes, complete sentences, fill in the form等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。
第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter
1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调；再分角色（Jane 和Betty）朗读文章; 接下去分组讨论不同的任务。
Group A: Try to find out the expressions of good wishes. Can you add more?
Group B: Try to find out all the sentences with verb tenses
Group C: Find out how many sentences with the present continuous tenses
Group D: Try to explain and conclude the use of the present continuous tenses
2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单元的多种时态混用与现在进行时表将来的用法），教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：
--What are you doing?(现在进行表某动作正在进行)
--What are you doing tonight?(现在进行表将来)
重要的是在语境中的反复运用，在用中学。
3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。
4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：
You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.
Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves）
显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子 -- 学习了日记的书写。
5文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。
6挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。
7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。
第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report
前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。
1 Daily report 我框定的范围是想象Sue 在讲述（也可与人对话形式）旅游中发现的一些不文明现象。由此引入课文。
2 做warming-up部分的练习1：作picture-talking, 看图完成句子，说出人们的不文明行为。
3 转入Integrating skills提供的关于eco-travel 的阅读，先是完成eco-travel 这一概念的理解。
1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism?在此提供两个词汇（Hints: ecology 生态学 ecologist生态学家）帮助学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)
2) 再细读（careful-reading），通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel?
4 换位思考（role play），让学生从另一角度去熟悉课文材料。
Suppose:
A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain
B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .
到此，学生应该已经很熟悉文中的材料，为下文的further discussion与课题（project）的完成埋下伏笔
5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：
1） 某旅游区现状如何
2） 目前存在的问题
3） 提出一些建设性的意见
这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告（leaflet）（如图）。
这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。
教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表
Assessment of Oral Presentations
Speech Value Scores
Volume 2
Pronunciation 3
Intonation 2
Fluency 2
Eye contact 2
Interesting 2
Main plots 5
Other aids 1
Timing 1
Total 20
单元结束将设一个单元自查测试，检查学生对知识的掌握程度。
Title
Period 4 Language study
Teaching objectives
Students will learn how to express wishes. Have a good/nice trip.
Students will learn the grammar: the present continuous tense for future action.
Teaching
Keys and
Difficulties
Sentence Structure: When are you going off to…?
Grammar: the present continuous tense for future action.
Teaching
Procedure
Step 1 Revision
Make up sentences with the following words or expressions:
get away from, instead of, get close to, at the same time, watch out for, protect…from…
Step 2 Word study
Match the words and phrases with the right expressions.
Step 3 Grammar
I. Read aloud the dialogue.
II. Underline all the verbs that express “future ”
III. Talk about the grammar: the present continuous tense for future action.
IV. Go through the dialogue and deal with some points.
Step 4 Consolidation
Revise the tense of the verb by doing Part 2.
Step 5 Practise
Finish Part 2 in vocabulary on Page99.
Step 6 Homework
I. Talk about your travel experience.
II. Preview the words and expressions in the next period.
Evaluation
Title
Period 5 Integrating skills
Teaching objectives
Students will read and understand eco-travel
Students will produce their plan for travel
Teaching
Keys and
Difficulties
The usage of “so that” and “as well as”
by + doing
Unit 4 Unforgettable experiences
学习目标和要求
1． 学习和掌握以下单词和习惯用语
1) 单词
seismograph; Howard; king; King Tut; Hank Stram; Anna; Kathy; receptionist; Hilton; disaster; finally; rescue; Flora; roar; mass; advance; upon; seize; swallow; drag; struggle; fight; flow; shake; stair; crack; tower; national; deadline; fear; opportunity; Kevin; article; publish; Buddha; agent; toothbrush; book; temple; touch; naughty; note;
2)习惯用语
on fire; pull sb. up; get on one’s feet; travel agent;
2.功能意念项目
学会用英语谈论过去的经历（包括人、物及事件等等）。
3．语法
1）复习定语从句，学会使用关系代词who, whom, whose, which and that 的用法。
2）复习形容词和副词的用法。
4．语言运用
运用所学语言，围绕难忘的经历这一题材，完成教科书和练习册中所规定的听、说、写的任务；阅读课文“Unforgettable experience”, 确切理解并完成有关课文内容和练习；并练习写一篇有关难忘的经历为题材的文章。
Lesson plan presentation
SEFC B1A Unit 4 Period1
Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.
1. The theoretical basis
First, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.
2. Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.
The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.
The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.
And now, I’d like to interpret my teaching objectives.
I) Knowledge objectives
Ss should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.
II) Ability objectives
Students should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.
III) Moral objectives
This unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.
3. Teaching methods and studying ways
As for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”.
I’ll use a tape recorder and slides as my teaching aids.
4.teaching procedure
Here is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.
Step (1) greeting and warming up (5 minutes)
The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.
Step (2) pre-listening (3 minutes)
I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.
Step (3) listening (15 minutes)
Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes.
Step (4) speaking (20minutes)
The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.
The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.
Step (5) summary and homework (2 minutes)
In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.
And below is the homework:
(1) Do the exercises in P104 and exercises 1&2 in P105
(2) Preview the next lesson
(3) Tell one of your past experiences in English by yourself.
5. Blackboard work
On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework.
Answers to listening part: suggested answers to speaking part homework
(1) 5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted)
(2) To his daughter’s school (2) the little boy whose eyes are blue is holding a dog
(3) The cars in front started to move from side to side (3) the old man whose house is on fire is shouting for help
(4) He had been along a high road on his way to school
(5) He was going to fetch his daughter from her school
高一上 Unit 5 the Silver Screen
一、教学内容分析
(一)、知识背景及新课程、新教材
本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）、教学重点难点
1. 语言知识重点与难点
（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句
（2）与影视相关的词汇
（3）有关发表个人观点的句型、结构
2. 综合知识重点与难点
（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
（3）.对影视界名人及电影的评价（comments）如何写影评（review）。
二、教学目标
（一）.知识技能
1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。
2. 学习掌握一些有关影视的词汇：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些课文中涉及的词汇：
如：graduate, attack, creature, owe…to…, take off等。
3. 学习掌握一些用于讨论、评价电影的结构句式：
如：What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。
（二）. 情感态度
1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。
2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。
4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）.学习策略
1. 认知策略
能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。
2. 调控策略
利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。
3. 交际策略
充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。
4. 资源策略
通过了解影视知识，获得更广泛的英语信息，拓展所学知识。
（四）.文化意识
1. 了解英语国家影视界艺术家的成长经历、成就和贡献。
2. 通过学习，了解世界著名影视文化，培养世界意识。
3. 通过中外影视文化对比，加深对中国影视文化的理解。
三、教学步骤
(一) Warming up
这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。
2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。
3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。
（二）listening
本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活动形式：
1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。
2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。
3． 班级活动：完成听力练习
（三）Speaking
本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提
高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对
演员的职业有所了解并增加学习趣味。
Task: To interview famous actors and directors in different ways.
活动形式：
1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.
1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。
2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。
Birth (time/place)
schooling
Beginning of the acting career
films
family
3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。
4． 师生互动：教师可引导学生讨论下列问题：
1） Why are they so popular and successful?
2） What is needed to be an actor/actress?
3） Would you like to be an actor/actress one day? Why(not)?
6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。
(四) Word Study(提前)：
本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。
教学形式：
师生互动
在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。
（五）Pre-reading
此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制
作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活动形式
1．师生互动：教师提问If you want to make a film, who do you
need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等
2．小组活动：
1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。
2）根据所选的各种角色交叉分组，发挥各自的作用。
Think of one scene you are quite familiar with and act it out.
a. What would the scene be like and what happens in it?
b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out
（六）reading
本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
活动形式：
1．小组活动
分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。
2．个人活动
快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信
息，并核对与自己猜想是否相符。
3．个人活动
阅读并查找有关Spielberg的信息：
1） When and where was he born?
2） When did he start making films?
3） What did he use to make films at first? and later?
4） What was his dream?
5） What did he study?
6） When and with what did his career take off?
7） What does Spielberg owe his success to?
（七） Post-reading
该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。
（八）Language study
这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.
活动步骤：
1． 师生互动：教师提一些问题如What Chinese directors do you know?
What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。
如Zhang Yimou is the famous director who successfully directed the film Hero.
2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.
3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：
北京申奥成功图 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.
4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。
（九）Integrating Skills
该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.
1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。
2． 个人活动：阅读Not One Less ；回答问题，填写信息表。
3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。
4．个人活动：Survey--Your favorite director and his film in china
5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...
6．个人活动：模仿前面所学，写一篇影评 My Favorite Film
7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。
8．班级活动：推荐一名学生在班上交流所写影评。
高一英语(上) UNIT 5 Integrating Skills “Not One Less” 说课稿
一．教材分析
我授课的内容属于人教版高一英语(上)第五单元，是这一单元的第五课时。本单元围绕影视这一主题开展听、说、读、写多种教学活动，涉及“电影明星”、“著名导演”、“介绍热门电影”、“初学写影评”等。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性的教学主题。
正如新课标中所提：学习中外影视文化有利于“拓展学生的文化视野，提高他们的中外文化修养。”同时本单元的教学对教师本身的影视广阔的知识面及文化修养等方面有非常高的要求，体现了师生共同更新知识结构、适应现代社会发展对英语课程要求的“与时俱进”的理念和思想。
二．了解学生
1．在学完阅读部分的传记体文章后，要求学生课外搜集张艺谋个人信息，作为这节课的每日报告。
2．学生刚从初中升入中专一年级，口头表达能力不强，知识面不够广泛，因此要多鼓励他们用英语大胆地说，大胆地写出自己的观点。
三．教学目标
由于这一节课的主要任务是在阅读的基础上写一篇影评，因此我确立了以下几点教学目标：
知识技能方面
1．学习掌握一些用于讨论、评价电影的结构句式。
What is the film about?
Does the film have a happy ending?
How do you feel about the film?
The film … is about …
I like /don’t like this film because …
2．提高学生语言听、说、读、写能力以及写影评的综合语言运用能力。
情感意识方面
3．通过小组活动，指导学生积极于人合作，积极与人交流，培养他们的团队合作精神。
4．通过学习影片，增强学生的爱心与同情心，培养学生关心他人，关心教育，关心社会的意识，引导他们珍惜时间，珍惜生活
这节课的教学重点是训练学生的写作能力，学会写影评，对影视界名人及电影发表自己的观点。
这堂课的教学难点在于通过学习，提高学生的听说读写综合能力。
四．教学方法
1．任务型教学法
这篇文章内容易懂，我设计了一些任务，通过感知、体验、参与和合作等活动方式，使学生的主体地位得到充分体现。例如，要求学生阅读文章，填写信息表。
2．多媒体教学法
这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.
3. 问答式教学法
学生通读全文填写表格后,采用问答教学,让学生抓住文章主要内容,同时训练他们的口语.
五. 教学步骤
1 每日报告
根据课前布置任务，要求学生课外搜集有关张艺谋个人信息，填写表格，在本节课上介绍。
2 新课导入
结合每日报告，引出所学课文。了解学生对这部影片的熟悉程度，设置如下问题：
What’s his recent film? (展示新片<<十面埋伏>>图片)
Have you seen “Not One Less”? (展示<<一个也不能少>>图片)
What’s it about?
形成师生互动，训练学生说的能力，为下面阅读作铺垫。
3 阅读部分
第一步，听磁带，回答问题
要求学生合上课本听磁带，然后回答：
What are the main characters in the film? (展示两张图片)
目的：让学生了解课文大致意思，同时进行听力训练。
第二步，阅读课文，填写课后表格并展开讨论。
Title: Director:
What’s the film about?
Does the film have a happy ending? How?
What do you think about the story of the film?
How do you feel about the ending of the film? Why?
通过填写表格，让学生抓住文章的主要内容，鼓励学生用英语大胆地讨论,发表个人观点.
第三步：对课文的语法难点进行必要的讲解.
1.take sb’s place/take the place of sb(sth.) 代替,取代
2. keep sb./sth. +adj./prep. phrase
3.can/could/be able to afford + to do
4.appear live on the air
4 写作部分
1. 请学生分析课文结构，引导出写影评的一般方法.
这一教学任务采用启发式教学,让学生自己总结出写影评方法,最后老师作总结.这样可以提高学生的学习主动性,充分发挥学生的主体性.
How to make comments on a film(怎样写影评):
1.Tell the story in your own words.
2.Make comments on different things about the film, for example:
How do you feel about the film?
Are the actors/actresses very good or not?
What do you think of the ending of the film?
3.Give your opinion about the whole of the film.
2. 小组活动：讨论关于你所喜爱的电影及你对这一影片的看法。
我认为要学会写,首先要学会说.因此我设计了这一活动,让学生把这节课所学的运用到实际问题中去.
3. 最后布置任务：写一篇影评，题目是“My Favorite Film”。
六 板书设计
UNIT 5 Integrating Skills
Not One Less
Language points:
1.take sb’s place
take the place of sb (sth)
2. keep sb./sth. +adj./prep. phrase
3.can/could/be able to afford + to do
4.appear live on the air
How to make comments on a film:
1.Tell the story in your own words.
2.Make comments on different things about the film, for example:
How do you feel about the film?
What is the film about?
Are the actors/actresses very good or not?
What do you think of the ending of the film?
Does the film have a happy ending?
I like /don’t like this film because …
3.Give your opinion about the whole of the film.
Writing: My Favorite Film
四、教学评价
根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。
形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。
形成性评价的思考
学生自评→反思过程
1.评价途径 生生互评
篇5：八年级上册英语单词表Unit3(人教版)
八年级上册英语单词表Unit3(人教版)
Unit3 Im more outgoing than my sister. outgoing [aʊtɡəʊɪŋ] adj.外向的
better [betə(r)] adj.更好的;较好的 adv.更好地
loudly [laʊdli] adv.大声地;高声地;花俏地
quietly [kwaɪətli] adv.安静地;悄悄地;平静地
hard-working [hɑːdwɜːkɪŋ] adj.勤勉的;努力工作的 competition [ˌkɒmpətɪʃn] n.竞争;比赛
fantastic [fæntæstɪk] adj.极好的;了不起的
which adj.哪一个;哪一些pron.哪一个;哪些
clearly [klɪəli] adv.清楚地;显然地
win [wɪn] v.赢;赢得;获胜;获得n.胜利
though conj.虽然;尽管;adv.不过
care about关心
talented [tæləntɪd] adj.有才能的;有天赋的
truly [truːli] adv.真实地;真诚地;正确地
care [keə(r)] v.关心;担忧;照顾;在乎
serious [sɪəriəs] adj.严肃的;严重的;庄重的
mirror [mɪrə(r)] n.镜子;反映
necessary [nesəsəri] adj.必要的;必然的
both [bəʊθ] adj.两者都pron.两者
should [ʃəd] aux.应该;可能;应当;将要
touch [tʌtʃ] vt.触摸;感动
reach [riːtʃ] v.到达;伸出;达成;取得联系;延伸;(伸手)去够 heart [hɑːt] n.心脏;内心
fact [fækt] n.事实;真相;实际
break [breɪk] v.打碎;折断;违背;解决;中断
laugh [lɑːf] v.发笑;笑;嘲笑 n.笑声;笑;笑料
similar [sɪmələ(r)] adj.类似的
share [ʃeə(r)] vt.分享，共享;分配;共有
loud [laʊd] adj.大声的;adv.大声地;响亮地
primary [praɪməri] adj.最初的，最早的
be different from和...不同
information [ˌɪnfəmeɪʃn] n.信息;情报;资料;通知 as long as只要
bring out拿出;推出
the same as与...同样的
in fact事实上;实际上;确切地说
be similar to类似于;与...相似
篇6：四年级英语上册全册教案人教版
四年级英语上册全册教案人教版1
一、说教材
(一)分析本课内容在教材中的地位和作用。
本课是第四单元中的第六课，本单元中，Jenny 、Danny和同学们表述了他们的个人喜好，而本课中Jenny 、Danny等人介绍了他们最喜爱的学校功课，也对“My Favourite……”句型结构加深了理解，具有承上启下的作用。再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义
(二)本节课的教学目标、重、难点
在“知识目标”中，通过教学让学生掌握本课的词汇运用;“能力目标”方面：指导学生在任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力;“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。本课教学重点是：My favourite school work is to ……难点在于把所学知识运用到实际谈话中去。 为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、游戏法以循序渐进的方式来进行教学。
二、说教法
为了顺利完成以上的教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用讲读、直观演示、交际、愉快教学相结合的方法;“兴趣是的老师”，小学阶段英语语法相对较少，而更注重趣味教学，在课堂教学中，适当地结合愉快教学，能激发学生学习英语的兴趣。教学不是简单的知识传授，为了不使学习感到枯燥无味，我采用多种教学手段，如多媒体电化教学，比较形象、直观，在教学过程中启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力
三、说学法
教法的选择固然重要，但学法也是必不可少的，我们都知道，教学的主要任务不是积累知识，而是发展思维。教师在传授知识的同时，更主要是的教会学生方法，发展能力，通过思考，将有关知识重新提炼总结，鉴于本课句型特点及学生现有的知识水平，我准备引导学生采用听、看、读、想、说的方法来学习本课，通过听、看，达到有所思，有所得，能说出问题的关键，帮助学生掌握学习重点，多表扬，勤鼓励，便不同层次的学生都有学习教育积极性，在知识上均有所提高。
四、说教学过程及设计意图
合理安排教学程序是教学成功的关键之一。针对学生的认识情况和本课教材特点，从任务型教学入手，我分四个活动进行教学设计：
活动一：激趣导入
在教学的开始我以“哑剧”表演导入课堂，运用肢体语言进行师生互动活动引出与本课有关的话题，如：play basketball 、sing songs 、draw pictures、do my homework等学校相关的功课，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。
活动二：新旧衔接，感受知识的形成
认为要充分挖掘教材的内涵，从学生已有的知识经验进行迁移，培养他们迁移类推的能力。在这里我让学生表述自己喜欢的学校功课如：I like to ……，又通过游戏自然引出本节课的重点句型“My favourite school work is to……”这里我以充分相信学生为宗旨，以任务型教学为主线，把任务明确的交给学生，让他们感受到自己的能力，无论他们成功与否，这都是对他们的一次锻炼。我带来了一段教学录象请大家看一下(视频剪辑1)至此活动得到进一步升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。同时激起学生的求知心和参与的，使他们感受到成功的乐趣，体会到英语的魅力，而这一过程正是培养学生的语言能力形成的过程。
活动三：生生的互动探讨与听力能力的反馈
采用任务型教学途径，借助多媒体课件辅助教学，让学生听音做事。在活动之前，我给出学生明确的任务找出：What is Danny's favourite school work ? ,学生带着任务去听，更能使他们进一步对声音语言进行体会、感受，这就是本课的重点突破环节。
此后，我又以学生喜闻乐见的卡通人物“蜡笔小心”为切入点，进行知识的拓展迁移。我再次通过任务型教学途径，分小组。结合循序渐法进行活动：先让“小心”和孩子们进行零距离对话，然后迁移到师生对话，最后过渡到生生互动讨论编排对话。大家再来看一下我的教学录象片段(视频剪辑2)这里学生在讨论、交际互动的过程中，使其口语交际能力提高到一个新的高度，激起学生的交际，让学生体验到成就感和合作精神，从而突破本课的难点。
活动四：结尾设悬，培养学生写的输出
课堂最后，我又设悬念，让学生找出课桌中藏有什么，当学生兴高采烈地找到卡片时，我趁机进行写的渗透，让他们把所学知识运用到实际，这里我也带来了一个小片段(视频剪辑3)。到此为止，学生完整地感受了任务型教学的过程、方法和本节课学习的最终目的。
以上的教学过程我注重学生的兴趣，贯穿“快乐教学”为指导思想，给学生足够的时间，让他们有机会展示;给学生热情的鼓励，让他们体验成功的乐趣。我相信当学生真正拥有了学习的，“要我学”就成了“我要学”;当学生掌握了学习的方法，就真正成为了学习的主人。
四年级英语上册全册教案人教版2
说教材
1.教材内容
本课时的教材内容是一篇对话，让学生围绕着Ben和Ben's father对动物园里三只猴子的讨论，进一步掌握高度、长度以及形容词比较级的用法。
2.教材的地位
本课时教材是在学习了形容词的比较级以后，为了提高学生对比较级的阅读能力而设计的，可以说有些句型对于前两个课时是一个阶梯式的提高。
说目标
1.教学目标
根据教材的内容和《英语课程标准》要求，我确定了以下教学目标。
【知识目标】能够听、说 、认读Let's read 中的三会单词和句型并完成填充句子的练习;特别要能看懂、会朗读句子：I think the little monkey is only 40 cm tall.。The monkey is shorter but you are funnier.能够完成Pair work部分的绘图并描述朋友的活动。
【能力目标】 学会用形容词的比较级来谈论自己朋友及其他人或事物，如I'm taller than you,but you are stronger than me.学会用英文的长度单位来描述人 、物的身高和长度，并能根据所给数据，对两种事物进行比较。
【情感目标】 培养学生在观察和测量中使用英语的习惯，引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命，在阅读中培养学生的团结合作意识。
2. 教学重难点
本课时的教学重点是使学生能够充分理解、正确朗读对话;教学难点是学生能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.
说教法
1.教法设计
小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点，根据学生的认知规律，本课采用以下教学法-----让学生通过思考、调查、讨论、交流和合作等方式学习和使用英语，完成学习任务;游戏教学法---通过游戏引导学生完成本课学习任务。
2. 学法指导
在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语综合语言运用能力，主动思维，大胆实践，形成自主学习的能力。
3.教学手段
根据本课教材的特点，我除了采用常规的教学手段外，同时采用了现代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，提高课堂教学效率。
说设计
1. 导入设计
(1)Let's chant.
在热身时让学生一起说唱本单元Main Scene中的chant.让学生进入到学习英语的氛围中。
(2)Listen and do.
Touch your head / nose / …教师发指令，学生做动作。
2. 新课呈现
(1) 呈现猴子图片，初步接触知识。
教师在发指令时，加入 Touch your tail.当学生觉得茫然时，老师趁机出示课件(一只猴子)Look,We have no tails,but the monkey has.Look at the monkey,How long is the tail?在课件上呈现数据38cm.学生回答：Its tail is 38cm long.根据教材内容教师提问：How tall is the monkey?学生：It's 40cm tall.老师自己引出only一词，注意这个词的发音。
多媒体再出示两只猴子的图片，一只，一只棕色，让学生加以比较。教师问：Which monkey do you like?The yellow one or the brown one?
【设计思路】 学生在回答这些问题时，也同时在复习前两课时所学内容，起到知识循环的作用。
(2) 猜一猜游戏：它们有多高?
让学生猜一猜这两只猴子的身高。注意提示学生用上I think…这一句型，表示自己的猜测。在这里也可安排一个竞赛，看谁能猜中正确数据，教师让一些学生猜后出示数据。
【设计思路】 学生对有悬念的东西都特别感兴趣，在此不仅练习了两位数的读法，又满足了学生的好胜心理。
(3) 学习younger、taller、funnier.
画面上同时出现上述三只猴子，让学生比较Which one is older?Which one is younger?Which one is taller?Which one is funn -
ier?在此特别注意funnier的发音，可在屏幕上同时出现funny/funnier,happy/happier.
(4)任务阅读
经过以上过程，已基本解决了短文中的难点。这时，就可让学生小组合作阅读课文中的对话，教师用课件出示一些判断题，让学生带着任务阅读。判断题如下：
①There are three monkeys. Two are big,one is small.
②The yellow monkey is taller than the brown one.
③The yellow monkey is stronger than the brown one.
④The little monkey is 38cm tall.
⑤The little monkey is younger.
⑥The yellow monkey is about 150cm tall.
⑦The brown monkey's tail is 40cm tall.
⑧Ben is taller than the little monkey.
⑨Ben is funnier than the monkey.
如果学生可以判断以上句子，就说明他们读懂了这篇阅读材料。
【设计思路】阅读最主要的目的是让学生看懂短文主要内容，通过上述判断题，可了解学生的掌握程度。
(5)完成课文中的填空并校对。
(6)学生听录音跟读，模仿录音中的语音语调。
3.操练巩固
请学生合作表演课文中的对话，课件出示情景和提示。这里也可进行分层次教学：有些学生擅长表演但语音语调在这节课上还没完全掌握，这里就可以请那些擅长表演的学生脱开课文表演，一部分学生可以与他人合作进行配音。
【设计思路】 采用这个方式，可以照顾到程度不同的学生，参与面更广。
本课时的阅读材料是动物间的比较，接下来我们要进行人物间的比较，让学生能更好地运用比较词和人称代词。这里可以采用游戏法和交际法。教师在屏幕上依次出现下列几组学生熟悉的人物：小丸子和蜡笔小新：王楠和张怡宁：贝克汉姆和欧文：樱木花道和流川枫。首先可以让学生猜一猜How old is he/she? How tall is he/she?Who is stronger/taller?Who is older/younger?等。在这一块内容里，教师需在课前找好资料。待学生做出猜测后，教师可同时出示上述几组人物地图片和资料，让学生同桌配合自主选择一组进行讨论比较。资料如下：
姓名
身高
年龄
出生日期
樱木花道
188
流川枫
187
贝克汉姆
180
1975.5.2
欧文
175
1979.12.14
樱桃小丸子
9
蜡笔小新
5
王楠
162
1978.10.23
张怡宁
168
1981.10.5
(考虑到一些真实人物的年龄是每年变化的，在此只注明出生日期)
【设计思路】用学生喜欢的人物作为对象更能激发他们说的，而且不少学生是体育迷、漫画迷，他们的所知所想还能让教师了解更多信息，实现教学相长。
4 拓展延伸
(1)Pair work.
为了节省时间，学生在课前就要求画好图，图中有好朋友和自己，当然要考虑到不同学生的差异，也允许部分学生用照片代替图，或者把好朋友换成兄弟姐妹等。要求学生先在四人小组内看图描述，然后邀请几个同学上前将图片或照片放在投影下向全班同学进行描述。
(2)比一比，写一写。
本课的教学是从动物园开始的，当然也可以在动物园结束，教师在屏幕上出现两只大象和一只小象，教师给每只象都标上高度，给它们的鼻子也分别表示长度，请学生动笔写一写，描述这三只象锻炼学生的写作能力。
【设计思路】 高段的学生不仅要发展听、说、读的能力，而且写的能力也不容忽视。从模仿开始，在长期的锻炼下，相信学生以后会写出流畅的英文短文。
5. 课后作业
(1) 描述三只象这一作业可作为机动作业，如时间允许就在课堂上完成，如时间不够可课后完成。下节课可在课堂上讲评优秀作业。
(2) 完成《活动手册》第3页上的阅读理解。
说评价
在教学过程中，教师要关注每一个学生的表现，对他们的表现做及时正确的引导和评价。评价应公平、公正并以激励为主，要给予不同的评价以帮助学生成长。在游戏和活动过程中，教师适时予以精神鼓励，既培养可学生的团结协作精神，也帮助学生把语言知识逐步转化为语言技能
四年级英语上册全册教案人教版3
一、说教材
《PEP小学英语》采用以“话题——功能——结构——任务”体系编写，以素质教育为根本指导思想，着重培养学生运用英语的能力。同时体现出外语教学的跨文化教育本质，坚持兴趣第一的原则。课文内容新颖、实用，有趣味性、有时代感。所选课文内容涉及文化、学习、日常生活等多方面内容。以活动、游戏为载体，符合学生的年龄特点。本单元的重点以寻问时间为中心，展开学习一些相关的单词及生活用语。
二、说教法
根据《英语新课程标准》、学生的认知规律，以及《PEP小学英语》以素质教育为本的指导思想，本课我采用如下教法：
1.“任务型”教法。让学生通过思考、调查、讨论、交流和合作等方式学习和使用英语完成学习任务。
2.情景教学。利用多媒体(实物)等为学生创设就餐情景，激发学生的好奇心和求知欲。
3.游戏法教学。通过唱歌、游戏及体态语言启发诱导学生完成本课任务。
三、说学法
教务于学教学的主要目的不是知识的积累而是发展思维，为了使学生养成良好的学习习惯和形成有效的学习策略。我将学生分为六个小组，半圆式就坐，这样一来方便了小组合作互助学习。另外本课我指导学生通过预习调查、听说训练、语言交际训练、、师生互动交流给学生一个自由的空间，创造锻炼的机会。发挥教师的主导作用与学生主体作用相结合。
下面介绍一下本课的教学目标和教学过程：
一、教学目标 (确立教学目标的依据：通过听、说、读、写、玩、演、视听等手段激发学生的学习兴趣，调动学生学习英语的积极性，对进一步学习打好初步基础。)
1. 知识目标(LINGUISTIC FACTORS)
a. New vocabulary (生词)
b. Language Functions (语言功能)
c. To learn the English song
2. 能力目标 (ABILITY AIDS)
培养学生的综合语言运用能力，锻炼学生的基本的听说能力及表达能力。
3. 德育目标 (MORAL EDUCATION)
结合语言学习拓展学生的创新思维，培养创造个性。锻炼分析问题解决问题的能力。
二、教学重难点 (根据英语课程标准及本课在教材中所处的地位和作用确立)
学习掌握What do we have? We have …并灵活运用所学语言知识进行交际。
三、教具： 多媒体演示文稿、实物、录音机
四、课件设计意图
1. 创造一个积极主动的课堂气氛，通过生动活泼、色彩艳丽的画面展示，更加形象直观，抓住学生注意力，扩大课堂活动面，突出教学重点;提高教学效果。
2. 创设情景，导学、探究，在学生协作学习中照顾了学生不同层次，使全体学生都得到发展。
五、教学过程
1. WARMER：
Let'sing:欣赏歌曲，使学生听着节奏欢快的音乐、看着诱人的画面、做着自编的动作。这样既能集中学生的注意力又能复习旧知在这种氛围感染下把轻松与愉快带给课堂。
Look and say:组织语言材料进行分组对话。get up brush (your) teeth wash (your)face have (your) breakfast 在这里单独出示图片然后同时出现让学生排序并对话。通过生生合作，小组合作。巩固所学知识在协作中发展，为今后的学习奠定了基础。
Let'act. 屏幕出现快餐店，老师说“Oh, It's twelve o'clock ×， It's time for lunch.”学生回答Yes, Let's go.学生通过实物表演。
2. 导入新课
看图学习对话
1. 听录音并回答问题(listen and answer)
What's the time?
S: It's four o'clock.
这一组句子先后在lesson 7 and lesson 9中先后出现，所以是旧知识的复习。这里我安排两人一组的拉火车式的操练，学生由被动的的答到主动 -
的问。再互相的问答中，达到自我教育。
2. 听录音并猜一猜(listen and guess)
录音放到It's time to…停止，让学生猜要干什么。会有多种答案，当然也会猜出go home .在这里就要启发学生想象，用已有的语言知识大胆猜测激发学习兴趣。将结果放出，It's time to go home. Let's go together. OK.
3.听录音练习：Mum,I'm hungry.
OK,Let's have dinner.
4.看图学单词。(画面出现饭桌，上面摆满食物。)老师带领学生学习rice chicken pork beef
5.听录音学句子：What do we have?
We have ……在小组中进行操练。
指着一桌美食Look What a nice dinner!
3. 巩固新知：
完整的听录音读对话。设计本环节的目的在于巩固、复习、训练。学生通过小组交流弥补了学生的个性差异培养学生之间团结协作的学习精神。
4. 拓展练习：
1. 时间调查表
Time
Get up
Brush your teeth
Have breakfast
Go to school
Have lunch
Go home
Have dinner
2.let's sing
5.作业
a. 听录音并模仿朗读
b. 编写小对话
六、板书设计
为了突出重点、加深学生印象我将图片与单词展示在黑板上。
四年级英语上册全册教案人教版
篇7：高一英语必修2 Unit3 Computers全单元教案
人教版高一英语必修2 Unit3 Computers全单元教案
Unit 3 Computers Period 1: Listening & Speaking GOALS: 1. To practise listening comprehension. 2.To practise making decisions and reasoning TEACHING PROCEDURES: Step1. revision 1. check the homework exercises. 1). It has been reported that children will be offered free education． It has been reported that free education will be offered to children． 2). It has been said that we will be offered the latest computer science course book． It has been planned that the latest computer science course book will be offered to us． 3). I have been told by Peter that I will be lent his notebook computer for a week． I have been told by Peter that his notebook computer will be lent to me for a week． 2. Question: What can computers be used as? Step2. Lead-in As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT? (TV, radio, CD-ROM, DVD, books……) Step3. Listening (SB) 1. Pre-listening: What are the changes brought by different forms of IT ? What are the advantages and disadvantages of them ? 2. While-listening: Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages．Let’s check the answers together. Type of IT Advantages Disadvantages TV You can both listen and watch． You cannot write to friends． Web You can find information． It is very expensive． Radio You can listen to English． You cannot watch a film． Book You can get information． Sometimes it is out of date． 3. Post-listening: 1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expression_r_rs. I think that…. In my opinion, …. I believe that…. I agree because…. I disagree because…. I’ve decided that…. 2) (group work): Discussion : Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.) Step4. Speaking 1. Pre-speaking Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you. 2. While-speaking 1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why. Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expression_r_rs (Repeat it to strengthen students’ ability of use it.) Supporting an opinion Challenging an opinion I think that … , because … Perhaps, but what if / about …? First, … Have you thought about …? One reason is that … What makes you think that …? I think it is better because… I don’t like it because…. (Pair work )Use the expression_r_rs to support your opinion or challenging other’s opinions. 2) Oral report: (individual work ) Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that… 3. Post-speaking Conclusion―What useful expression_r_r do we use to make a decision and reason? (In this way, they can review and use the words and phrases again.) Step5. Homework Page 22. writing: Write a report about your choice and try to use the present perfect passive voice as well as the useful words and expression_r_rs that have been mentioned above. in your report. Period 2: Reading and speaking & Writing Goals: 1. Learn a reading passage to learn about a football android called Andy. 2. Improve students’ reading ability. 3. Design an android. 4. Write a passage about the problems that the android might have while he/she is serving people. Teaching procedures: Step1: Lead-in Show the first picture and tell the students that computers could be put into androids or robots. Present “android”. Tell the students: Androids are always with us! The students may disagree. Show pictures of Atom and Doraemon. Say: they are androids with magical power. Continue to show pictures of nursery maid androids and tell the students androids can be made to look after humans. Then ask: But can you imagine androids can play football? Maybe you are curious about it. I will show you a video that androids play football. Let the students watch the video and tell them: oday I would like to introduce an android family member to you .His name is Andy. Present the reading passage’s topic: Andy---the Android. Step2: Reading: Let the students read the passage. Carry out the tasks below: Task1: Answer the questions below: 1. Who is Andy? What is he good at? (He is an android. And he is good at playing football) 2. What helps him to move and think like a human? (His computer helps him to move and think like a human.) 3. What does Andy think about the team who beat them last year? Why? (She thinks the team cheated because they had a new kind of programmer, which had just been developed before the competition.) 4. What does the programmer do to Andy? (She programs me with all the possible moves she has seen while watching human games.) Task2: Fill in the blanks The story is about the _____ called ____, who is good at____________. And his__________ makes him think and move like a ______. However, they _____ in the _________ hosted in the USA, because the other team had a new kind of_______. After that, he will ask his programmer to improve his _________ and _______ some new moves. Task3: Language points: 1. I think we can work together to create even better software. even = much 用于强调比较的.程度 2. In a way, my programmer is like my coach. in a way 在某种程度上… in the way 挡道,造成障碍 in this way 用这种方法 Fill in the blank： 1). ________it was one of our biggest mistakes. 2). You can finish your work . 3). Your bike is .Move it away. 3. In this way, I can make up new moves. make up 编写，补上 4. After all, with the help of my computer brain which never forgets anything, intelligence is what I’m all about. after all 毕竟 with the help of sb./sth. 在…的帮助之下= with one’s/ sth’s help Step3 Speaking Tell the students that we already have many different kinds of androids i篇8：高一（下）全套教案(人教版高一英语下册教案教学设计)
高一（下）教案
Unit 13
Teaching Aids：Individual,pair or group work to make every student work in class.
1.Aims of knowledge: Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’speaking ability by describing, talking and discussion.
1. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use
Teaching steps:
Step 1 Lead-in
Six essential nutrients:
1. protein
2. carbohydrate
3. fat
4. vitamins
5. minerals
6. water
Do you know them and their functions?
Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)
Para 1 Snacks give us energy.
Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.
Pa 3 Many people today make choices about their eating habits based on what they believe.
Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.
Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.
(Para1. Sentence1
Para2 Sentence2
Para3 Sentence2
Para4 Sentence3
para5 Sentence1)
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
5. What are the causes of people’s choice of eating habits?
Based on Nutrition: protein, calcium, etc.
what they believe-vegetarians / vegans
how the products are grown or made ---- organic vegetables
6.What’s enviornmentally friendly food?
Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.
7.What are organic vegetables?
Vegetables grown without chemicals that can be harmful to human beings or the enviornment.
8.Why do some people become vegetarians?
Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.
9..What’s the difference between vegetarians and vegans?
Vegetarians don’t eat meat but vegans will not eat any animal products at all.
10. According to the passage, how can we keep fit?
Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.
11. what’s “crash diets” ?
It is something that some companies say will make us lose weight fast.
12.According to the passage, how can we lose weight?
Try to eat less fat and sugar and exercise more.
Step 3.Skimming
Paragraph 1 (T or F)
1.Choosing what to eat is not as easy as it once was any longer.
2.Our eating habits have changed while our way of life has not changed.
3.21-century people prefer traditional food very much.
4,we had better learn to make right choices about food to keep up with the high pace of modern life.
Para2.
Nutrients Function Sources
protein Good for our muscle Fish, meat and beans
calcium Good for our bones Eggs, milk and other dairy products
Carbohydrates Main fuel for our body Bread, rice and noodles
Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk
Step 4 Carefully-reading
--How many parts can be divided into
--Three parts.
--What’s the main idea of each part?
1.our eating habits are changing.
2.why the eating habits are changing the best way to develop healthy eating habits？
Step 5 Post-reading
1 what does the word “fuel” and “ green” mean in the text?
Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.
2. How have our eating habits changed?
We are busier than in past years so we now have less time to eat than before.
Work in pairs and discuss the following questions
1 ) Why do people go to fast food restaurants?
People go to fast food restaurants because they are quick and convenient.
2) Why is it not good for you to eat much sugar and fat?
Too much sugar and fat will make you as big as a whale.
Step 6 Retelling the text
no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for
Step 7 Homework
1. Finish Period 2 in Winner.
2. Recite the following sentence.
1) You ought to be careful with fruit.
2) Take this medicine three medicine three times a day.
3) I advise you not to eat fruit that is not ripe in the future.
3.Finish Post Reading exercises at Page 4
Unit 14
Step 1 Lead-in
THE BIRTH OF A FESTIVAL
We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
aspects Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.
1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.
What’s the topic sentence of the paragraph 1?
Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.
T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
Step 4 Careful reading:
Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
Do you know any festivals for black people or African Americans?
Questions:
1What’s the name of the festival?
2When did the festival begin?
3What time do people celebrate it every year?
4What’s the meaning of the Kwanzaa?And which language did the name come form?
5How many principle does Kwanzaa have?
6.What things did the African first-fruit festivals have in common?
People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
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Step 5. Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
3. Finish Period 2 in Winners
Unit 15
Teaching Aims:
1.Learn and master the following words and expressions: have a good time,without luck,pay off
recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,
2.Improve the students' reading comprehension through reading activities.
Teaching Important Points:
1.Learn the language in the play,especially in dialogues.
2.Learn the usages of some words and expressions.
3.Get the students to improve their reading comprehension.
Teaching Difficult Points:
1.How to use the tenses correctly in a dialogue.
2.How to tell the differences between“after all,in all and above all”.
Teaching Methods:
1.Question-and-answer method before reading to make students interested in what they will learn.
2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.
Teaching Procedures:
Step Ⅰ. Greetings:Greet the whole class as usual.
Step 2. Revision
T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.
SS:Teacher asks two or three groups to act.
Step 3. Lead-in
1.What kind of plays do you like best?
2. Have you ever acted in a play? What role did you play?
3.what should be included in a play?
Step 4. Pre-reading
T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.
(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)
T:When and where did the story happen?
S3:It happened in a park in Paris,one afternoon in 1870.
T:Who can tell me something about the play?
S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.
T:Yes,you are right.
Step 5 Listen to the tape and answer the following questions:
1.What is the relationship between these three characters?
Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.
2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.
3.How does she feel in scene two?
She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.
Step 6 . Reading
When and where did the story happen?
A park in Paris , one afternoon 1870
Scene 1 :
Time: One afternoon, 1870
Place: A park in Paris
Who Methilde Jeanne
What Met each otherMethilde looked older.
Parts: Marthilde, Jeanne
General idea: Marthilde tells Jeanne about her ten years of hard life.
Choose the best answer
When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D
A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde
C.Mathilde looked younger than before D.Mathilde had changed a lot
She had been working very hard for ten years , so she looked older than her age.
Answer the questions after watching scene 1
1.When did the story happen? ( 1870 )
2.Why Jeanne could not recognize Mathilde?
Mathilde changed a lot and became so old.
3.What made Jeanne think that Mathilde was ill?
She doesn’t look well.
4.Why Jeanne was so surprised when Mathilde mentioned the necklace?
It happened ten year ago and maybe she has forgotten
Scene 2:
When: Ten years before(1860)
Where: The home of Mathilde and Pierre Loisel
Who: Mathilde and Pierre Loisel
What Got an invitation to a ball and got ready for it.
General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.
Choose the best answer
1.Why was Mathilde worried when her husband told her the invitation? A
A. Because she hadn’t got an evening dress.
B.Because she didn’t want to attend the ball.
C.Because she have no time to the ball.
2. It can be learned from scene 2 that to be invited to the palace ball ____. C
A. meant working hard day and night in the future B. meant spending a lot of money
C. was a great honor D. was not wonderful news
3. Mathilde did not want to wear a flower to the ball because_____ . C
A. she didn't like flowers B. people were not allowed to wear a flower at the ball
C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck
Answer the questions after watching Scene2.
1.Why did Pierre say it was wonderful news?
He was invited to the ball.
2.What kind of feeling did he have when Pierre was the only person in his office to be invited?
Maybe he was glad and pride.
3.Why didn’t Mathild want to wear a flower?
Because everyone would wear jewellery
4.What decision did they make finally? They borrowed jewellery from their friends
Scene 3:
When: Ten years later(1870)
Where: In the park
Who: Mathilde, Jeanne
What The story of the lost necklace.
General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.
Characters Description of each character
Mathilde vain, glad, sad, scared, old, responsible…
Pierre happy, careful, scared, responsible…
Jeanne surprised, kind, friendly…
Choose the best answer
1. How much money did they spend in returning Jeanne’s necklace? B
A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.
C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs
What was the real price of Jeanne’s necklace? C
How much did Mathilde’s dress cost her ? A
2. Which sentence expresses the main idea of the story? A
A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.
B.Mathilde worked hard to buy a new jewel for her friend.
C.Mathilde lost her borrowed necklace.
D.Mathilde found she was cheated（欺骗）.
3.What do you think of Mathilde ? A
A.A vain （虚荣）woman B.A hard-working woman
C. A greedy（贪婪） woman D.A pretty and rich woman
4. What’s the author’s writing style? A
A.irony （讽刺） B.humour C.sorrow D.delight
5.The story is told _____. C
A.in inverse (反转） order B.in narration order（叙述）
C.in flashback order（倒叙） D.in time order
time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth
Questions to scene 3
1.What happened on their way home after the ball ?
Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.
2.What did they do for Jeanne ?
They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.
3. What did they do in order to pay off the debt ?
They both worked day and night for 10 years
STEP 7 True or False
1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.
2. Mathilde was the only woman who was invited to the palace hall.
3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T
4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T
5. They rushed back, looked everywhere for the lost necklace and they found it.
6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.
7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .
8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T
9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T
10. Mathilde looked older than her age because she was ill.
11 They lost the necklace on the way to the ball in the palace.
12. Mathilde attended the ball wearing a flower.
13. Finally they paid off all their debts. T
Step 8 Summary of each scene
Scene1
Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.
Scene2
Mathilde recalls the events ten years before that changed her life.
Scene3
Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.
Step 9 Structure:
Borrow a necklace: Why an invitation to a ball
When Ten years ago
Whom Her friend Jeanne
Lose the necklace when At/after the ball
Where Palace/ way
Return the necklace How Buy a new one
How much 36,ooo francs
How long Ten years of hard work
Learn the truth Not a diamond but a glass one
Step 10 . Post-reading
T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.
(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)
T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.
(After a while,teacher checks the answers with them.)
Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D
Step 11 Discussion
If you are Mathilde, and you find the necklace is gone after the ball, what will you do?
Unit 16
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about
3. Enable the students to know the serious attitude to science.
二、教学过程
Step 1 Presentation（整体感知）
Do you know the names of some famous scientist? What are they famous for?
Einstein Darwin Newton Edison Marie Curie Franklin
Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment
Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
Step 2 Pre-reading discussions
We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology
Some famous scientists are:
Archimedes: mathematics and physics: he discovered pi (π)
Darwin: biology: he discovered that the ancestors of people were monkeys
Curie: physics: she discovered radium and radioactivity
Newton: physics: he discovered why all things fall down to earth.
Physics Medicine Chemistry Biology
√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter
(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)
√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin
(gravity) (spread of disease) (Gas laws) (Evolution)
√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus
(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)
Step 3 Reading Fast reading
Listen to the tape and answer the following question.
1. Was the experiment done in June 1752 successful?
Yes, the experiment was successful
2. What did this experiment prove?
This experiment proved that light- ing and electricity were the same.
Read the text carefully again, and give the students some explanations.
Get the students read the test and then decide if the following statements are true (T) or false (F).
1．In 1752 scientists already knew what electricity is. T
2．Franklin was helped by a friend to do the experiment.
3．Franklin made the kite of silk because wet silk does not conduct electricity.
4．A condenser was used in the experiment to store electricity. T
5．The key tied to the string was put into the door to stop he kite from flying away.
6.Franklin conducted the kite experiment in sunny days.
Read he passage and then find out the main idea．
Paragraph 1 Introduction of Franklin’s experiment．
Paragraph 2-3 The process Of the experiment．
Paragraph 4-6 The tip of doing the experiment．
Aim: To show that lightning and electricity are the same.
Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.
Instructions: Paragraphs 5 and 6. Description: Paragraph 3.
Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.
Discussion: None.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False
Suggested answers to Exercise 2:
1 He wanted to prove that lightning and electricity are the same thing.
2 A silk kite will last longer in bad weather than a paper kite.
3 Yes. Franklin's experiment was very dangerous be cause if something went wrong he could be killed by the lightning.
Answers to Exercise 3:1 Incorrect 2 Correct 3 Incorrect 4 Correct
Extension 1 Franklin said, “You can collect and store the electricity with the condenser and use it for other experiments.” Ask students what other kinds of simple experiments could be done using the electricity stored in the condenser. Benjamin Franklin conducted many experiments in his life. You might want your Ss to go on the Internet to find out what they were and report back to the class. '
Step 6 Summary
the purpose of the experiment To show the lighting and electricity are the same:
Time:: June 1752 People: Franklin, his son Place: a shed in the fields
Weather: Thunderstorm, rainy day
Four things needed for the experiment: a strong kite, a key, bad weather, a condenser
Three important steps to prepare for the experiment: fix, fasten, tie
Step 7 Homework：
1．Introduce a scientist hay you admire most。
2．Finish Winners Period 2
Unit 17
一、明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the great woman Helen Thayer.
二、教学过程
Step 1 Presentation
Today we come to the Reading. It is freezing cold in the North Pole and the South Pole.
T：Look at the picture and think it over：Could the polar bear meet the penguin in life？
S：Never， because the polar bear lives on the North Pole， while the the penguin lives on the South Pole. So it’s impossible for them to meet each other in life, except in zoos.
T:Few people, in the world have ever been there. However, there was a brave woman who had traveled alone to the North Pole and the South Pole. Do you know who she was? Right, Helen Thayer. She was the first woman who traveled alone there. Today we are going to read about the great woman the great woman, Helen Thayer.
Step 2 Pre-reading discussions
Suggested answers:
Question 1: A warm coat, gloves, a cap, wool pants, long underwear, boots, dark sunglasses, rope, a backpack, skis or snowshoes, a tent, sled, a radio transmitter, a cellphone, dried food, compass, maps, a sleeping, bag, a small stove, matches, cooking fuel, an ice pick, flags, etc. All of these items are needed to keep warn, to provide shelter and food, to give directions, and to explore safely on snow and ice. What does not need to be brought? (Drinking water)
Question 2: Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, US, Canada, Greenland (which is part of Denmark).
Countries that are part of the South Pole: Chile, Argentina, South Africa, Australia, New Zealand
Question 3: Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whales
Some animals that live on the South Pole: penguin, seal, walrus, whales,
Imagine you are traveling alone to the South Pole. What will you take with you? Why?
Step 3 Reading
Read the text carefully again, and give the students some explanations. First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
Fast reading
Read the title, the first paragraph and the last one quickly to get the main idea of the whole passage :
Helen Thayer’s travel alone to Antarctica
Her _expedition_to the South Pole
Scanning: Find out how many parts the text can be divided into.
Part1(Para.1) A journey of challenge and danger to Antarctica began
Part2(Para.2-7) What happened on her way to Antarctica
Part3(Para.8) Making a decision
Careful-reading :
Task1: True or False
1. She traveled to Antarctica with her dog team to pull her sled. (F)
2. During the first week, the weather was always fine. (F)
3. Although the winds were getting stronger and stronger, her tent was not blown away. (T)
4. Thanks to all the training she had had before, she was able to get out of danger. (T)
Task2: Questions for Details:
1.What did she do at 50?
2. How did Helen plan to celebrate her 60th birthday?
3.What was the weather like?
4.Why did Helen want to make Nov. 12th special? How did she celebrate the day?
5.What happened when she was moving forward over slope ?
6.How did she rescue herself?
7.How did she hurt herself ?
8.What’s the result of the accident ?
9.What was her decision ?
10.Do you think Thayer’s trip was a failure ?Why?
Part1 A journey of challenge and danger to Antarctica began
1.What did she do at 50? To travel alone to the North Pole.
2. How did Helen plan to celebrate her 60th birthday?
She went to the South Pole, Antarctica to celebrate her 60th birthday.
Part2 On her way to Antarctica
3.What was the weather like?
Time Weather
The first days good weather;icy but not strong wind;bright sunshine
The third day stormy weather;stronger wind
4. Why did Helen want to make Nov. 12th special? How did she celebrate the day?
Because it was her birthday. She thawed a frozen cake over her fire, placed a candle on the top, lit it and sang “happy birthday to me” at the top of her voice.
5. What happened when she was moving forward over a slope ?
She had fallen into a hole and was hanging on the ropes tied to the sled
6. How did she rescue herself?
She used the way of self-rescue practiced many times in the mountains.
7. How did she hurt herself ?…have a bad accident with … and hurt …
8. What’s the result of the accident?…couldn’t stand on …, be woozy …
Part3 Making a decision
9. What was her decision ? She decided to give up .
10.Do you think Thayer’s trip was a failure?Why?
I don’t think it is a failure . She had met the challenges of solo travel in an extreme climate.
Step 3 Revision
On Nov 1st, 1997, I began my s___ travel to A_____ in order to c_____ my 60th birthday. The first days the weather was very good and there was b_____ sunshine.But changes were ___ __ ____.Soon,the day was cold and s____. I traveled slowly because of the bad weather. On Nov 12th, I celebrated my birthday __ a special way.During my e_____, I came a____ some accidents: I once dropped out ___ ___ my skis and ___ ___ a hole; I couldn't s___ __my left leg and my head was woozy ___ hitting the ground and so on. However, I o______ those difficulties thanks __ my training I had had. I ___ ___ the expedition at last w____ regret. It is an experience I shall never forget and shall v___ for the r___ of my life.
Keys: sole; Antarctic; celebrate;bright;around the corner;stormy;in;expedition;across;from;under;fall into;from;overcame;to; gave up;Without;value;rest
Step 4 Discussion
What kind of woman is Helen Thayer ? Describe her in a few sentences.
What can you learn from her?
Step 5 Rle Play:
Imagine Helen were invited to Wenzhou TV Station. One student acts as Helen and the other a reporter . Make up an interview between them.
Step 6 Summary 小结
Step 7 Homework :
1. Write down your own interview.
Retell the passage with the help of the following pictures.
“Winner” Period 1 in Unit 17.
Unit 18
一、明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about New Zealand.
二、教学过程
Step 1 Lead in
How many continents and oceans are there in the world?Asia ,Europe , America, Africa, Oceania Pacific, Indian, Atlantic, Arctic
Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)
Step 2 Pre-reading discussions
Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.
Answers to Exercise 1:
Name of the island Location
Taiwan Taiwan Island lies off the east of the mainland of China.
Hainan Hainan Island lies off the southern coast of the mainland of China, in the“ South China Sea.
The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.
Hawaii ”Hawaii lies in the middle of the Pacific Ocean.
New Zealand New Zealand lies off the east coast of the mainland of Australia.
Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.
Answers to Exercise 2:
The capital of Taiwan is Tapei, which lies in the north of the island.
The capital of Hainan is Haikou City, located in northern part of the island.
The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.
London, the capital city of Great Britain, lies in the southeast.
Answers to Exercise 3:
For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.
Step 3 Skimming
Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph
Paragraph 1 location or geography
location: lie off the eastern coast of Australia
Size The same as Japan
Capital: Wellington (on the North Island)
Cities: Auckland (north) ; Christchurch (south) ; Queenstown (further to the south)
Paragraph 2; climate
Temperature: Mild sea climate; subtropical
Rainfall: Rain a lot
Season: Summer ( Dec.-Feb.) Winter (June-Aug.)
Paragraph 3: natural resource
Seas: Deep blue
Cities Lie on a bay & a natural deep harbor
Beaches Clean
Mountains Dead volcanoes
Hot springs Throw hot water high into the air
National bird Kiwi (can not fly)
Paragraph 4 history
1000 years ago The Maori (earliest
1421 Chinese sailors
1642 Dutchman Abel Tasman named the islands
1769 Captain James Cook took possession of the islands
1840 Europeans (British) signed an agreement; National holiday (6th Feb.)
Paragraph About Title
Paragraph 1 Location Geography
Paragraph 2 Climate Climate
Paragraph 3 Landscape Nature
Paragraph 4 History History
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are native
Third paragraph the agricultural products that the place is famous for.
Fourth paragraph things people like to do in their free time in that place.
True or False
1.The other name for New Zealand is Aotearoa. T
2.North island is colder than South Island.
3.The south island is famous for hot springs.
4.New Zealand is a French-speaking country.
5.Besides the kiwi, there are other types of birds that only live in New Zealand.
6.No Chinese people live in New Zealand.
Step 4 Scanning
Answer the following questions.
1. How many islands is New Zealand made up of and what are they?
It is made of two large islands. They are North Island and South Island.
2.what and where is the capital of New Zealand?
The capital is Wellington and lies on the North Island.
3.What do you know about the weather in New Zealand?
New Zealand has a mild sea climate, while the north is subtropical. It rains quite a lot. The warnest months are December to February. The coldest months are June to August.
4. What kind of animal do you think only lives in New Zealand? Kiwi
5. Who were the earliest people to come to New Zealand and how did they get there?
The Maori were the earliest people to come to New Zealand.
They traveled In narrow boats and brought dogs, rats and plants with them.
6.What is the official language in New Zealand? English and Maori.
7. For the Maori, what are special days called? Huis.
8. When are the school main holidays? Mid-December till early February
9. What do you know about weather in New Zealand ?
A mild sea, subtropical in the north
Step 5 Choose the right answer.
1. From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand. B
A. 532,000 B. 304,000 C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ . D
A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____ C
A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies. D. one’s spirit will disappear the moment he is dead.
4)The cities whose rainfall changes least from winter to summer are___ . D
A. Queenstown & Wellington B. Auckland & Christchurch
C. Auckland & Wellington D. Christchurch & Queenstown
Step 6 Summary
New Zealand:
location: lie off the eastern coast of Australia
climate: have a mild sea climate and subtropical
natural beauty: have natural deep harbors clean sand beach beautiful landscape hot spring、special plants and animals
history: 1,000 years ago the Maori
around 1421 Chinese sailors
in 1642 the Dutchman
in 1769 Captain Cook
by 1840 Europeans, the Maori
Politics: women’s voting pension
Agriculture: cattle sheep deer goat
Sports & free time: sailing swimming horse-riding rock-climbing
Wildlife: flightless birds (kiwi)
Step 7 Find out what the words in bold refer to:
It New Zealand
Which hot springs
this heat the heat near the earth’s surface
these settlers Europeans / British settlers
it England
Step8 Post-reading
Answers to the exercises:
1 I It refers to New Zealand.
2 which refers to hot springs.
3 this heat refers-to the heat near the earth's surface.
4 these settlers refers to European I British settlers.
5 it refers to England.
2 I History I Fourth paragraph
2 Climate I Second paragraph
3 Natural beauty I Third paragraph
4 Geography I First paragraph
3 A New Zealand lies in the Pacific Ocean.
B The Tasman Sea lies to the west of New Zealand.
C Wellington, the capital of New Zealand, lies in the southeast of the North Island.
D Auckland lies on the northeastern coast of New Zealand.
E Christchurch lies to the east, on the South Island of New Zealand.
4 I B 2 B 3 D 4 D
5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don't give any information about the climate and weather in autumn and spring. The graphs also don't give any information about the number of hours that the sun shines.
6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.
（四）总结扩展
Step 9 Summary 小结
Step 10 Homework：
1、Finish half part of Period 2 in Winners of Unit 18
Unit 19
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature.
3. To encourage the students to learn more for the future green agriculture of our country and the importance of protecting of environment.
二、教学过程
Step 1 Presentation
1.Who is the man in the picture? He’s Jia Sixie.
2.What do you know about him?
Jia Sixie, author of China’s first agricultural encyclopedia (百科全书), was one of the leading agronomists in Chinese history. In the late years of the Northern Wei Dynasty (386-534), he wrote Qimin Yaoshu (Essential Skills for the Common People). It is the earliest and most complete agricultural encyclopedia still in existence in China.
Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.
Step 2 Pre-reading discussions
Answers to Exercise 1:
The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.
The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.
The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.
The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.
The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.
The picture below shows a greenhouse, where plants grow in a building .made of glass.
Answers to Exercise 2:
Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.
Raising chickens
Small scale Large scale
The farmer can keep only a few chickens. The farmer can keep thousands of chickens.
It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.
It is not a lot of work to keep the chickens. It's a lot of work to keep the chickens: feeding, cleaning etc.
The chickens don't have many problems. If chickens get ill, many die or must be killed.
The chickens are not so fat. The chickens are big and fat.
The eggs and meat taste very good. The meat and eggs do not taste so good.
The chickens are free. The chickens are not free.
The farmer can sell the chicken dung
Fertilisers
Natural fertiliser (manure; also dung) Chemical fertiliser
It's free or can be bought at low prices.
It is a lot of work to mix it with the soil.
It has a bad smell.
It takes a lot of place to store.
It is difficult to transport. It's expensive.
It is not a lot of work to mix it with the soil. It has no smell.
It takes little place to store.
It is easy to transport.
Animals (buffalo; also ox) Machines (Tractor) Horsepower
They are not so expensive. They are expensive.
The “fuel” is cheap (grass, hay etc). The fuel is expensive (gasoline).
They don't pollute the air. They pollute the air.
They can be used on different terrain; eg hill slopes or wet ground. They can only be used on flat (level) and dry terrain.
They need to rest sometimes. They don't need to rest.
You can use them for about 10-20 years. You can use them for 5-20 or more years if you can get enough spare (repair) parts.
If they get young ones, you get more for free.
If they totally “break down”, you can eat them.
Climate control
Open air Greenhouse
If the weather conditions are bad you can loose the crops.
The landscape is more beautiful.
The land must be good for farming (arable land).
Weather conditions are controlled, so they cannot damage crops.
It is expensive to build and operate (gas, water, electricity) a greenhouse.
If there is a power failure, you may lose crops.
The landscape is ugly:
Greenhouses can be built where the land is not suitable for farming.
1950s - 1980s 1980s - present
The use of machines eg tractors The use of greenhouses
The use of electric pumps for irrigation To make vegetables bigger or better
The use of chemical fertilisers To change vegetables so they can grow on poor
The use of insect killers soil
The use of special seedbeds Knowledge from abroad
IT technique and technical are words that mean something with
technology FORM machines, then technology must be the noun to match these two
words meaning new machines or doing things that are based on
modem knowledge.
agricultural FORM IT cultural is the adjective for culture, then agricultural must be
the adjective for agriculture, meaning to do with agriculture.,
Step 3 Scanning:
Q1:What is the biggest problem to Chinese farmers?
China is a country with the largest population in the world,but only seven percent of the land can be used for farming.
Q2:What does GM mean?
“G” stands for “genetically” from the world “genes”.M” stands for “modified”,which means “changed”.
Step 4 Skimming
Read the whole text .Find out the topic sentence in each paragraph.
Para.1: For thousands of years traditional agriculture in China did not change very much.
Para.2: Over time, many farming techniques have been modernised.
Para.3: Not only is food production important but also taking care of the environment.
Para.4: Using the latest technologies, Chinese scientists grow vegetables in greenhouses.
Para.5: Another technique tries to create plants that produce more and bigger fruit.
Para.6: The tomoto is one of nearly 4,500 different plants thet are genetically modified.
1.What helps Chinese farmers produce enough food for the largest population in the world?
High technology.
2.When was more advanced technical information brought in from abroad? In the 1980s
3.What does “which ” refer to in the last two lines ? “Which” refers to “golden rice”
4. What is the other name of “golden rice ” in the text ? GM rice
5.How much does arable land take up in China? Only 7 percent.
6.How many ways are mentioned to make the land produce more? What are they?
4. Fertilisation; irrigation; 2 or more crops are planted each year where possible; more advanced technical information.
7.What does new techniques mean?
Those that are used to increase agricultural production without harming the environment.
8.When did scientist start to develop new techniques? From the early 1990s.
5.How many unusual ways are mentioned to deal with the shortage of arable land?
2. Grow vegetables in greenhouses; GM.
Step 5 Scanning
1: What’s the biggest problem to Chinese farmers?
The shortage of arable land.
2: What does GM mean?
“G” stands for “genetically” “M” stands for “modified” (changed)
3.What is important for future agriculture ?
Both food production and taking care of the environment are more important .
4.What should future agriculture depend on?
Future agriculture should depend on high technology as well as traditional methods
Read the text carefully again
What advice does Jia Sixie give farmers?
1. Farmers should do things at the right time of the year.
2. Farmers should examine the soil carefully.
3. If the conditions of the soil is not good, farmers should improve it.
4. Before sowing or planting crops, farmers should clean rough ground and remove weed.
5. Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6. Farmers should plough the land, so weeds are destroyed.
7. When ploughing the land, farmers should plough deep the first time and less deep the second time.
8. Farmers will get the best results if they change crops in their fields.
9. If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops
10. If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.
11. It is good to grow different plants next to each other in the same field.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Choose the best answers.
1 In China only seven percent of the land is used for farming. This is _______. D
A because farmers don’t need more land to produce food for the whole population
B because China needs more & more land to build cities
C because there are not enough farmers to work on the land
D because the other land can’t be used for agriculture
2 Fertilisation is a technique that is used to ______. A
A make poor soil better B make wet land drier
C make dry land wetter D grow vegetables with their roots in water instead of earth
3 Modern agriculture means finding ways to ______________.C
A increase irrigation & stop using fertilisers
B stop irrigation & using fertilisers
C increase production & be friendly to the environment
D produce the same amount while taking better care of nature
4 In the sentence “ … they are protected from the wind, rain & insects”, “they” means _______. C
A greenhouses B roots C vegetables D tomatoes
5 In GM “M” stands for “modified”, which means “changed”. What changes is _____________. C
A the way in which poor soil is made better
B the way in which Chinese farmers work on their land
C the way in which crops develop from seed
D the way in which farmers take care of the environment
6.What should future agriculture depend on according to the text ? D
A. High technology B. Traditional methods
C. High technology or traditional methods
D. Not only traditional methods but also high technology
7.How do farmers in China make their land produce more? D
A. They have long used techniques such as fertilization and irrigation
B. More advanced technical information was brought in from abroad
C. Technology and machines are imported
D. All above
8. Which of the following statements is not true ? C
A. It saves time for the farmers to plant two or more crops every year where possible
B. Scientists began to develop new techniques to increase agricultural production without harming the environment
C. Food production is more important than taking care of the environment
D. Only 7% of the land can be used for farming in China
9. The biggest problem of Chinese farmers is ____. A
A. the shortage of arable land B. lack of labor force
C. lack of technology D. lack of money
10. Scientists have started to develop new technology to increase agricultural production without harming the environment since _____. C
A. the 19th century B. modern times
C. the early 1990s D. the 1980s
11. New techniques are those which can ____. D
A. increase agricultural production B. protect the environment from being harmed
C. bring in great profit
D. not only increase agriculture production but also be friendly to the environment
12.The text is about ____. B
A. farmers in China
B. the development of agriculture in China
C. advanced technology in China
D. genetically modified plants in China
13. Which of the following is most probable in future agriculture according to the text ? D
A. Only high technology is used
B. It will greatly harm the environment
C. It will depend on only traditional methods
D. It will depend on both high technology and traditional methods
Answers to Exercise 2: Sample:
Answers to Exercise 2: Sample:
Kind How would you change it? Why do you want to change it in this way?
Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space
Vegetable Onion Make sure they don't hurt your eyes anymore EasIer to peel, and cut
Animal Sheep To have red wool Looks funny and then we don't need to dye wool to make clothes
Step 6 Summary 小结
Step 7 Homework:Write a short passage about how we should protect our environment and build a green world.
Finish Post-reading in SB
Unit 20
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about Laughing Matter.
3. Learn to interview a person.
二、教学过程
Step 1 Leading in
Who can say something about comedians? Comedians are people, especially professional entertainers, who tell jokes or do amusing things to make people laugh and think. Look at the pictures . Do you know who these comedians are? What make them funny to you?
Step 2 Pre-reading discussions
Pre-reading
1. Who is the main character in the film? Charlie Chaplin
2. Do you know any comedians both at home and abroad? Please name some. Charlie Chaplin
The comic duo of the 1930s “Laurel and Hardy”. The thin one is called Stan Laurel, the stout one Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.
Get the students to read and practice the dialogue in the text.
Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Sample answers for Question 1
Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.
Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.
Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.
Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.
Sample answers for Question 2:
Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.
Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.
Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).
Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.
Sample answers for Question 3:
1 I have seen some films of Laurel and Hardy and I think that they are very funny.
2 I find Mr Bean always very funny.or: I know some people think it is funny, but I think Mr Bean is very silly.
3 I don't think I ever saw this comedian. I am not sure if I would like it.
4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.
Listening
Listen to the tape of the text and answer the question.
How many types of humor are introduced in the text?
Comedies clowns Laughing Matter crosstalk comedians
Laughing matter : 1.comedies 2. clowns 3.comedians 4-5.crosstalk
What is the text about?
1,The title is a bit of a puzzle to me and there are no other clues to find out what the text is about. I suppose it will be about something to laugh about.
2,If it’s about laughing or humour, it can be about jokes or funny storied.
Read the text again , try to divide the text into several parts and find out the main idea of each part:
Part 1: Comedies
Part 2: Clowns
Part 3: Comedians
Part 4: Crosstalk
PartⅠ Comedies
1. How do the writers of comedies often use to make people laugh?
Cross-dressing
Making fun of ….
Telling an amusing story
Acting out stereotypes
Speaking foreign language with an accent
Word play
2. Why is Dustin Hoffman so famous? C
A. He is famous for his works. B. He is famous for his foreign accent.
C. He is famous for his role acting as a woman. D. He is good at playing on words.
3. What techniques are used by the writers of comedies to make the audience laugh? _________. D
A. Stereotypes of nationalities or people doing certain jobs. B. Word play.
C. Cross-dressing way. D. Both A, B and C
4.“Funny plays often have characters that are stereotypes of nationalities or people doing certain jobs.” Which of the following has the same meaning with “character”? A
A. Mathilde Loisel is one of the characters in the play “The necklace”.
B. Chinese character is hard to learn for most of the foreigners.
C. His character is different from his wife’s.
D. The picture shows us the character of the desert landscape.
Part Ⅱ Clowns
1. In what ways do clowns make us laugh? What about comedians?
Clowns make people laugh by acting alone or as a pair
not using any words
using clothes, make-upand the way they walk
2. What is the writer’s opinion on clowns? _____ C
A. They would like to reach a wide audience.
B. They only have children in mind.
C. They are funny not only for children but also for adults.
D. They can help people forget their problems for a long time.
Part Ⅲ Comedians
Comedians make people laugh by body language and their face
acting out a sketch
playing with words.
Effect of comedians’ performance on people:
Make people not only laugh
but also think about life
True or False
1. Comedians are different from clowns because they don’t use body language or facial expressions in their shows. F
2. The show of a comedian is more profound (深刻的) than that of a clown T
3. The show of a comedian is more like that of a comedy. T
4. The situations comedians act out in their shows just look like comedies. F
Part Ⅳ Crosstalk
Crosstalk shows make people laugh by playing with words
making many jokes and funny conversations
dressing up a little or acting out small sketches
using rhythm and rhyming words.
using tongue twisters.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.、
1. ----John sends his best wishes. ----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like? ----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat? ---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago? ------_______.
A. Soon B. Lately C. Late D. Sooner
5. -------Excuse me, have you got a light? ______. I don’t smoke.
A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Step 4
Para. 1: Comedies:
- Ask students about famous Chinese and Western comedies.
- Ways of dressing or behaving.
- Stereotypes of people from different countries (including China)
- Funny accents (foreign, local or in certain jobs)
- Examples of word play.
Para. 2: Clowns: - Ask about different Chinese and Western clowns
- Ways of dressing, make-up
- Examples of jokes, fun
Para. 3: Comedians: - Ask about different Chinese and Western comedians.
- Mime, body language, facial expressions
- Retell famous sketches for comedy shows.
Para. 4: Crosstalk: - Ask about different crosstalk shows.
- In which way do crosstalk artists make people laugh?
Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from Chinese crosstalk shows (in Chinese).
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
1. How long has the tradition of crosstalk existed in China?
The tradition of crosstalk has existed in China for more than 2,000 years.
2. Give three examples of techniques that writers of comedies often use to make people laugh.
cross-dressing stereotypes word play
3.Why are some of Shakespeare’s comedies not so funny for us?
Some of Shakespeare’s plays are not so
篇9：高二（上）全套教案(人教版高二英语上册教案教学设计)
Unit 1
A brief of Stephen Hawking
Stephen Hawking ; born , 1942 Oxford,England.
High School: St Albans School
College: Oxford University
Cambridge University: Do research
Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics
Scanning
Why did Stephen Hawking need a PhD?
When did Hawking become famous ?
When did Hawking visit Beijing ?
True or false statements:
1.Hawking was told that he had an incurable disease when he was just 21 years old. T
2.Finally Hawking had to give up PhD and his research
3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T
4.“A Brief History of Time” is too difficult for people to understand.
5.Science is about true facts that never change.
6.When Hawking gives lectures, he always speaks through a computer.
Choice
1. Which of the following best express the main idea of the passage? ______ d
A. Hawking is famous for his new discoveries.
B. People should come to terms with their fate.
C. A scientific theory is always wrong.
D. Anyone with great determination will achieve his success.
2. Hawking became famous in the early 1970s because _____. D
A. he was disabled B. he was a PhD
C. he was sitting in a famous chair D. he made new discoveries about universe
3. According to the passage, what does “an American accent” mean? ______ C
A. Hawking’s accent. B. Hawking’s voice.
C. Sounds translated by computer. D. Accent of some British people.
4. From the passage, we can infer that _____. D
A. Hawking got married to Jane Wilde before he fell ill B. science is always true
C. Hawking is an American D. great scientists always want to know more
Questions
1. What did Steven Hawking do when he was told that he had an incurable disease?
2. How would most people feel when they were told that they had incurable diseases and may not live long?
3. What did Hawking do when visiting China?
4. What did Hawking write in 1988? And what did he explain in the book?
5. According to Professor Hawking, how do people misunderstand science?
6. What is that Hawking does not like about his speech computer?
7. What are the basic steps of the scientific method?
Discussion
How can we grow rice where there is little water?(using the scientific method )
Integrating skills
What’s the characteristic of Galileo Galilei?
Curious creative
Why could Stephen Hawking make contributions to science work? Want to know more
What can be described as the ability to use knowledge? Creativity
Read for the information to complete the table:
Scientists How they make a difference Characteristics
Stephen Hawking Always want to know more;
Never satisfied with a simple answer… Curious
Galileo Galilei Used a microscope and telescope… Curious Believe in what you do
the earth moves around the sun
Zhang Heng Built a model…show how the
position of the stars changed…. Creative..imagination,believe in what you do
Invented seismograph
Unit 2
Step1 Lead in
Do you know what they are?
And do you know how they are made?
Step 2 Pre-reading
The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.
_____ How does a reporter decide what to write?
_____ How much does a newspaper cost?
_____ Why do people read newspapers?
_____ How do newspapers report what happens?
_____ Where do people read newspapers?
_____ How do newspapers help us understand the world?
Topic sentence :Newspapers and other media do more than simply record what happens
How do you decide what you are going to write?
Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting
Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…
Which of the articles that you have written do you like best?
Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story
Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique
Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.
Step 3 Careful reading
Now please read the text carefully and try to find out the answers to the following questions.
1.Who were asked to be interviewed?
2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?
3.Is interviewing someone difficult? What must a reporter know?
4.Which of the articles that they have written do they like best? Why?
5.What could they write about if they could write any article? Why?
6.What is the basic task for a reporter?
7.What result can TV programmes and printed articles bring to us?
Post reading
1.Which of the Pre-reading questions are answered in the text?
2. If you were a reporter, what would you like to write about?
3. It is important to be a critical reader. How would you “read” the following media messages?
True or false
1.Newspaper and other media just record what happens.
2.The reporter has to discuss with the editor before he/she decides what to write. T
3.Much has been done before the reporter starts writing. T
4.Chen Ying’s favourite story is about an ordinary young woman.
5.The media can often help solve problems and draw attention to situations where help is needed. T
Discussion:
Do you believe these media ?
Unit 3
Scanning
1.When was Modernism invented?
2.Who invented Modernism?
A group of architects who wanted to change society with building that went against people’s feeling of beauty
3.Why did they invent Modernism?
Modernism … in the 1920s by …who …
that went against people’s feeling of beauty. They wanted their buildings…to look natural.
Skimming
Sum up the main idea of the text:
Paragraph 1 Architecture looks at the man-made living environment.
Paragraph 2 Modernism
Paragraph 3 Modern architecture
Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.
Paragraph 5 Ancient architecture shows us many beautiful buildings.
Paragraph 6 Antonio Gaudi was an architect inspired by nature.
Paragraph 7 There are other modern architecture inspired from nature
Paragraph 8 The new Olympic Stadium.
Part 1(1 para.) Architecture looks at the man-made living environment.
Part 2(2-4 para.) Modernism and modern buildings
Part 3(5 para.) Ancient architecture
Part 4(6-8 para.) Some modern architecture takes examples from nature.
Part 1: Every great culture in the past had its own ideas expressed in art and architecture.
Part 2 How and when modernism came into being?
Part 3: The difference between traditional and modern…, and why ancient architecture…
Part 4: Examples of famous architects and great buildings that take examples from nature.
Answer the following questions
1.Who is Antonio Gaudi?
He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.
2.Who is Lloyd Wright ?
He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.
3. What the materials of modern architecture and the ancient architecture?
Careful reading
1. Every great culture has the same styles for buildings, streets, squares and parks
2. Modernism wants the buildings constructed in a way to look natural.
3. Earth, stone, brick and wood are used in modern architecture.
4. Compared with ancient architecture, modern architecture stands much closer to nature.
5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T
6. The 2008 Olympic Stadium in Beijing looks warm and friendly . T
Compare ancient architecture with modern architecture
Shape material feeling example
ancient architecture Nature does not earth,stone, beautiful Taihe Dian
have any straight lines. brick,wood natural the Temple of heaven
Cathedral
modern.. Huge,like boxes with flat steel, glass,
roofs,sharp corners and concrete, hard and Most of modern buildings
glass walls unfriendly look the same
Post reading
Answer the questions on Page20: What do the words in bold refer to?
You do not feel invited to enter them modern buildings
Antonio Gaudi, a Spanish architect, was the first to understand that.
Nature doesn’t have any straight lines.
He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s
Scan the text and find two architects whose work was inspired by nature. What inspired them.
Antonio Gaudi: eyes, bones, fish and a dragon
Frank Lloyd Wright: Japanese seashells
Answer the following question
1.Which two architects were inspired by nature when they designed?
Antonio Gaudi and Frank Lloyd
2. Into which two groups can we divide those materials mentioned in the text?
Traditional materials and modern materials.
Discussion
What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?
Share your design for the 2008 Olympics!!
Unit 4
Scanning
Scan the text and answer the questions.
1.Whose poetry reminds us of Su Dongpo?
John Donne reminds readers of Su Dongpo.
2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?
Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.
3.Can you name some famous Chinese poets?
Li Bai, Du Fu, Wang Wei, Bai Juyi etc.
4.Write down 5 key words that you would expect to find in a text about poetry.
Poem, poet, rhyme, style, image (literature, language, form, line)
Fast-reading
Questions
1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
William Wordsworth
George Gordon Byron John Donne
John Keats
Careful-Reading
Para. 1 The characters of poetry.
Para. 2 Chinese ancient poets and poetry.
Para. 3 Early English poets.
Para. 4 English poets of the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 Why more people are interested in English poetry.
Divide the text into 4 parts
Part 1 Para 1 Brief introduction to poetry
Part 2 Para 2 Chinese poetry and poets
Part 3 Para3,4.5 History of English poetry
Part 4 Para 6,7 Poems can be bridges between the east and the west
Choose the best answer
1.Modern English came into being from about the middle of the ____ century. A
A.16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poems by ____. C
A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo
3. Byron’s “Isles of Greece” is an example of _____. B
A. a sonnet B. romantic poetry C. nature poetry D. modern poetry
4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D
A.17th B. 18th C. 19th. D. 20th
5. The advantage of reading English poetry in Chinese translation is ____. D
A.that you have more advice B. that something of the spirit is lost
C. that you understand it better D. that you learn how to express yourself in new ways
True or False
1.The wider public in China discovered English poetry at the beginning of the 19th century. F
2. Modern English came into being from about the end of the 17th century.
3. The advantage of reading English poetry in Chinese translation is that you understand it better.
Further-understanding
1. When did modern English start ?
Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .
2. Why do modern poets have their special attraction?
Because they stand closest to us both in the language and images they use .
3. When did Chinese readers start reading more foreign poetry?
Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .
4. What are the differences between poetry and other forms of literature?
① Poetry plays with sounds, words and grammar
② Poetry is difficult to write,but interesting to read
③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.
Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…
------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poets
Para. 7 They can help us to understand each other better,…------poems and literature
Discussion
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life.
2. Poems help us to understand life, virtues, beauty and romance…
3. Poems make us know, we are here,we can make our life and the world more colorful!
Unit 5
Lead-in
1.What places are they?
River Thames Oxford university British Museum Thames and Big Ben London Bridge
Listen to the tape and answer the following questions.
1.How countries is the Great Britain made up of?
Three,England,Scotland and Wales.
2.Is there much rain in the Britain Isles?
Yes,there is much rain
3.When did England and Wales make up the Union? 1536.
4.What is the warmest months in the British Isles? July and August
Skimming:
Skim the text and find out the top sentences for each paragraph.
Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)
Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)
Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)
Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)
Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)
Para 6: The United Kingdom has a long history. (History)
Para 7: In modern times, people throughout the British Isles speak English. (Language)
Read the passage carefully and decide whether the following sentences are true or false:
( )1.Many people around the world study English, and they know a lot about British culture.
( ) 2.Great Britain is made up of four countries.
( T ) 3.The island of Britain is separated from France by the English Channel.
( ) 4.Scotland is colder throughout the year, but receives less rain.
( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( T ) 6.The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Scanning:
Read for details and fill in the form:
Headings Details
Idea Fact unknown: Made up of three kingdoms
Cultural diversity: Different country, common language
Geography Position of Britain: Off the west coast
England: In the east
Scotland: In the north
Wales: In the west
Position of Ireland: West of Britain
Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland
Position of the Channel Islands Southeast of Britain
Climate The British Isles: mild
The Channel Isles: Warmer and sunnier
Scotland: cold
England and Wales: Rains a lot
Culture Influenced by the European mainland
French Influence The reason why many English words end up with French words: ruled by French in 1066
History 1536: England and Wales formed the Union
1707: Scotland joined the union
Ireland used to be: Part of the UK
And now is: An independent republic
Northern Ireland: Part of UK
The Isle of Man and Channel Islands: Ruled by the King of England
Language English, Welsh, Scottish, Gaelic and Irish
Scan the text and answer the following questions
1.What are the most important facts about the United Kingdom?
The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.
2.Which countries make up the British Isles?
Great Britain, Ireland, the Channel Islands and Isle of Man.
3.What are the most important facts about Ireland?
Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.
Questions
1. What is the UK?
The UK is really a nation of different countries held together by a common language and culture.
2.What’s the weather in the British Isles like?
The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.
3. From where did the culture of the people in the British Isles receive many influence?
The European mainland
4. Who ran over the Great Britain in1066? What’s the result of French influence?
The French. The result was that there were many French words in the English language.
5. Which are the first two countries that joined in the UK?
England and Wales.
6. What do people throughout the British Isles speak now? English
Unit 6
What are mentioned in the article?
Travel online shopping Smart credit cards education health medical science sports
Pre-reading
Scan the text to find out in which paragraph you can find answers to the questions.
1.How will people shop in the future? Para 3
2.How will people travel in the future? Para 2
3.What will schools be like in the future? Para 5
4.What will the future be like in generals? Para 1、6
Transportation
1.Compared with the past, what is the most important thing in future transportation?
No pollution is the most important thing.
2.Why will the maglev train be popular in the future?
Maglev train Environmentally friendly
energy –saving
Amazing speed---430 km/h
Controlled by an advanced computer system.
Health and medicine
What makes it possible for people to enjoy a longer life?
People will pay attention to ….
People are careful about….
Advances in medical science allow us….
New discoveries in …and … may lead to….
Education and knowledge
1.How will the schools of the future be different from what they are today?
There may be more “schools on the air” and “e-schools”.
2.How will the way we view learning and knowledge change?
We will become lifelong learners
Conlusion
What should we do to make sure we will have a bright future?
If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.
Main idea of each paragraph
Para.1 . Computers are already being used in agriculture and industry.
Para. 2. People will also use computers more and more in their personal lives.
Para. 3. It’s possible that people will work at home.
Para.4.Computers will be used more and more in transport.
Para. 5.Space travel will become much cheaper
Para. 6.In the fields of education, health and research,computers will continue to play an important part.
Main idea of two parts
Part 1: The prediction of the life in the future.
Part2: Future transportation/ education/business/ health and medicine
True or false
1. Public transportation is already well developed in most areas of China.
2. Scientists are developing new fuels and engines that are environmentally friendly. T
3. People can combine shopping with fun in the future. T
4. E-commerce will not be so popular as it is not very safe.
5.We will still prefer using cash instead of cards in the future.
6. In the future distance education will play an important part. T
1.What is one way to catch a glimpse of the future ?
One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.
2.What’s the advantage of on-line shopping?
For companies, the internet makes it easier to keep in touch with customers and companies in other countries.
For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .
3.What kinds of schools will be there in the future?Why are they useful？
They are “schools on the air” and “e-schools”.
Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.
Post-reading
Advantages disadvantages
future transportation clean, fast, safe, without pollution high cost, expensive
online shopping convenient saving time no insurance of quality
future life longer and healthier
e-schools Interesting, convenient, saving time no face-to-face coach
Summary
Fields What will be used? Results
Transportation New technology ;new fuels and engines Cleaner, faster and safer.
Business E-commerce;mall; smart cards. Convenient, fun.
Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;
advances in medical science. remain active
Education and E-schools; distance education Can study at home; lifelong learners.
Knowledge
Note-making
AREA USE
Farms control the growing conditions of plants
Banks change money ;pay bills
Houses central computer to control heating and hot water recognize some’s voice
Transport work out the best distance between trains operate trains
Education Store texts
Unit 7
Step1 : Leading-in
They are all living with HIV
Step 2: Skimming
1.In what ways does AIDS spread?
AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.
2.How many children were infected in the world in 2002?
As a result, 3.2 million children were infected in 2002.
Step 3 Intensive Reading
Find out the main points of each part
Para.1 Xiaohua is a person living with AIDS
Para2 what is AIDS.
Para.3 How do people get AIDS
Para.4 Many children become infected with AIDS.
Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.
Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.
Part1 Para.1
Part 2 Para.2
Part 3 para.3
Part 4 Para.4
Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?
Main idea:
This passage mainly tells us what we should do toward AIDS and Aids patients
Step 4 Scanning
Please read the text carefully again and add more questions to your list.
1.What kind of disease is AIDS?
AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.
2.Where is the disease spreading faster?And why?
In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education
3.Which kind of people suffers the most? The young.
4.What did Xiao Hua decide to do after she know she got AIDS?
She decided to use the limited time she has left to do something to help others.
5.Is the disease the only thing that AIDS patients have to suffer from?
No,they also have to deal with people’s fear of the disease
6.What is the best way to show you care about AIDS patients?
Giving an AIDS patients a hug.
Step 5: Listening and reading
1.People will die immediately after they get AIDS.
2. Xiao Hua has hardly any hope to survive. T
3. In 2002, 3.2 million children in the world were infected with HIV. T
4. We should avoid any contact with AIDS patients.
5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.
6. Giving an AIDS patient a hug is the best way to show that you care him / her. T
Step 6 Post-reading
1.Find out the difference between AIDS and HIV.
HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.
2. How should we act towards people who have HIV / AIDS? What can we do to help them?
We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.
Uni 8
Step 1 Lead-in
1.What should you do if you find a person whose leg is bleeding? Why?
2.What would you do if a person has drunk poison by mistake? Why?
Step 2 Skim the text and complete the table
Letter Represent Meaning
D Danger The accident scene is no longer dangerous
R Response To know that he/she is conscious and can breathe.
A Airway To make sure a person’s airway is open and it is easy to breathe.
B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.
C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.
Step 3 Fast- reading
What’s the topic of the paragraphs ?
Para. 1. First aid is very important
Para. 2 The most important is to stay calm.
Para. 3-4 When we have to think fast,we must remember DR ABC to give first aid
Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.
Step 4 Scanning
1). Is it vital to learn some knowledge about first aid? Why?
Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.
2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?
We must stay calm, for only in this way will we be able to consider what to do and make better decisions.
3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?
(Answers on Page 60.)
a…
b…
c…
Step 5 Listen to the tape and answer the question.
Para. 1 First aid is very important
Why is first aid important in our daily life ?
Para. 2 What is the most important thing to remember when dealing with an emergency ?
Para. 3-4 What do the hospitals recommend ?
What do the letters DR ABC stand for ?
What are three important things?
1.Check that the person can breathe.
2.If the person is not breathing, you must try to start his breathing at once.
3.If the person is bleeding badly, you must try to stop the bleeding.
Para. 5 What should we do when we have checked the DR ABC ?
Para. 6 Can we do first aid correctly after reading this passage?
Step 6 Comprehension
1. By saying “ Seconds count in an emergency, ” the writer means ________.
A time is very important B you can count numbers by the second
C time is life D to be calm down, in an emergency, just say numbers by the second
2. What should you do if you want to do first aid correctly ?
A.Learn with a teacher. B Remember the letters DR ABC
C Stay calm D All of the above
3. According to the passage, people in the accident_______.
A. can be helped by anyone who’d like to do so
B. Should be waken up as soon as possible
C. should be put in the recovery position when having been given first aid
D. can be given first aid even without checking the DR ABC
4. Which of the following sentences best expresses
the main idea of the passage?
A. DR ABC should be remembered
B. Remembering the letters DR ABC is enough forfirst aid
C. Why first aid is important and what the letters DR ABC stand for in an emergency
D. What the letters DR ABC mean
5. In the passage., the author seems to be _________.
A.explaining the meaning of the letters DR ABC B. telling us the importance of the first aid
C. giving some basic information about first aid D. showing the importance of DR ABC
Step 7 True or false
1. We can do nothing but call an ambulance or the police when someone is hurt.
2. If you don’t know about first aid, never try to revive the wounded person. T
3. We can check blood circulating only by looking for eye movement.
4. If the person is not breathing , we must start her breathing in ten minutes.
5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.
6. When the accident happens, go to save the wounded people immediately.
Step 8 Post-reading
Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are
doing in the pictures.
Picture 1
The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.
Picture 2
If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.
Picture 3
If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.
Step 9 Retelling
Retell something about DR ABC according to the table in pairs.
Step 10 Group discussion
What are some of the most important things to do at the scene of an accident?
Firstly, we should keep calm, make better decisions and call an ambulance or the police.
Secondly, we should check the DR ABC and then give first aid if we know how to do it.
Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.
Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.
Unit 9
skimming
When and where was the first Earth Summit held? What did they do then?
It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.
step1. Fast reading
Try to find the main idea of each Para.Match them.
Para.1 A brief introduction to 1972,2002 Earth Summits.
Para2 The big three and the results caused by them
Para.3 The responsibilities of the richer countries
Para.4 How to save the earth
Para.5 Small changes make big difference
Para.6 Sts’ better understanding of he environment and their willingness to act are important
Para.7 One of the solutions to the problems---education
Listening
1. Listen to Para 1 and find one of the main themes of the summit.
Sustainable development
2. Listen to Para 2& 3 and find what topics are talked about by the speakers.
1)What are “The Big Three”?
Contaminated drinking water
Poor sanitation Air pollution
2) Poverty, War, Violence
What’s the present problem with the global development?
Richer people get richer while the poor get poorer.
3.What should rich counties do to solve this problem?
Rich countries have a responsibility towards poor countries and must do whatever they can to help others.
Scan the text and see which of the following best express the main idea of the passage? C
A．Different countries have different opinions about development.
B．Equality and fairness are badly needed in the today’s world.
C．The Earth Summit, a way to save the earth.
D．Sustainable development, the future for the world.
1.“Sustainable development ” was brought forth _______. B
A. at the Stockholm Summit B. at the Johannesburg Earth Summit
C. by the World Health Organization D. by China's former Premier Zhu Rongji
2. Which of the following is the main cause of millions of deaths in rural areas ? C
A. Lack of drinking water B. Poor sanitation
C. Air pollution D. Freezing cold
3. Which is the best way to make developing countries prosper ? D
A. Holding conferences like the Earth Summit
B. Richer countries offer much help
C. A better understanding of the environment
D. International cooperation
4. Which of the following best expresses the main idea of the passage ? C
A. Different countries have different opinions about development
B. Equality and fairness are badly needed in the today's world
C. The Earth Summit , a way to save the earth
D. Sustainable development , the future for the world
5. Which of the following statements is true according to the passage ? D
A.The Earth Summit was once of great help to China
B. The Earth Summit is the best way to solve all kinds of problems
C. Without poverty , war or violence we can develop the world successfully
D. Our willingness to take action is necessary for the protection of our environment
Compare with your partner and decide what you think each part of the text will be about
Introduction (para 1) Introduction of the Earth Summit
Body (para 2-6) Major problems facing the world
Conclusion (para 7) What we can do to solve the problem
Introduction (Para 1)
Fill in the form
The Earth Summit
Time Place Theme
1972 Stockholm The Human Environment
2002 Johannesburg Sustainable Development
Step2.Read the text carefully.
Para.1 Read it quickly,and answer the questions.
In 2002, the Earth Summit was held in Johannesburg in
South Africa. One of the main themes of the summit was Sustainable development
What does “sustainable development” mean? D
A.Developing the nature. B.Developing economy.
C.Taking better care of the earth. D.Developing the world without damaging the environment
Para2. Listen to the tape .
What does the “big three” refer to?
Contaminated drinking water, poor sanitation, air pollution.
Try to find these sentences true or false.
The three big killers in the world are poverty, war, and violence.
Air pollution is a big problem only in rural areas,especially in developing countries.
20% of the people on earth have no clean drinking water.
Read Para.4---Para.6. Do the following exercises.
1.What one of the visitors said shows that____. C
A.There exist serious problems at present.
B.It is difficult to save the earth.
C.The earth summits make people understand the environment.
D.All of us have realized the importance of protecting the environment.
2.What’s the earth summit? C
A.It’s a place to find problems.
B. It’s a place to discuss how to develop economy.
C.It’s a place to find solutions to how to develop without damaging the environment
1.Which of the following statements is not true according to the passage? B
A. Farmers are increasing the numbers of their cattle.
B. Farmers are limiting the numbers of their cattle.
C. Heavy rains and strong winds are destroying the valuable soil.
D.Fewer trees are left to hold the soil in place on the hillside.
2.Air pollution doesn't cause _______. D
A. the destroying of forests B. the killing of fish in lakes
C. illnesses and injuries to people D. the spreading of clouds of radiation
3.What is the possible reason why the Mediterranean can’t clean itself? D
A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.
C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.
4. The 1st part of the passage is mainly about ________. A
A. the reasons why the area of desert is growing
B. the numbers of cattle farmers should keep
C. the valuable soil strong winds blow away
D. the damage rains and winds bring about
5. If people change their habits, pollution _______. B
A. can be completely stopped B. will become less and less
C. can do less damage to people D.will do no harm to people
6. According to the text _________ are the worst enemy of nature. B
A. cattle B. humans C. deserts D. chemicals
Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.
1 .What are the “big three”?
The “big three” refers to contaminated drinking water, poor sanitation and air pollution.
2 . Why are conferences like the Earth Summit important?
Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.
3 .What issues are discussed at the Earth Summit?
Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.
4．What is the key to the problem according to the text? Why?
Education 1. To build a better society and put an end to the death and suffering caused by the big three
2. To wipe out much of the poverty.
3. To see less violence and fewer wars.
summary
Accidents I. Time : 1986
Place : at a nuclear power station in Russia
Results : 125,000 die
Accidents II Time : 1984
Place : at a factory in the town of Bhopal in India
Results : 2500 be killed; many lose sight
Fact causes results
Earth desert grow every year cattle ; trees be cut down have less farm land
Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;
do harm to people
water be polluted; diseases waste from ; accidents living things be killed ; have less
drinking water ; nowhere to swim
Discussion
If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?
Unit 10
Step 1 Lead in
1.What’s the weather like today?
2.Do you often care about the weather?
3.How do you hear about it?
4.Have you ever heard of typhoon?
5.What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm roaring thunder
Also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.
6. What will you feel in such kind of weather?
frightened, scared, terrible, happy (why?)
7. What about the hurricane? Have you everheard about it?
8. What about volcano?
9. Look at the picture. Find out as much as you can to describe it.
Eruption lava
10. How is a volcano formed?
The rocks under the earth becomes hotter and hotter and erupted from the mountain.
11. Where is the most possible place that a volcano may erupt? Near the oceans
12. Do you know how a volcano works,if you do, describe it?
Gas vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid bits of rock and volcanic ash, etc.
Liquid lava
Step 2 Pre reading
the town of Pompeii (relics) two thousand years ago 18 hours
Skimming
Main idea of each part:
Para.1 General introduction to the letter.
Para.2 When and where the volcano erupted?
Para.3-6 What Pliny did when the volcano erupted?
Para.7 Conclusion to the letter.
Decide whether the following sentences are true or false.
1.A volcano erupted on the 24th of August in 79 BC in southern Italy.
2.My uncle planned to save his friend’s wife Rectina.
3.My uncle went to rescue Pompy after saving Rectina. T
4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
5.They decided to try the open air instead of staying in the house. T
6.It was night when the volcano erupted
Divide the text into several parts and tell the main idea of each part.
Step 3 While reading
Scan the text and answer the following questions.
1.What did Tacitus ask the author to do?
Ask him to write him sth about the death of his uncle Pliny.
2.From whom was the letter which the author’s uncle brought?
From his friend’s wife Rectina.
3.Where was Rectina’s house?
At the foot of Vesuvius.
4 What did the captain urge the author’s uncle to do?
He urged the author’s uncle to turn back.
5 Why did the author’s uncle ask to be taken to the baths?
Because he wanted to help the other to calm down.
6 When was the author’s uncle’s body found?
When daylight came again two days after he died.
7.What is described in the following passage?
The eruption of the volcano called Mount Vesuvius.
8.When and where did it happen?
On the 24th of August in 79 AD in southern Italy.
9.Who is the writer of the letter?
Pliny, the younger.( The author of the letter is Pliny’s nephew.)
Read the text carefully & fill in the following form.
Date: On the 24th of August in 79 AD in southern Italy.
What happened: The eruption of the volcano called Mount Vesuvius.
First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.
Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.
Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people
Finally My uncle wanted to get out of the danger but failed. He was dead.
Arrange the following statements according to the right order.
1.He decided to rescue his friend Pompy.
2.Some people watched an unusual cloud rising from a mountain.
3.Rectina begged him to save her.
4.He ordered a boat made ready.
5.Two slaves helped him stand up and immediately he fell down dead.
6.He bathed and had dinner.
7.A rain of rocks was coming down.
2 4 3 1 6 7 5
Read the text again and explain what the words in bold refer to.
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
The eruption of Mount Vesuvius
Time What happened
on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain
afterwards some of the cloud was white and dark
after dinner broad sheets of flame were lighting up many parts of Vesuvius
the next day shower of rock, darkness
This passage mainly tells us________. C
A To tell sth about Volcano happening in 79AD
B To tell sth about the death of Uncle Pliny
C To help Tacitus to recall what happened to Uncle Pliny
D To be in memory of Uncle Pliny
篇10：book3 unit3 备课资料(人教版英语高一)
UNIT 3 The Million Pound Bank Note
Period 1 Warming up and Pre-reading
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
Teaching importance:
Noun clauses as the object I can’t say that I have any plans.
...and he does not know what he should do.
I did not know whether I could survive until morning.
Noun clauses as the predicative
That’s why we’ve given you the letter.
Teaching methods:
Skimming, scanning, discussing.
Teaching aids:
A tape recorder, a projector and a computer.
Teaching procedures:
Step 1. Warming up
Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.
Students read the passage about Mark Twain and answer the questions given in the form on page 17.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step 2. Pre-reading
1. A rich man gives you a large amount of money to use as you like. What will you do with it? Why?
2. Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it was won of lost?
3. Have you ever read the story “The million pound bank note”? Have you seen the movie? If so, what did you think of it?
教学反思：
Period 2 Reading
Teaching Goals:
1. To develop the students’ reading skills: skimming, scanning, summarizing, and finding out details.
2. To arouse the students’ interest in movie.
Important points:
1. Let the students know the cultural background of the movie.
2. Useful words and expressions.
Teaching procedures
Step 1 Revision
Review the new words and expressions
Step 2 Reading
1) Fast reading
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
Questions:
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter?
(The students discuss the questions and then check the answers with the whole class.)
2) Read carefully
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Exercise1, P19
Discuss these questions in groups.
1. Why do you think that the brothers chose Henry for their bet?
2. What kind of person do you think Henry is? Why?
3) Post-reading
Try to retell the story in your own words.
Step3 Homework
Listen to the tape, and compare Henry’s language with the two brothers’ language. What do you notice?
教学反思：
Period 3 learning about language
Teaching goals:
1. Enable the students to grasp the usages of important new word and expressions.
2. Get students to master the patterns
Important point:
1. Let students learn the usage of the expression “take a chance”
2. Get students to understand some difficult and long sentences.
Teaching procedures
Step 1 Revision
Review the context of last lesson
Step 2 Language points
1. be about to 即将做某事
e.g. As I was about to lock the door when you appeared.
Be to 按照命令或安排即将发生或将做的事
Eg.Tell her not to be back late.
2. permit
1) permit sb. to do sth. = allow sb to do sth
eg. Her mother would not permit her to come home late.
辨析：permit 含有积极同意某人做某事，多用于正式场合，不和副词连用
Allow 含有听任或默许某人做某事，可和副词连用
Eg.Will you permit me to say a few words?
Mary wouldn’t allow me in.
2) Permit sth./doing sth. 许可，荣许某事存在发生
Eg. Love cannot permit a third person.
We don’t permit smoking in the office.
3. incredible (adj.)
1) 难以置信的，不可思议的，惊人的，奇异的。
Eg.Sally earns an incredible amount of money in the company.
The Gates had an incredible holiday in Greece.
2) 不可相信的。
Eg.They told us an incredible story!
Adv. Incredibly
Incredibly hot weather 极热的天气
Incredibly，no one had ever thought of such a simple idea before.
4.“I wonder, Mr Adams, if you mind us asking a few questions?”
I wonder if/whether… 不知您是否…
If you mind us asking = if you mind our asking
“名词所有格/形容词性物主代词+doing”为动名词（-ing）的复合结构，该结构在句中能作主语，表语和宾语。
Eg. Sophia’s having seen them did not surprised us.(主语)
Excuse my interrupting you. (宾语)
What worried the child was his not being allowed to see his mother in the hospital.(表语)
5. ‘And it was the ship that brought you to England.’
强调句式，it+is/was +被强调部分+that +其他
Eg. It was in this room that LuXun once lived.
Was it because his mother was ill that he didn’t go to school?
When was it that the club was set up?
6. account for: be the explanation of sth.; explain the cause of sth.
Eg. His illness accounts for his absence.
Please account for your own conduct.
教学反思：
Period 4 Grammar
Teaching Goals:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some new words and expressions.
3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.
Teaching Procedures:
Step 1. Revision
Purpose: To consolidate the words and phrases in the text.
1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.
2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.
3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.
Step 2. Grammar
1. Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to find some rules about how to use a noun clause as the object.
2. Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to find some rules about how to use a noun clause used as the predicative.
3. Conclusion
(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.
注意事项：
◆ 用陈述句的语序。
◆注意从句的时态呼应（主句是现在时，从句用各种时态；主句是过去时，从句用过去的时态，包括过去、过去进行、过去完成、过去将来），表示客观真理或普遍事实时除外。
◆主句的谓语动词是advise, demand, request, order, suggest, insist时，宾语从句的谓语动词用should +v.
◆主句的主语是第一人称，谓语是think, suppose, believe, expect, imagine时，否定转移。
◆ that引导宾语从句时，一般省略。不省略的情况为：a. 从句位于句首以示强调时；b. 及物动词后的第二个及以后的宾语从句；c. 谓语动词和that从句间有短语隔开时；d. 在复合宾语中；e. 宾语从句由“从句+主句”构成，从句的引导词紧跟在主句谓语动词后，that不省。
(2) 表语从句：
① 从属连词引导
The question is whether we should ask them for help.
The fact remains that you are still behind the others.
② 连接代词引导
Guilin is not what it used to be.
What she wants to know is which dress she should buy.
③ 连接副词引导
That is where Lu Xun used to live.
That is why he didn’t pass the exam.
That was how they were defeated.
注：还可由as if 或as though引导。
It looks as if it were going to rain.
4. Practice
(1) Ask Ss to finish Ex1 of Using Structures on P57 and check their answers.
(2) Ask Ss to finish Ex2 of Using Structures on P57 and check their answers in pairs.
(3) Ask Ss to finish the following exercises.
① is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
②we can’t get seems better than we have.
A. What; what B. What; that C. That; that D. That; what
③ I read about it in some book or other, does it matter it was?
A. where B. what C. how D. which
④ It’s generally considered unwise to give a childhe or she wants.
A. however B. whatever C. whichever D. wherever
⑤ –I drove to Zhuhai for the air show last week.
-Is that you had a few days off?
A. why B. when C. what D. where
⑥ Perseverance is a kind of quality----and that’s
it takes to do anything well.
A. what B. that C. which D. why
⑦ Meeting my uncle after all these years was an unforgettable moment, I will always treasure.
A. that B. one C. it D. what
⑧ There’s a feeling in me we’ll never know what a UFO is-----not ever.
A. that B. which C. of which D. what
⑨ There is a new problem involved in the popularity of private cars road conditions need .
A. that; to be improved B. which; to be improved
C. where; improving D. when; improving
Suggested Answers:
① D ② A③ D ④ B ⑤ A ⑥ A ⑦ B ⑧ A ⑨ A
Step 3. Homework
1. Ask Ss to finish the exercises of Using Words And Expressions.
2. Ask Ss to remember the rules of the object clauses and predicative clauses and use them to make some sentences.
教学反思：
Period 5 Using language---reading
Teaching procedures
Step1. Revision.
Retell the scene 3
Step2. Reading.
Read the passage, and then answer these questions in small groups.
Questions:
1. Whose behaviour changes the most during this scene? Give example.
2. What kind of person is the owner of the restaurant?
3. Why do you think the owner of the restaurant gave Henry a free meal?
Step3 Words.
Listen to the tape and underline all the new words and expressions.
1.It’ll cost a tiny bit.
1) tiny: very small 极小的，微小的
a tiny baby, a tiny school
2) not a little 许多，很
not a bit 一点也不
I’m not a bit tired. 我一点也不累。
I’m not a little hungry. 我非常饿。
2.take a/ the/ chance/ chances 碰运气；冒风险
3. in a rude manner
manner 表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
He answered in an arrogant manner.
His manner was impolite.
It is bad manners to talk with your mouth full.
4. issue
1) publish 出版，发行
The Bank of England issued the
million pound notes.
2) come, go or flow out 流出
blood issuing from a wound
5. in rags 衣衫褴褛
rag: odd cloth
He is in rags.
6. indeed
1) in fact 事实上，其实
I don’t mind. Indeed, I am willing to help you.
2) truly, really, certainly的确，实在的，确实
- Did he finish the work?
- Indeed, he did.
7. even if
even though 即使
He doesn’t want to buy the nice house, even if he gets a lot of money.
They came to help us, even if they had many things to do.
教学反思：
Period 6 Writing
Teaching aims:
1. Develop students’ writing ability
2. Enable students to write something about festivals
Teaching procedures:
Step 1 Revision
1. Review the useful words and expressions of this unit
2. Review some important sentences:
3. Ask students to read those sentences loudly
Step 2 writing task
你校的英文报组织了关于“养成良好学习习惯”的讨论,上文是刊登在该报上的文章。你看完文章后，想就这一主题写一篇英语短文并投稿，内容包括：
1. 以约30词概括上文的主要内容；
2. 以约120词就“养成良好学习习惯”进行讨论，并包括以下要点：
（1）你有哪些好的学习习惯；
（2）好的学习习惯帮助你成功的经历；
（3）如何才能养成好的学习习惯。
[写作要求]
1. 作文中可以使用亲身经历或虚构的故事，也可以参照阅读材料的内容，但不得直接引用原文中的句子。
2. 作文中不能出现真实姓名和学校名称。
[评分标准]
概括准确，语言规范，内容合适，语篇连贯。
参考范文:
By developing good study habits, you will work more efficiently and experiencing less stress in the learning process. Having good habits and skills can also influence those around you.
As for me, I benefit a lot from my good habits like getting up early to read English aloud, going over what I have learned before going to bed, and listening to some English programs every day.
In the past, I dared not speak English because I was poor in pronunciation. Thanks to my good habits, however, I have been making progress in my English speaking. Now I’m actively involved in the discussion in English classes, and also, I’m doing much better in english exams.
Therefore, I think it is of great significance to cultivate good study habits. When you have made a plan, stick to it for at least one week, no matter how hard it is. Then you may find it is not as difficult as it appeared. Besides, finding a partner to study together with is also a good way to keep you motivated.
教学反思：
篇11：unit3 going palces单元整体教学 (人教版高一英语上册教案教学设计)
）(1)
教学内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。
Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。
Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。
Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。
Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。
从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。
我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。
教学重点难点：
（一）重点
1． 本单元的生词、短语
2． 有关旅游的一些表达法
3． 掌握游记与来往书信的写法
4． 复习动词的用法以及现在进行时用于将来的表达法
（二）难点
1． 动词时态的综合运用
2． 语法操练与语言交际活动的有机结合
3． 一些开放性话题的实现
4． 课外查阅资料的能力培养
教学目标
1． 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2． 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4） 带领学生领略世界风光之美的同时，增强他们的环保意识
3． 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 开放式教学策略，如：brainstorm, role play, given situations 等活动
3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1）The students are to discuss the means of transportation
2）The students are to describe a place they know
3）The students are expected to know what an adventure travel is like
4） The students are supposed to take a virtual travel
5） The students are to write a travel diary/letter
6） The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。
高一英语新教材备课资料Unit 3 Going Places（说课稿）(2)
*** 本单元的预习作业是：
1. Prepare for the dictation (words & expressions)
2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?
3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)
第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。
第一课时(Listening) 中心任务：The students are to discuss the means of transportation
warming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。
1． 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。
2． Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。
3． Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。
4． 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。
5． 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……
6． （图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。
7． 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！--乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……
我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车-BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路--原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。（因为varieties, fun, imaginative, curious, exciting）。
听的表现形式：学生与学生的对话；听录音；听老师的口头材料
8． 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。
第二课时(Speaking) 中心任务：The students are to describe a place they know
这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。
1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。
2 （图片）过渡到文中要介绍的A Time Machine(时光机器)--人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。
学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。
3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。
4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”
完成步骤：
1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。
2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作补充，即取长补短。
3）互相讨论并由对方记录所描述的内容。
4）口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力
尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。
5. Homework: 1.Read through the material on P98 in WB
2.To know what an adventure travel is
其实是两个软性作业，巩固今天刚学的，预习明天要学的。
（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。
第三课时Reading（一） 中心任务： The students are expected to know what an adventure travel is like
1 Daily report
2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not?
--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)
学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺激；满足好奇心；探索奥秘等等；
教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。
3 （图表）填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。
4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。
5 设置开放性话题，深化阅读内容。先是讨论：
-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)
-Is the adventure travel worthwhile or not? Any example?
我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。
6 角色扮演（role-play），分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：
Suppose you are going to go rafting/hiking, make possible conversations.
Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )
Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)
Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking
Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)
这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。
7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的练习
2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100
高一英语新教材备课资料Unit 3 Going Places（说课稿）(3)
第四课时Reading（二） 中心任务：The students are supposed to take a virtual travel l
上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料（配图）。
阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。
1 先是作Daily report，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。
2 （图片）看图预测阅读内容 教师展示四幅不同地方的地形地貌图，让学生描述：What place is it like? 并猜测：Where is it? 最后才被告知，这四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。
3 教师先问：Where would you like to go? 接着投票，四（图）选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条--与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人（担任secretary）记录讨论结果。讨论的话题是（板书）：
--Why do you go there?
--What is it like?
--What necessary things do you need to carry ? Why?
--What can you do there?
--What will be your challenging about your trip?
4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。
5 最后，教师提问，组与组之间交叉回答：What do you learn from their report?
班级评价：Which group is the best one?
应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
第二个阅读任务也结束。
(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：make notes, complete sentences, fill in the form等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。
第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter
1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调；再分角色（Jane 和Betty）朗读文章; 接下去分组讨论不同的任务。
Group A: Try to find out the expressions of good wishes. Can you add more?
Group B: Try to find out all the sentences with verb tenses
Group C: Find out how many sentences with the present continuous tenses
Group D: Try to explain and conclude the use of the present continuous tenses
2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单元的多种时态混用与现在进行时表将来的用法），教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：
--What are you doing?(现在进行表某动作正在进行)
--What are you doing tonight?(现在进行表将来)
重要的是在语境中的反复运用，在用中学。
3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。
4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：
You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.
Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves）
显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子 -- 学习了日记的书写。
5文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。
6挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。
7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。
第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report
前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。
1 Daily report 我框定的范围是想象Sue 在讲述（也可与人对话形式）旅游中发现的一些不文明现象。由此引入课文。
2 做warming-up部分的练习1：作picture-talking, 看图完成句子，说出人们的不文明行为。
3 转入Integrating skills提供的关于eco-travel 的阅读，先是完成eco-travel 这一概念的理解。
1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism?在此提供两个词汇（Hints: ecology 生态学 ecologist生态学家）帮助学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)
2) 再细读（careful-reading），通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel?
4 换位思考（role play），让学生从另一角度去熟悉课文材料。
Suppose:
A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain
B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .
到此，学生应该已经很熟悉文中的材料，为下文的further discussion与课题（project）的完成埋下伏笔
5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：
1） 某旅游区现状如何
2） 目前存在的问题
3） 提出一些建设性的意见
这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告（leaflet）（如图）。
这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。
教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表
Assessment of Oral Presentations
Speech Value Scores
Volume 2
Pronunciation 3
Intonation 2
Fluency 2
Eye contact 2
Interesting 2
Main plots 5
Other aids 1
Timing 1
Total 20
篇12：学习手册Unit3 Going places(人教版高一英语上册教案教学设计)
●学习目标
Ⅰ.单词和词组
transportation,means,destination,postcard,adventure,adventurous,experience,get away
from,hiking,rafting,get close to,basic,equipment,backpack,tip,successful,sunscreen,watch out,spider,poisonous,protect,paddle,normal,handle,put…in danger,leather,similarity,benefit,
particular,effect,see…off,say“Hi”to Bob for me,combine,on the other hand,unpack,pick up
Ⅱ.日常交际用语
Where would you prefer going?
In which year would you like to go there?
Why would you like to go there…?
Do you think so?
When are you going off to…?
Is anybody seeing you off?
My plane leaves at seven.
Are you going anywhere for the holidays?
Well,I must be off.
Go skiing.
Go for walks.
Have a picnic.
Ⅲ.语法
学习现在进行时表示将来时及其他的用法
●学习障碍
Ⅰ.单词及短语
prefer,means,instead of,close,fun,successful,get away from,consider,watch out,protect,normal,
wear,put…in danger,similarity,benefit,effect,on the other hand,pick up
Ⅱ.语法
现在进行时表示将来时及其他用法。
●学习策略
Ⅰ.单词及短语部分
1.prefer v.宁愿，更喜欢
纵向归纳法:
（1）prefer + n./pron. The boy preferred a detective story.
（2）prefer + v.-ing Do you prefer living abroad?
（3）prefer +to do She prefers to live among the working people.
（4）prefer sb.to do sth. She preferred him to stay at home.
（5）prefer +n./pron./doing + to +n./pron./doing喜欢……而不喜欢
I prefer the town to the country.
While he was in the office he preferred doing something to doing nothing.
（6）prefer to do… rather than do 宁愿……而不愿
I prefer to walk there rather than go by bus.
（7) prefer + 从句(谓语动词用should do,should 可省略)
She preferred that he should do it in the kitchen.
横向比较法：
可以用would rather do…than do.转换prefer to do…rather than do…
I would rather walk there than go by bus.
击破定式法：
Rather than go with us,he preferred ________at home.
A.stay B.to stay
C.staying D.to staying
答案：B prefer to do… rather than do…短语变换顺序。
2.means n.手段，办法
纵向归纳法：
（1) by means of 用……,依靠……
The water may be carried by means of a pipe.
(2) by all means 一定，务必
Try by all/every means to persuade him to come.
(3) by no means 完全不是，一点也不，决不
This is by no means the first time you have been late.
综合运用法：
用所给词的适当形式填空
(1)Every means ________(have ) been tried.
(2) Such means ________ (be ) unpleasant.
答案：（1）has （2）are
means单复数同形，根据句意决定1.means是单数，2.means 是复数。3.instead of prep.代替，而不
纵向归纳法：
（1）instead of +n./pron.
Give me the red one instead of the green one.
（2）instead of + doing
We walked down the stairs instead of taking the elevator.
（3）instead of +介词短语
He studies in the evening instead of during the day.
横向比较法：
(1)instead adv.作为替代（……而），代替
If Harry is not well enough to go with you,take me instead.
(2)rather than而不是，与其…宁愿
The colour seems green rather than blue.
He ran rather than walked.
(3)in place of 代替，……而不用
The Chinese use chopsticks in place of knives and forks.
综合运用法：
We'll have the discussion in the garden ________the hall.
A.instead of B.instead in
C.instead of in D.instead
答案: C 综合运用instead of 与instead 的使用方法。
3.close
纵向归纳法：
(1)close [klus] adj.靠近，接近
The church is close to the shops.
亲密，密切 Are you a close friend of theirs?
周密，仔细 Keep a close watch on the children.
(2)close [klus] adv.靠近，接近He was standing close to door.
(3)close [kluz] v.关上，闭上 She closed her eyes.
关闭，（对外）不开放 The post office closes at half past six.
结束 Then he closed the interview.
At eleven the meeting closed.
(4)closely adv.紧密地
He got more closely in touch with the magazines of the day.
仔细地，密切地 The little baby was closely looked after by her.
横向比较法:
(1)close 与closely 作副词时，close 含具体之意，closely 含抽象之意。
(2)类似的词组有high（高）-highly（高度地），deep（深深地）-deeply（深入地），
wide （很开，宽）-widely（广泛地），low（低的）-lowly（低贱的）（作形容词）
击破定式法:
改错: The child sat there deeply in thought.
答案：把deeply 改为deep，deep in thought 是固定短语，“陷入沉思中”
5.fun n.高兴，乐趣，有趣的人或事
纵向归纳法:
（1）for fun 为了高兴，为着好玩 I only did it for fun.
（2）make fun of 开……的玩笑，取笑
It is wrong to make fun of a cripple.
横向比较法:
（1）laugh at 笑（某人），嘲笑
It's unkind to laugh at a person who is in trouble.
（2）play a joke on 开（某人的）玩笑
Let's play a joke on the teacher and lock the door so that she can't get in.
综合运用法:
________ fun we had!
A.What B.How
C.What a D.How a
答案：A 解此题应综合运用感叹句知识，fun 是不可数名词，而how 不能连接不可数名词。
6.successful adj.成功的，有成就的
The operation was quite successful.
纵向归纳法:
(1)success n.成功 She wished him success in his new shop.
成功的人或事 Jane was a great success in the play.
(2)succeed v. I did not succeed in my first lecture.
综合运用法:
Congratulations ________ your success ________ the book.It reminds me ________my childhood.
A.for；in；about B.on；in；for
C.for；about；of D.on；in；of
答案: D 解此题须综合运用congratulation 和remind的知识。succeed in sth.在某方面取得成功,congratulations on sb.祝贺某人，remind sb.of sth.使某人想起某事。
7.get away （from）
纵向归纳法:
(1)摆脱 With the small farm there is no getting away from poverty.
(2)走开，离开 The girls get away from work at five p.m.
She didn't get away until nine last night.
（3）逃走，使离开 The bank robbers used a stolen car to get away.
（4）拿走 Get all these party dishes away!
横向比较法:
(1）get out （of）躲避（做某事），避免（做某事）
You can't get out of paying your debts.
Several men got out yesterday.
(2)get off 下车，动身，寄出，下班
They got off (the bus) and walked away quickly.
get rid of 摆脱，除掉，处理掉
You must have a thorough rest and get rid of your sleeplessness and headaches.
联系语境法:
I really don't want to go to the party,but I don't see how I can ________ it.
A.get back from B.get out of
C.get away D.get off
答案：B 联系语境，我不知道怎样摆脱它。C.get away不能接宾语。
8.consider v.
纵向归纳法:
(1)考虑 consider + n./doing
I sat down by the fire to consider my question.
He considered going abroad.
(2) 认为consider + n.+ as +n./adj.オ
I do not consider Mary as my best friend.
consider +n.+to be+n./adj.オ
Most people considered to be innocent.
consider + n.+ n./adj.オ
They considered Paris the brain and heart of the country.
除了consider… as…表认为外，还有 regard…as…,look on… as…,take… as…,think of… as…
联系语境法：
-He failed his exam again.
-But what did you ________?Had he ever been working hard?
A.think B.expect C.consider D.regard
答案：B 表你还能期待什么？think,consider,regard表认为，consider 还表考虑，不符合语境。
9.watch out 当心，注意
You'll be cheated if you don't watch out.
Watch out! The police are coming.
纵向归纳法：
（1）watch out for 提防，当心
You must always watch out for the traffic here!
（2）watch for 留心找寻，小心等候
You had better wait and watch for a better chance.
（3）watch over 照看，看守，负责
The mother bird is watching over her young.
横向比较法：
（1）look out (for) 当心
Look out when you're crossing the road.
When you're eating fish,look out for bones.
（2）take care (of) 当心，注意
Take care of your head on that low ceiling.
（3）be careful 小心，当心，注意
It's all right,of course,but still we'll have to be careful.
联系语境法：
________! There's a train coming.
A.Look up B.Look out
C.Look around D.Look on
答案：B 小心，look up 查找,look on旁观
10.normal adj.正常的，正规的
the normal temperature
横向比较法：
（1)regular 规则的，有规律的
keep regular hours 生活有规律，按时作息
（2）common一般的，平常的 Tom is a common name in Britain.
共有的，公共的 become common knowledge 成为众所周知的事情
（3) usual 惯常的，惯例的
It's usual with him to go to the office on foot.
（4）ordinary平凡的，普通 in ordinary dress
联系语境法：
A person's ________ body temperature is about 37℃.
A.ordinary B.normal C.common D.usual
答案: B 联系语境，正常体温。
11.wear v.オ
纵向归纳法:
(1)穿着：He is wearing an overcoat today.
She wears red.
(2)戴：wear glasses
(3)蓄留着（须，发）：wear one's hair short
(4)（脸容等）呈现，显出：wear a happy smile
(5)磨损：The coat is much worn.
(6)wear away:（使）磨损，（使）磨灭 ：
The waterfall is wearing away the rock.
（印象、时间等）消逝，（人）衰退：The year is wearing away.
(7)wear out（把）穿破，（把）用坏: I have worn out my shoes.
（使）疲乏，（使）耗尽: My patience wore(was worn) out.
横向比较法:
(1)put on 侧重穿着的动作
Put on your sweater,otherwise you will feel cold.
(2)dress sb.(in sth.) 或be dressed (in sth.) 注意:穿的衣服接在in 之后。
Mother dressed her baby and then they went downstairs.
(3)have on 表示穿着的状态,注意不能用进行时。
At the spring festival,all children have on new clothes.
(4)be in 表示穿着的状态。
There was a girl in red.
The girl was in a coat.
(5)try on 试穿
Mother was trying on a new dress.
击破定式法:
Jack is ________ a black jacket today.
A.having on B.put on
C.wearing D.dressed
答案:C have on不能用在进行时中，put on 表示动作,本题表达的是今天的穿着,是状态,dress 不能直接接衣服。
12.put… in danger使…处于危险之中
Don't do it,or you will put yourself in danger.
纵向归纳法:
（1）in danger 在危险中
The flood is coming and all villagers are in danger.
（2）out of danger脱离危险
After the successful operation,the patient was out of danger.
（3）be in danger of有……的危险
The whole village was in danger of being flooded.
横向比较法:
（1）dangerous adj.危险的
That man was dangerous.意为那个人很危险,不要靠近。
（2）in danger
That man was in danger.意味着那个人的生命有危险.
13.benefit
纵向归纳法：
(1)n.利益,好处 That will be of benefit to you.
（2）vt.有益于 This medicine will benefit you.
（3）vi.受益 We benefit from daily exercises.
14.effect n.效果,作用 on sth.
His words had a great pushing effect on his students.
纵向归纳法：
（1）be of no effect 无效
（2）come into effect 开始生效，开始实行
横向比较法：
affect vt.影响 The climate affected the amount of the rainfall.
联系语境法：
The new law will come into ________ on the day it is passed.(1999上海)
A.effect B.use
C.service D.existence
答案: A come into use 开始被使用,come into existence开始存在,产生，成立，不符和语境。 15.on the other hand 另一方面，常用于on the one hand,…on the other hand 表示一方面，另一方面……
The boy likes to ask questions,on the other hand ,he does not like to listen to answers.
16.pick up
纵向归纳法：
（1）拾起,捡起 The monkey picked up the hat for the old man.
（2）(偶然地、无意地)获得,学会
When he was in Japan,he picked up some Japanese.
（3）(无线电)收听到,(依靠探照灯,雷达等)测知,看到
Using a short wave radio,you can pick up BBC and VOA.
（4）(车辆等)中途搭(人)
The train stopped to pick up some passengers.
（5）(使)恢复健康，振起精神
He is beginning to pick up.
横向比较法：
（1）pick 摘
Boys were busy helping farmers to pick apples.
（2）pick out 选出,拣出
Please pick out what you like best.
Ⅱ.语法部分
现在进行时的用法
纵向归纳法:
1.表示现在（说话的瞬间）正在进行或发生的动作。
Look! The monkey is climbing the banana tree.
2.表示当前一段时间内的活动或现阶段正在进行的动作。（说话时动作不一定正在进行。） We are preparing for the meeting to be held next Friday now.
3.表示说话人现在对主语的行为表示赞叹、惊讶、厌恶等。（常与always,constantly,continually,all the time,forever等副词连用），表反复的动作。
He is always thinking of others.(表赞许)
She is always asking the same question.(表厌恶)
You are always changing your mind.(表抱怨)
4.表示在最近计划或安排要进行的动作。常用于go,come,leave,start,arrive,return,work,
sleep,stay,do,have,wear等表移动，方向的动词。
He is starting the work in a few minutes.
He is leaving for Beijing tomorrow morning.
注意：
1.不用进行时的词有
（1）系动词：feel,sound,smell,taste,look,appear,seem,remain,prove等。
（2）表结果的感官动词：see,notice,hear等。
（3）非延续性的动词，此动作开始即是结束：enter,accept,receive等。
（4）表心理状态，存在状态，拥有的动词：love,like,hate,care,dislike,respect,prefer,know,
understand,forget,remember,believe,want,wish,hope,mind,agree,belong to,depend on,own,have等。
2.用进行时的特殊词有系动词get turn,grow,become,go,come,fall等表由一种状态转入另一种状态时，用进行时表示渐近。
Today,many rivers that were polluted are getting cleaner and cleaner.
横向比较法:
现在进行时表将来的用法与一般将来时的区别：
(1）现在进行时表近期的，事先已经计划安排好的
-How are you getting to the airport?
-By taxi.Bob is coming with me to the airport.
(2)will do和shall do 表客观将来
shall用于第一人称，will用于第一、二、三人称。
I will/shall finish middle school next month.
表有科学根据的预测。The weather report says it will rain tomorrow.
表客观必然。
Man will make mistakes.
(3)be going to 表现在打算在近期或将来要做某事。
I'm going to finish my homework tonight.
表根据已有迹象的预测。
It's so dark outside,I think it's going to rain.
be going to 不与come,go连用，用be coming,be going 形式。
Mary is coming here this evening.
注意：
表计划、安排、规定要做的事，用一般现在时表将来，如飞机、火车是按时刻表运行的，学校是按开学前计划好的日程来运行的。
Our plane leaves at 6:00 a.m.
●方法实践
Ⅰ.单项选择
1.I'll go to the railway station to ________you ________.
A.see；of B.take；off
C.see；off D.see；away
2.The visiting professor ________giving lectures to students ________ invited to meeting at times.
A.preferred；to being B.preferred to；rather than
C.preferred；than being D.preferred；to
3.No one can be sure ________ in a million years.
A.what man will look like B.what will man look like
C.what look will man like D.man will look like what
4.Please say “Hi” to Bob ________ me.
A.to B.for
C.about D.from
5.As soon as I ________the bus stop,the bus ________.
A.got；reach B.arrived；got
C.reached；arrived D.got；arrived
6.Let us ________ out for ________,________?
A.go；a drive；shall we B.go；drive；shall we
C.go；a drive；will you D.to go；drive；will you
7.David jumped ________to get the first ________ the beginning of the sports.
A.enough high；in B.enough highly；in
C.high enough；at D.highly enough；at
8.-Why does Ling Ling look so unhappy?
-She has ________ by her classmates.
A.laughed B.laughed at
C.been laughed D.been laughed at
9.Rather than ________ on a crowded bus,he always prefers ________ a bicycle.
A.ride；ride B.riding；ride
C.ride；to ride D.to ride；riding
10.The farmer taught the students how to ________ seeds.
A.elect B.select
C.look D.choose
11.I often ________ English programs with my radio.
A.accept B.listen to
C.pick out D.pick up
12.Tom is a naughty boy,and he likes to ________ others.
A.make fun B.make fun on
C.make fun of D.make funs of
13.The child ________ away from his father and ran out.
A.took B.broke
C.drove D.caught
14.His invention ________ useless by the scientists of that time.
A.considered being B.was considered being
C.considered to be D.was considered to be
15.It ________that the whole world pay attention to ________ wild life.
A.hopes；protect B.is hoped；protect
C.is hoped；protecting D.was hoped；protecting
16.She asked her daughter to ________the new dress.
A.be wearing B.try on
C.fit on D.dress in
17.He is a man of ________ and he had ________ interesting ________in his life.
A.much experience；a lot of；experiences
B.many experiences；much；experience
C.many experiences；much；experiences
D.much experiences；a lot of；experiences
18.The girl ________ is her sister.
A.dressing in red B.wearing red
C.dressed in red D.worn a red coat
19.I tried to ________ last night to tell you the good news,but no one answered the phone.
A.call you up B.call on you
C.call for you D.call you out
20.This is not a match.We're playing chess just for ________.
A.habit B.hobby
C.fun D.game
21.Every possible means ________ to prevent the air pollution,but the sky is still not clear.
A.is used B.are used
C.has been used D.have been used
22.A person's ________ body temperature is about 37℃.
A.ordinary B.normal
C.common D.usual
23.I really don't want to go to the party,but I don't see how I can ________ it.
A.get back from B.get out of
C.get away D.get off
24.Was it in 1969 ________ the American astronaut succeeded ________ landing on the moon? A.when；on B.that；on
C.when；in D.that；in
25.They ________ the train until it disappeared in the distance.
A.saw B.watched
C.noticed D.observed Ⅱ.阅读理解
My wife and I spent two weeks in London last year.We went there in the autumn.We think it is the best season to visit English.The weather is usually good and there aren't too many tourists in October.
We stayed in a small hotel in the West End.It was convenient as we did most of our sightseeing on foot.Taxis were too expensive,we couldn't understand the bus routes,and my wife didn't like traveling on the underground.She said it made her feel sick.
We went to look at the places which all tourists see.We saw Buckingham Palace and the National Gallery.We went shopping in Oxford Street and spend too much money.What we liked most,though,was going to the theatre.We don't have the chance to see such wonderful plays at home.A lot of people say English food is very bad.We didn't think so.It's true that most of the restaurants are French or Italian or Chinese,but we had some very good meals.
In fact,we enjoyed our holiday so much that we have already booked again for this year.We're going to take our umbrellas,though.I'm sure we'll need them sometimes.
1.The speaker and his wife got around in London ________.
A.by taxi B.by bus
C.on foot D.by car
2.They haven't been to________ during their stay in London.
A.Buckingham Palace B.Oxford Street
C.the National Gallery D.the British Museum
3.They could ________ in London that they can't do at home.
A.have some very good meals
B.go shopping
C.see some very good plays
D.do sightseeing
4.Which of the following is NOT true about the couple?
A.They thought English food was bad.
B.They will visit London again.
C.The couple saw a lot in London.
D.They didn't take their umbrellas last year.
5.Which of the following can be inferred from the passage?
A.The couple enjoyed themselves very much in London.
B.London is the best place to visit.
C.The couple saw a lot in London.
D.It often rains in London.
Ⅲ.短文改错
Besides Egyptians,people of Mexico also builded 1.________
pyramids.They didn't build the pyramid for tomb.They 2.________
were used to build a pyramid and then build a temple on 3.________
top of them.The pyramids of Mexico are not as high as 4.________
that of Egypt,but they are bigger.Each pyramid has a wide 5.________
stairway that go from the bottom to the top. 6.________
The biggest pyramid in Mexico is almost 2 000 year old. 7.________
Scientists think it spent 10 000 men more than ten years 8.________
to build.On top of it they built a temple to worship 9.________
the sun.The temple is no longer there and people call it 10.________
the pyramid of the sun.
Ⅳ.书面表达
假如你是学生会主席,请根据下列内容,用英语写一则关于春游的通知。(字数100左右)
参加者:高一高二年级的学生
活动内容: 1.9月20日去香山公园爬山
2.在山顶野餐
3.参观植物园
集合时间及地点: 1.早晨7:00集合,7:20开车
2.学校大门前
注意事项: 1.穿运动鞋
2.自带午餐和饮水
3.准时集合
4.参加者在本周四之前到学生会报名
生词:植物园the botanical garden,报名 to enter one's name
Ⅴ.同步语法专项练习（现在进行时的用法及将来时）
1.The doctor will be free ________.
A.10 minutes later B.after 10 minutes
C.in 10 minutes D.10 minutes after
2.One more week,________ we will accomplish the task.
A.or B.so that
C.and D.if
3.Look at the clouds.It ________ .
A.rains B.is going to rain
C.was raining D.will rain
4.You may leave the classroom when you ________ writing.
A.will finish B.finished
C.have finished D.had finished
5.Let's get in the wheat before the sun ________.
A.will set B.was set
C.set D.sets
6.We will start as soon as our team leader ________.
A.comes B.will come
C.come D.is coming
7.Don't get off the bus until it ________.
A.has stopped B.stopped
C.will stop D.shall stop
8.Do you think Sam'll call his old teacher as soon as he ________ in town?
A.will be arrived B.is arrived
C.arrives D.will arrive
9.The new secretary is supposed to report to the manager as soon as she ________.
A.will arrive B.arrives
C.is going to arrive D.is arriving
10.The volleyball match will be put off if it ________.
A.will rain B.rains
C.rained D.is raining
11.If city noises ________ from increasing,people ________ shout to be heard even at the dinner table 20 years from now.
A.are not kept；will have to B.are not kept；have to
C.do not keep；will have to D.do not keep；have to
12.-Do you like the material?
-Yes,it ________ very soft.
A.is feeling B.felt
C.feels D.is felt
13.-Don't forget to come to my birthday party tomorrow.
- ________.
A.I don't B.I won't
C.I can't D.I haven't
14.-Is this raincoat yours?
-No,mine ________ there behind the door.
A.is hanging B.has hung
C.hangs D.hung
15.________ it with me and I'll see what I can do.
A.When left B.Leaving
C.If you leave D.Leave
16.The water will be further polluted unless some measures ________.
A.will be taken B.are taken
C.were taken D.be taken of
17.He'll be an astronaut by the time he ________ thirty.
A.is B.had been
C.will be D.is going to be
18.Hundreds of jobs ________ if the factory closes.
A.lose B.will be lost
C.are lost D.will lose
19.I've won a holiday for two to Florida.I ________ my mum.
A.am taking B.have taken
C.take D.will have taken
20.Selecting a mobile phone for personal use is no easy task because technology ________so rapidly.
A.is changing B.has changed
C.will have changed D.will change
参考答案
Ⅰ.单项选择
1.C see sb.off为……送行,take sb.off带领，把……带往。
2.A prefer doing to doing,或prefer to do… rather than do…,B项应是 prefer to do… rather than be invited.表示被动关系。
3.A 使用陈述句语序。
4.D say “Hi” to sb.from me.请代我向……问好。
5.C 表示“到达”时用get /reach/arrive ,其中，reach是及物动词，直接加地点，get是不及物动词，get + n.或get + adv.,arrive是不及物动词，可以单独使用，也可arrive + in+ 大地点,或arrive+ at+ 小地点，或arrive + adv.。
6.C 解此题须综合运用反意疑问句的知识，祈使句的反意疑问句为will you?,go out for a drive 为固定短语。祈使句Let us…和 Let's…的反意疑问句不同，Let us…,will you?Let's …,shall we?。
7.C 综合运用，enough的用法是 adj./adv.+ enough，或enough + n.，此题中 “跳得高”表示的是具体的高度，这时应用high,而不是highly(表示抽象意义)，另外，at the beginning of + n.，而in the beginning 一般不与of +n.连用。
8.D 她被嘲笑,短语是laugh at,且表示被动关系。
9.C 短语正常顺序是prefer to do… rather than do…。
10.B 选种子应是select seeds,select常指有目的地仔细认真地选择，elect选举，choose指在所提供的对象中选择。
11.D 我的收音机可接收英语节目。accept主动接受，listen to强调听的动作，pick out挑选。
12.C make fun of sb.固定词组，取笑某人。
13.B break away 是动词短语，脱离或断绝往来，break away from sb./sth.表同……脱离关系,take away拿走，drive away开车离开。
14.D 他的发明被认为是无用的，consider 在本题中是认为的意思，因此用法为consider sb./sth.to be/as …,变为被动语态，为be considered to be/as…,to be/as 可以省略。consider 表示考虑时，用法为 consider + n./doing。
15.C It is hoped that … 是固定句型，表人们希望，pay attention to是固定短语，表注意,to是介词，后接n./pron./doing.。
16.B 她让女儿试穿新裙子，try on表示试穿（衣服），dress 表示穿着时用be dressed in + 衣服，fit on表试穿时用fit + 衣服 + on sb.。
17.A experience表“经验”，是不可数名词，表“经历，体验”，是可数名词。
18.C 穿红衣的女孩是她的妹妹，wear不接颜色，看分词与被修饰的名词的关系，表示主动关系用现在分词，表示被动关系用过去分词，因此wear 应用wearing表示主动关系，而dress的用法是be dressed in …,故用过去分词。
19.A call sb.up给某人打电话，call for sb.来找某人，call sb.on拜访某人，call sb.out叫某人出来，请某人出来。
20.C 下象棋仅仅是为了乐趣，for fun 为了乐趣，是固定短语。
21.C 综合运用主谓一致的知识，此题中means由every决定，是单数名词，谓语动词也用单数。
22.B normal表正常的，ordinary表平凡的，大众的，common表普通的，常见的，或共有的，usual表通常的。
23.B 我不想去，但不知道怎么从中摆脱出来， get out of 摆脱，逃避，get back from从……回来，get away逃离，应使用get away from+n.,get off 下来，动身。
24.D 强调句型为It is/was+被强调部分+that+句子其他部分，本题强调时间状语in 1969,succeed in+n./doing 表在某方面取得成功。
25.B 目送火车离去，see强调看见的结果，notice注意到，observe观察。
Ⅱ.阅读理解
1.C 第二段写出。
2.D 第三段写出。
3.C 第三段 We don't have the chance to see such wonderful plays at home.
4.A 第三段最后一句but we had some very good meals.
5.D 最后一段可以推断出We're going to take our umbrellas.
Ⅲ.短文改错
1.builded→built
2.tomb→tombs
3.去掉were used to do表过去，而be used to do表被动。
4.them→it 指代pyramid
5.that→those 指代pyramids
6.go→goes
7.year→years
8.spent→took it takes/took sb.some time to do sth.指花费某人时间做某事。
9.build后加it
10.and→but
Ⅳ.书面表达
NOTICE
The students of Senior Grade One and Two will go to Xiangshan Park on September 20.We will climb up the hill and have a picnic on the top of it.After that,we will visit the famous botanical garden nearby.Please wear your sports shoes and bring lunch and some drinking water with you.
We will meet in front of our school gate at seven o'clock in the morning.The buses are going to leave at twenty past seven.So be sure to come on time.
Those who want to go should enter your names at the Student Union before Thursday.
The Student Union
Ⅴ.同步语法专项练习
1.C 将来时的时间状语用法：in +时间段，after +时间点。
2.C 将来时的特殊句型：祈使句+and/or ,主句。此题中，数词+名词 可作祈使句，联系语境，用and而不用or。
3.B 天上有云，表示有下雨的迹象，用be going to。
4.C 主句是将来时，时间状语从句或条件状语从句用现在时。本题中主句用情态动词may，表示将来。
5.D 祈使句表示将来。
6.A 另外come是瞬间动词，用进行时表示将要发生的动作。
7.A 8.C
9.B be supposed to do 应该做……,含将来意义。arrive是瞬间动词，用进行时表将要发生的动作。
10.B
11.A 根据时间状语20 years from now 从现在起20年后，表示将来，因此主句用将来时，条件句用现在时，noise噪音应该被阻止，用被动语态。
12.C feel表示状态的系动词，不用进行时，不用被动语态。
13.B 祈使句表将来。
14.A 表示正在挂着的状态，一般时表客观真理。
15.D and是连词，前后并列成分，结构相同，后是句子，前用leave开头的祈使句。
16.B
17.A by the time到……时，是时间状语从句。
18.B if引导的条件状语是现在时，主句应用将来时，且要表示被动关系。
19.A 联系语境，用进行时表将来。
20.A 联系语境，so rapidly决定现在仍然在变化中，has changed 完成时表动作已结束，与句意不符。
★ 八年级英语上册Unit3 Topic2SectionA教案 (仁爱版英语八年级)
高一英语上册unit3教案（全）-人教版[全套]（精选12篇）
