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篇1:新高一 unit7 教案
新高一 unit7 教案
Period 1
Step 1 1. Questions:
Warming-up 1) What are cultural relics?
The Great Wall in China Egypt
Stonehengein England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phraseCultural relicsmean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3)
Stonehengein England
When they were built
What they were built for
Stonehengeis a circle of large standing stones located near Salisbury
Step 2 1. Listen to the description of the three cultural
Listening sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 1. Go over listening exercise on Page 121.
Homework 2. Go over Speaking on Page 44 and fill in the
table.
3. Think about cultural sites in Nanjing
should be done to protect them.
篇2:新高一 unit7 教案
Period 1
Step 1 1. Questions:
Warming-up 1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China or in the world?
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3) Stonehenge in England
When they were built
What they were built for
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.
Step 2 1. Listen to the description of the three cultural
Listening sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 1. Go over listening exercise on Page 121.
Homework 2. Go over Speaking on Page 44 and fill in the
table.
3. Think about cultural sites in Nanjing and what
should be done to protect them.
篇3:新高一unit7课程内容教案
新高一unit7课程内容教案
Period 1
1。 Questions:
Warming—up 1) What are cultural relics?
The Great Wall inChina; The Pyramids inEgypt;StonehengeinEngland
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures。 They are very important to their countries。 They once had a practical importance (burial site, defence, magic / superstition)。 Now people from all over the world go to visit these places。
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest。
4) Do you know any other cultural relics inChinaor in the world?
2。 Some information about:
1) The Pyramids inEgypt
2) The Great Wall in Chins
3)StonehengeinEngland
When they were built
What they were built for
Stonehengeis a circle of large standing stones located nearSalisbury, inWiltshire,England
1。 People began to build the site about 3,100 BC。 It is not clear who built it。
Step 2 1。 Listen to the description of the three cultural
Listening sites and fill in the table。
2。 Go over the listening exercise on Page 121 to make the Ss know what to do as homework。
Step 3 1。 Go over listening exercise on Page 121。
Homework 2。 Go over Speaking on Page 44 and fill in the
table。
3。 Think about cultural sites inNanjingand what
should be done to protect them。
篇4:新高二unit 7 教案
TEACHING PLAN FOR UNIT 7 (Book 2A)
LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Six Periods)
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading-Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study-Word Study
6th period: Language Study-Grammar
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject-AIDS
Are you familiar with this red ribbon?
What’s it related to?
What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of?
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion
What’s the full name of AIDS?
Can AIDS be transmitted?
In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why?
(Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)-check students’ knowledge about AIDS.
2) Picture quiz -Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not?
(Through these questions-
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China?
About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so?
2. What should we do with it?
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking?
About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
For example, … Could you please explain …?
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion-Class discussion
Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look?
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look?
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it?
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life?
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text?
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease?
2) Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in 2002?
3) Summary:
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease?
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most?
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from?
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do?
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes?
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.
IV. Homework
1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
The Forth Period
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them?
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease?
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ (恢复)from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ (宝贵)life is.
4. The doctor told him that the wound had been infected, and that the ___________ (受感染的伤口)become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________(传播的病毒)
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________(灰心丧气的病人)
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ (经过测试的血样)to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.(延误的治疗)
IV. Complete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
The Sixth Period
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right?
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS?
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen?
If you were Xiaohua, what would you like to tell them?
If you were a doctor, what would you do?
If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
IV. Background Information
What is AIDS?
--www.aids.org/factSheets/index.html#Preventing
WHAT DO “AIDS” MEAN?
AIDS stands for Acquired Immune Deficiency Syndrome:
Acquired means you can get infected with it;
Immune Deficiency means a weakness in the body's system that fights diseases.
Syndrome means a group of health problems that make up a disease.
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make “antibodies”, special molecules that are supposed to fight HIV.
When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called “HIV-Positive”. Fact Sheet 102 has more information on HIV testing. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called “opportunistic infections” (see Fact Sheet 500).
HOW DO YOU GET AIDS?
You don't actually “get” AIDS. You might get infected with HIV, and later you might develop AIDS.
You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:
Having sex with an infected person.
Sharing a needle (shooting drugs) with someone who's infected
Being born when the mother is infected, or drinking the breast milk of an infected woman.
Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.
There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.
In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.
IS THERE A CURE FOR AIDS?
There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.
There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.
HOW CAN YOU PROTECT YOURSELF AND OTHERS?
Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.
Sexual Activity
You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).
Drug Use
If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.
Vertical Transmission
With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.
Contact with Blood
HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.
THE BOTTOM LINE
HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.
To decrease the risk of spreading HIV:
Use condoms during sexual activity
Do not share drug injection equipment
If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs
If you are an HIV-infected woman, don't breast feed any baby
Protect cuts, open sores, and your eyes and mouth from contact with blood.
If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.
(浙江省黄岩中学英语组 赵丽红 洪峰 张卫)
篇5:新高二英语Unit2教案
新高二英语Unit2教案
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Period 1 Teaching Steps:Step1. Revision1. Have a dictation in class.2. Read the new words in the period.media, reliable, fire, face, difficulty, nosy, Gray, editor, reason, ele……
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篇6:人教版新高二Unit7单元语言点(人教版高二英语上册教案教学设计)
New words:
1.deadly –adj.
1)极其危险的,致命的 dangerous, likely to cause death
Cancer is a deadly disease.
2)极度的,非常的
A deadly silence filled the auditorium.
3)死气沉沉,very dull
a deadly conversation
adv.
1)very 极度,非常,十分
deadly serious 十分认真
deadly dull 非常枯燥
2)like dead 死一般的
deadly pale
dead/ die/ death/deadly
die of hunger/cold/ starvation/ a disease /
die from a wound /polluted air/
die in an accident/ a battle
die by drowning
be dying for have a real wish for/ to do
be dying to do 恨不得马上,非常想
I’m dying for a cigarette .
The shock was ___ to him. (dead/ died/ deadly/death)
She has for three years. (died/ been dead/ been deadly)
2.quiz quizzed quizzing quizzes
n. a competition or game where questions are put 问答比赛或游戏,小型考试
competition/ race / match
He took part in a television ___ and won several prices. A. match B. race C. quiz D. championship
2) vt. (about) ask questions about sb.对(某人)提问,盘问
quiz sb. about sth
He quizzed me about where I’d been last night.
3false -- adj. 错误的,假的,伪造的
Spies may a number of __ names and papers. A. imitation B. artificial C. false D. man-made.
right or wrong
true or false
4.infect vt.
1)影响(指坏影响 ),感染(指好的)affect
One bad boy may infect a whole class.
Violence is infecting our society.
Her spirit infected/ affected him.
2)传染,感染
The disease infected her eyes, and she became blind.
Infection n. She is suffering from a l lung infection.
5.inject vt. with/into 注射,注入
They are injecting him with a new drug.
We hope to inject new life/ interest into our work.
Injection n.
The nurse gave him an injection for / against fever.
6.via prep. by way of 经由,经过
We flew to Athens via Paris and Rome.
I sent a message to Mary via her sister.
7.persuade sb. to do sth./ into doing sth.
persuade sb. not to do sth./ out of doing sth.
try to persuade sb. to do = advise sb. to do
Try to persuade him to come with us.
They persuaded us into / out of going(= to go/ not to go) to the party.
The number of deaths from heart disease will be reduced greatly if people ___ to eat more fruit and vegetables. A. persuade B. will persuade C. be persuaded D. are persuaded
比较:convince 说服,使信服
persuade
The newspaper article has convinced me ( made me believe) that smoking is a dangerous habit.
The doctor persuaded me to give up smoking.
8.contract v.
1)make a legal agreement with sb.与某人签订 (合同或契约)
contract with sb. for sth.
contract with a firm for the supply of fuel.
We have contracted to build a bridge across the river.
2)感染(疾病)
My son contracted a severe fever.
3)负载,染上恶习
contract debts
contract bad habits
n. 合同,契约
enter into/ make a contract (with sb.) (for sth./ to do sth.)
You shouldn’t enter into/ make a contract until you have studied carefully.
We have a contract with the government for the supply of vehicles/to supply vehicles.
9.specialist (a person) with special knowledge or training in a field of work or study
a heart specialist
He is a specialist in Rome coins.
expert : be expert at/ in / on
She is (an) expert on/ in/ at teaching small children.
10.fierce adj.
1)angry, violence and cruel残忍的,凶猛的
a fierce dog
a fierce-looking man
2) very great or strong激烈的,强烈的
the fierce heat of the sun 太阳的炽热
Because there is so much unemployment, the competition for jobs is very fierce.
由于失业人数众多,寻找工作的竞争十分激烈。
fiercely
11.invisible ,visible
in sight / out of sight
12.recover v.
1)get back(something lost or taken away) 重新得到,取回 ,恢复:
The police recovered the stolen jewelry.
She recovered consciousness soon after the accident.
2)to return to the proper state of health, strength, ability, etc.
恢复(健康,体力,能力等)
Has the country recovered yet from the effects of the war? 哪个国家已从战争的影响下恢复了吗?
Text:
1..1)infect sb./sth. with 感染 ,传染
2) be/become infected with 被。。。感染
These animals have been infected with the bacteria.
这些动物都已传染了这种病菌。
She infected the whole class with her laughter.
The spreading disease infected eyes, and she became blind.
2.live with sb. 与…在一起=live together
live with sth. = accept, tolerate sth. 忍受
You’ll have to learnt to live with it, I’m afraid.
3.What if…? 要是。。。怎么办 ?
What if he comes?
What if it rains when we can’t get under shelter? 假如下起雨来 ,我们没处躲雨怎么办?
4.break down
1) cause sth to collapse, destroy 使。。。瓦解 ,毁坏(改变某物的化学成分)
Sugar and starch are broken down in the stomach.
糖和淀粉在胃里被分解。
Chemicals in the body break our food down into useful substances.
人体中的化学成分把食物分解成有用的物质。
2)(因机械,电力等故障 )停止运转,失灵 ,失效
The telephone system has broken down.电话失灵了。
Our car broke down on the high way.
3) (身体)跨了(of one’s health) become very bad
Her health broke down under the pressure of work.
4)感情失控 lose control of one’s feelings 感情失去控制
He broke down and wept when he heard the news.
She broke down and sobbed aloud.
5)fail中断,失败
The conversation broke down at this point. 这时候谈话中断了。
Telephone communication with other cities has broken down..
和其他城市的电话联系中断了.
break in –
1)enter a building by force 闯入 ,强行进入
He broke in and stole my money.
2)interrupt 插嘴 ,打断
She broke in with some ideas of her own.
break into
1)enter by force 闯入
to break into a house
2)interrupt
to break into a conversation
3)=burst into –begin suddenly to sing, laugh etc.
to break/burst into a song/laughter
break off –
1)end, interrupt 中止,中断
Those two countries have broken off relations with each other.
那两个国家已中断了关系。
2)折断 He broke off a branch.
break out ---to begin suddenly
War / A fire broke out.
break through –force a way through突破
Have our soldiers broken through the enemy’s defenses?
break up-
1)cause to divided into smaller pieces (使)分开, 分解(物理)
The ice will break up when the warm weather comes.
2)to cause to come to an end (使)结束
The police broke up the fight.
The party broke up when the police arrived.
警察到来之后聚会就解散了。
5.defense 保卫 ;防卫
a defense of one’s country
in defense of 保卫,维护
He spoke in defense of justice. 他发言维护正义。
a defense against
Mountains are a defense against the wind.山是防风的屏障。
6.keep –(cause to) stay, remain, or continue (使)保持 ,(使)持续
1)跟形容词:
keep fit/ calm/ cool/ silent/ quiet/ awake/ warm/ open/ fresh/ fine
The weather is keeping fine.
We must keep fit.
I was so sleepy that I could hardly keep awake.
How long do the shop keep open?
It is hard to keep warm in such cold weather.
2)跟副词:
We keep in during the cold weather.
Keep away from the fire, children.
3)跟介词:
We’ll keep in touch with you.
4)跟带现在分词的复合结构:
I’m sorry to have kept you waiting for so long.
We’d better keep the fire burning.
5)跟带过去分词的复合结构:
You must keep us informed of how things are going with you.一定要我们经常了解你们情况。
We must keep the documents locked up.
6)跟形容词的复合结构:
Please keep the door open.
Keep the clothes clean.
7)跟介词短语的复合结构
Her sickness kept her in the hospital for six weeks.
A cold kept him in bed for three days.
8)跟副词的复合结构
I’m sorry to keep you up so late.
They kept us out.
7.1)infect-put disease into the body of (sb.) 传染,使感染 ,染上细菌,影响(用于比喻)
The disease infected her eyes, and she became blind. 这病感染她的双眼,他瞎了。
The flu virus infected almost the entire class.
The meat is infected.
Violence is infecting our society.
2)contract –get an illness 感染;患病
My son contracted a fever. 我的儿子发高烧。
Xiao hua’s mother contracted HIV.
3)transmit –to send or carry from one person, place, or thing to another. 传送,传染
to transmit a disease
Insects can transmit disease.
Rats transmit disease.
Certain mosquitoes transmit malaria.
4)spread 传播
Flies spread disease.
8.as with …正如。。。一样
=as it is the same with…
=as is the case with…
As with drawing a picture, you should be patient and careful in doing this job.正如画画一样,在做这件事时,你应当耐心细致。
As with running, learning English needs will.
学习英语同跑步一样都需要勇气.
9.through birth
birth-n. 出生,分娩
the date of one’s birth
at birth 出生时
The baby weighed seven pounds at birth.
from birth/ though birth
He has been blind from birth.
give birth to 生,生产
She gave a birth to a boy last night.
birth control
French by birth 具有法国血统
出身 [u] He is English by birth although he was born in France.
她虽然生在法国,原籍却是英国。
10.spread- vt. Vi.
1)传播,散布
Flies spread disease.
Who spread these rumors?
2)蔓延,传开vi.
The fire soon spread to the other building.
The illness spread quickly in that country.
News of their victory spread throughout the country.
3)伸展,延伸
The bird spread its wings. 鸟儿伸开翅膀。
比较:The bird beat its wings.
The field spreads out before us.田野展开在我们面前。
11.hope –n. 1)希望 [c.u]
While there is life there is hope.
There is a hope of success.
He has some hope(s) of success.
in hopes of= in the hope of
I went there in hopes of meeting some friends.
12.support –vt.
1)支撑,搀扶
The old man stood up, supported by his son.
2)支持,拥护
I support your suggestion.
链接:be in favor of : I’m in favor of your suggestion.
back –v. He always backs his friend in an argument.
be on one’s side – He is always on my side.
side with支持,支援 It’s safer to side with the stronger party.
支持实力较强的一方比较有利.
take sides 袒护,支持
No one takes sides with him.
3) 养活,维持生活support/ keep/ provide for
He had a wife and three children to support./keep/provide for.
keep/ feed / raise
He has five children to feed/ keep/ raise.
13.1)受。。。之苦suffer from
He suffered most from lack of rest.
He suffered a great deal from cold and hunger in the old days.
2)患(某种疾病)
We learned that he was suffering from cancer.
I suffer from high blood.
3)受到,遭受 (vt)to experience(sth) painful
The army suffered heavy losses in the battle.
endure-to bear pain忍受,忍耐
go through经受,忍受
14.fear n.
*for fear of 由于害怕,以防
They were afraid to speak for fear of making errors.
Shut the window for fear of rain.
He left an hour early for fear of missing the train.
He ran away for fear of being hurt.
*for fear that 唯恐,怕的是,以防
She worried for fear that the child would be hurt.
Shut the window for fear that it may rain.
*in fear and trembling 胆战心惊的
He stood there in fear and trembling.
*in fear of 害怕,担心
The thief was in fear of the police.
The thief passed the day in fear of discovery.
fear –v。1)be afraid of
fear +n.
+ for 担心
+(that) 恐怕, 担心=I’m afraid
He has always feared nice.
She feared for the lost child.
I fear we’ll be late.
I fear I must go.
It’s raining, I fear.
简单回答:
Is she very ill? I fear so.
Will he get well? I fear not.
15.immune-adj. 免疫的;有免疫力的;不受影响的 (同 to, from连用)unable to be harmed because of special powers in oneself
immune to disease不生病
immune to unhappiness不会不快乐
This medicine will make you immune to (from) the disease..
He has had the disease once, so he should be immune to it now.
When once you have had the disease you are immune from it for the rest of your life.
16.1)disrupt –to bring or throw in disorder扰乱
An accident has disrupted railway services into and out of the city.意外事件扰乱了进出那个城市的铁路服务。
2)disturb-to break in(esp. someone is working)妨碍,打扰
I’m sorry to disturb you. 对不起,打扰了。
3)bother-to cause to be nervous, annoy or trouble, esp. in little ways打扰,麻烦
That’s what bothers me most. 这是最困扰我的地方。
I’m sorry to bother you , but can you tell me the time?
4)interrupt-to break the flow (of sth. continuous ) 阻断,打断
Traffic was interrupted by a snowstorm.
His speech was constantly interrupted by applause.
17. contrary --adj. 1)completely different; wholly opposed 相反的,格格不入的
contrary suggestions
n. the opposite相反;反面
They say he is guilty, but I believe the contrary.
On the contrary (used for expression strong opposition to what has just been said用来对刚说的话表示强烈反对) not all, no 恰恰相反
--- I hear you like your new job.
---On the contrary, it’s terribly uninteresting.
比较:
1)on the contrary 用来对刚说过的话表示完全不同意
“Does it rain a lot in the desert?”
“On the contrary, it hardly ever rains.”
2)on the other hand 对说做的陈述补充新的相反的事实
It rarely rains a lot in the coastal areas. 沙漠里很少下雨,但反之沿海地区经常下雨。
3)in contrast 用来说明两个根本不同的事实之间的(惊人的)差别:
It is hot in the desert in the day, but in contrast it is very cold at night. 沙漠里白天很热,但是相比之下夜里却很冷。
18. for the moment 暂时,目前
I have nothing to do for the moment.
We can leave it open for the moment.
*at the moment = at the present time; now
I’m busy at the moment.
I know his address, but I cannot think of it at the moment.
*the moment (that) =just as soon as; at exactly the time when
I recognized him the moment (that) I saw him.
*at any moment 任何时候;随时
He might come back at any moment.
He will be here at any moment.
篇7:新高二暑期计划表
新高二:利用暑假跨越学习“分水岭”
新高二的暑假相比于迫近高考的新高三暑假和衔接初高中的新高一暑假,学生、家长普遍对新高二暑假重视不足。资深辅导老师建议新高二学生应该在暑假积极准备,做好高二新学期的打算。那么,高二新生如何在暑假做好复习和相应学习计划为高二新学期打好基础呢?
毕竟,学期中的学习大家都在学校进行,差别不太大,但是到了假期,学一个假期和玩一个假期直接影响学生对相关知识的掌握程度,必然对高考成绩产生影响。利用暑假不仅可以有时间调整作息,还有机会进行必须的复习和预习。要知道,对于一个希望在高考中有所作为的同学来说,高中的任何一个假期都是不应当浪费的。
更何况,高二是整个高中阶段知识容量最大的一年,高二学年知识总量占高考考核知识量的70%,也是决定高考取胜与否的关键性一年。可惜往往等到了高考复习的紧张阶段很多学长才察觉到这一点。为了以后不蹉跎这个黄金学习阶段,在新高二暑假,就应当领先进入高二学习的状态为高二的学习积累打好坚实的基础。
语文
暑期课程主要安排重在知识点积累和阅读能力的培养。
数学
高一主要的内容为函数,这也是高中最重要的一种解题思想:函数思想,高二上学期的内容主要为数列,向量,矩阵、行列式,算法。其中数列是主要内容,在高考中经常考压轴题,但是分析数列其中一种很重要的思想就是函数思想,因为数列的通项本身也是一个函数,所以可以从函数的性质进行分析。
所以暑期课程建议:前期巩固高一的函数内容,加大难度,增加学生对综合问题的分析能力,如何把复杂问题分解成简单问题。接着上数列内容,主要是等差等比数列的性质,然后对一些复杂的数列如何将其转化为等差等比数列。
建议:一方面把高一的内容打扎实,这样在分析一些综合问题的时候不会没有思路,另一方面学好数列,在开学的测试中考出好成绩,建立学好数学的自信
英语
高一重点是词汇语法复习提高,高二的重难点是语法。
建议:一方面把高一的内容打扎实,并学着总结各种题型的解题技巧,切盲目题海。平时可以以不同形式多接触英语,电影,美剧,英剧,英文歌曲等等。背单词不要死记硬背,词根法,同义反义辨析法,形近法,以及在阅读中累计单词为佳。
物理
高一内容的复习补充及高二的电磁学
高一两个学期的主要内容为力学,这是整个高中物理的核心部分,所以针对力学的复习很有必要,此外,很多学校高一时未加的拓展课程,如力矩,曲线运动,动量等,由于其在高考和自主招生中均占较大比例,故在复习高一物理的同时会补充这些知识点。
新课程方面,高二物理的核心是电磁学,包含电场,电路,磁场和电磁感应四章,暑期会就这四个章节进行一些预习和训练,同学在开学之后的分科选择中不至于盲目。
建议:
高二下学期多数同学面临加一科目选科问题(有的学校在高二上学期),而由于学校里的物理教学普遍以会考难度为主要参照,虽有一些好的学校有所拓展,但相比于高考也尚属不足,相比于自主招生的要求就更加不够,所以高二之前的这个暑假在物理上多花一些功夫,可以在开学后的测验和选择中更加从容顺利。高一复习补充以及高二预习的部分加起来在高考中所占比例约为80%。
提升学习效率的十大有效方法
有些孩子明明读了很多书,刷了很多题,但到头来,成绩仍未有所提高,归根究底还是孩子学习效率低。小编整理了十条建议,专治学习上的“疑难杂症”。
一、随身携带学习卡片
不积跬步,无以至千里,不积小流,无以成江海。将一些学习内容制成学习卡片随身携带,利用闲碎的时间进行复习,效果显著。
二、“随手笔记”
所谓“随手笔记”就是上课时随机的记。记自己的灵感、记重点、易错点、他人错点。“随手笔记”自己明了就可。
三、做标点符号
对以下内容我们要标记不同的符号,老师讲课时的重点、易错点,他人的错点,老师讲课时点出的“题眼”,错误的题目,不会的题目,经他人提示后会的题目等。做标记符号是使书“变薄”的重要手段,是我们复习时的重要资料。
四、错题的整理和浏览
有的同学怕麻烦不愿意整理错题集,这是个不好的习惯。学习是如何发展的,就是不断地查找漏洞,弥补漏洞。错题集的整理和浏览就是查缺补漏的一个手段。
五、复习时先“回忆”
“回忆”是高级的复习。复习时先“回忆”,使你尽快进入学习状态,培养动脑的习惯,并且做到复习时心中有数。
六、帮助他人复习
帮助他人学习实际上就是复习的过程,所谓的“教学相长”,在帮助他人学习过程中随时可以发现自己的不足,可以随时纠正,也可以在帮助他人的过程中学习他人的长处。帮助他人学习是“深度学习”。
七、设定目标
人活着就得有个目标,目标是人成长的持久动力,是人前进的不枯的源泉。作为一个学生要有:人生目标、现阶段目标、学期目标、每日目标。
八、整理书包
整理书包就是在梳理学习思路,是无意识中的学习计划。
九、使复习和考试一样紧张
实验表明:适度的紧张可以提高效率。我们复习时应该采用“限时复习法”,也就是说每一段复习内容限定适当的时间,尽量要求自己在规定时间内完成。
十、全局观念
所谓的“全局观念”,就是在学习过程中一定要掌握这一章、这一阶段、这一学期的学习内容。很多同学学习时“糊涂”了,主要原因就是“不识庐山真面目,只缘身在此山中”。我们要“会当凌绝顶,一览众山小”。因此,在预习、复试时都要注意“全局观念”。
篇8:新高二开学物品
学习用品
1、各种笔、笔筒、笔袋;
2、夹书夹子、文件夹;
3、各种笔记本(可以提前准备好,也可入学后购买);
4、便条本、N次帖;
5、字典(汉语英语等);
6、橡皮、尺子、2B铅笔、记号笔;
7、一些自己喜欢的书;
8、书包、背包、便携包等。
生活用品:毯子或者空调被、手纸或面巾纸、蚊帐、应急台灯最好是能充电的、拖鞋。
篇9:新高二家长会发言稿
尊敬的领导、老师、亲爱的同学们:
大家好!
首先,我很荣幸能作为学生代表在这里发言,同时也很感激大家的支持和厚爱。
时间过得很快,依稀之间我们已踏上了高三的征程,曾经的嬉戏玩笑,曾经的青春激荡,曾经的少不识愁,曾经的年少轻狂,都已在学习的紧张与充实中被压抑和收敛,一种沉着和稳重的感受时常笼罩着我们,似乎在一个孕育着收获的秋天,我们成熟了许多。
在这里,为了能使每位同学都在紧张、高效、和谐、有序和充满信心的状态下,却迎接高考,战胜高考,取得好成绩,我就我的切身体验向大家介绍一些学习方法和心得。
把握高考,首先要拥有良好的心态。在高考起航前,我们要把心态调整好,要摒弃杂念,集中精力,专注于学习,专注于高考。这时,集中精力理是一种明智,因为在一定时期内,一个人的资源和能力是有限的,你无法同时做好数件同样重要、难度又都很大的事情。而琐事也同样会占据你的时间,消磨你的意志。这时,对于我们来说,学习是主流,不要被生活中一些小事,同学间一些摩擦所拖累。
最后,祝愿我们能在明年的高考中取得理想的成绩,考上理想的大学,种瓜得瓜,种豆得豆,种下汗水的,都能得到珍珠。愿我们的老师、我们的家长能够为我们的成功而骄傲,自豪!
1.最新高中家长会校长发言稿
2.2016最新高中家长会班主任发言稿
3.初二年终家长会发言稿
4.初二下家长会发言稿
篇10:福州新高二暑期作文
时间匆匆的流逝,而我们的暑假生活也即将告一段落,回想着我已经成为过去的暑假生活,不仅有趣,而且让我学会了许多的道理。
暑假生活,是伴随着炎热款款而来。而炎热的夏季往往是考验人毅力的时候,每个人的毅力不同,但求知的大门永远敞开。就看远处的你我愿不愿走进。走过了炎热,也就代表你走上了一个新的起点。
随着那炎热的夏季到来,我听说学校要办数学奥赛班,我报名参加了。但是许多同学怕热怕累在家避暑乘凉。也就把这大好的学习机会错过了。俗话说:“学无先后,达者为师。”只要我努力利用这个暑假,我相信我一定比那些没补习的同学见识广、收获多。
终于到了开学前几天,天气凉爽,我每天早到校,认真听老师讲课,仔细记录,把不明白,的问题画上圈,问老师。没过几天,天气逐渐增热,坐在教室里一丝风也没有,头昏脑胀,心烦意乱,树上知了不停的叫。老师讲课我一点都听不心去,我打了退堂鼓,不想了去了。
我无意中看书,看到童第周这篇课文,童第周学习十分差,但他艰苦努力,早上、晚上都合理利用学习,从最后一名成为第一名。我从中受到很大的启发:无论做什么事要想成功,必须付出辛勤的劳动和汗水,才能获得丰收的喜悦。这又使我想起一句名言:“一分耕耘,一分收获。”多么好的名言,我的精神一下子提上来了,我找到了精神需要的补品。向以往那样,我又好好学习,每天老师带我们去知识的海洋,攻破了一道道难关。得到了一份份美好的战利品。我们高高兴兴地捧着战利品,等待下一关的挑战。时间如流水,一去不返回。在这短短的时间里我们得到老师的培养,知识的浇灌。并使我们坚定了信念,锻炼了意志和不断学习攀登的精神。
这个暑假生活,我学到了许多在课本上没有的知识,也让我感悟到生活中的许多的小道理,让我终生受益。
福州新高二暑期作文5
终于放假了,我先把作业完成,其次,我要把暑期变的丰富多彩,除了学校的许多活动之外,网络便成了我的忠实伙伴。
每当同学谈到上网的经历,那些经常上网的同学总是兴致勃勃地侃侃而谈,我也只能在旁边默默地分享着别人的那份快乐,我真羡慕他们!暑假里的一天,我对爸爸说说了我想上网的愿望上网了,爸爸同意了,我兴奋地一蹦三尺高。真没想过第二天,当地宽带服务中心的工作人员就帮我们接通了宽带网。这时,我才真正看到了我们自己的宽带。
上宽带网首先满足了我的要求,我再也不用顶着烈日去书店买书了,只要打开电脑,输入几个字母,再点几下鼠标,就能在网址上找到很多书籍,还有更多的“因特网”、“中国儿童网”、“红泥巴村”等等,真是应有尽有,方便多了。这时,爸爸就想:这里有小孩子看的网页,难道就没有我们大人看的网页吗?看来爸爸没有真正了解网络的用途,爸爸告诉了我了我他的心思,我便装出一副很懂的样子,说:“网上的内容丰富多彩,不仅少年儿童能找到所需要的电子报纸和杂志,大人也一定能找到所需要的各种信息!”他将信将疑,只见我输入周村政府网的网址后,屏幕上马上就显示出了爸爸想知道的`内容,再点几下鼠标后,那些消息文章立刻便展现在我们的眼前,我找到了“周村区防治非典先进个人及先进集体表彰大会”、“安全报告”…各种各样的故事非常有趣,而且都是图文并茂。不久,妈妈也加入进了我们的网上生活,还经常在网上看些电视剧,电脑因为网络的进入渐渐地位高过电视。今年暑假的网上生活真有趣!上网之后,我就像是长了一双千里眼,什么信息都能看到,例如:美国与阿富汗的战争情况、巴基斯坦同以色列又开战了,今年我国高考的新情况等等,即丰富了我的暑假生活,又增长了我的见识,还开拓了我的视野,增加了对世界的了解…这些当然要归功于我们的千里眼---宽带网,这几天我们全家三口人也都进入了开战状态,不过,我们的“战争”可不是争抢什么地盘,而是争抢着每天第一个上宽带网的“优先权”。
这个暑假,网络给了我无穷的知识和欢乐。上宽带网的好处还远远不止这些,上网后我还可以给我的小姨发电子邮件,可以去购物、还可以找我的妹妹聊天呢!暑假里上网真好,小朋友们,如果你有兴趣的话,还可以建立一个属于你自己的网站呢。你不来试一试吗?
篇11:新高二:文科生该如何学数学?
新高二:文科生该如何学数学?
新高二:文科生该如何学数学?
(2011-07-08 10:44:17) 转载 标签:文科数学
新高二
分科
文科
高考
高中数学
高考数学
数学学习方法
教育
分类: 学生园地很多同学和家长有这样一个常规思想,就是文科生数学学不好是理所应该的。文科生嘛,理科本来就应该是弱势科目,甚至还有些同学认为文科生就无法学好数学,既然是这样只要学好文科科目就可以了,数学大家学的都不好,数学弱一些在高考时候影响也不大。其实这种思想是有偏差的。高考的成功讲究的是各科的均衡发展,有偏科会成为高考成绩的拖累。并且作为基础科目来说,这种影响会更大一些。其实数学并不是文科生就无法学好的,只要掌握了学习数学的技巧,文科生一样也能学好数学,并且作为文科生来说,数学成绩好会成为高考的一大优势。那么文科生该如何做学好数学呢?
1.杜绝负面的自我暗示
首先对数学学习不要抱有放弃的想法。
有些同学认为数学差一点没关系,只要在其他三门文科上多用功就可以把总分补回来,这种想法是非常错误的。教育界有一个“木桶原理”:一只木桶盛水量的多少取决于它最短的一块木板。高考也是如此,只有各科全面发展才能取得好成绩。
其次是要杜绝负面的自我暗示。高三一年会有许许多多的考试,不可能每一次都取得自己理想的成绩。在失败的时候不要有“我肯定没希望了”、“我是学不好了”这样的暗示,相反地,要对自己始终充满信心,最终成功会来到你的身边。
2.抄笔记别丢了“西瓜”
高考数学试卷中大部分的题目都是基础题,只要把这些基础题做好,分数便不会低了。要想做好基础题,平时上课时的听课效率便显得格外重要。一般教高三的都是有着丰富经验的老师,他们上课时的内容可谓是精华,认真听讲45分钟要比自己在家复习两个小时还要有效。
听课时可以适当地做些笔记,但前提是不影响听课的效果。有些同学光顾着抄笔记却忽略了老师解题的思路,这样就是“捡了芝麻丢了西瓜”,反而有些得不偿失。
3.题目最好做两遍
要想学好数学,平时的练习必不可少,但这并不意味着要进行题海战术,做练习也要讲究科学性。在选择参考书方面可以听一下老师的意见,一般来说老师会根据自己的教学方式和进度给出一定的建议,数量基本在1―2本左右,不要太多。
在选好参考书以后要认真完整地做,每一本好的参考书都存在着一个知识体系,有些同学这本书做一点,那本书做一点,到最后做了许多本书但都没有做完,无法形成一个完整的知识体系,效果反而不好。做题的时候要多做简单题,并且要定好时间,这样可以提高解题速度。
在高考前的冲刺阶段要保证1―2天做一套试卷来保持状态。最重要的是要通过做题发现并解决自己已有的问题,总结出各类题目的解题方法并且熟练掌握。
在这里有两个小建议:一是在做填空选择题时可以在旁边的空白处写一些解题过程以方便以后复习;二是题目最好做两遍以上,可以加深印象。
4.应考时要舍得放弃
对于大部分数学基础不是很扎实的`同学来说,放弃最后两题应该是一个比较明智的选择。
高考数学试卷的最后两题对于能力的要求较高,数学较弱的同学不要花太多的时间在这里,而应把精力放在前面的基础题上,这样成绩反而会有所提高。高考的大题目都是按过程给分的,所以万一遇到不会的题也不要空着,应根据题意尽量多写一些步骤。
在对待粗心这个常见问题上,我有两个建议:一是少打草稿,把步骤都写在试卷上;二是规范草稿,让草稿一目了然,这样便不太会出现看错或抄错的现象了。
考试中有时可以用计算器来提高解题速度解决难题,但在考试过后一定要把题目正规的解题思路了解清楚。每一次考试的试卷和高考前各区的模拟卷都是珍贵的复习资料,一定要妥善保存。
篇12:新高二暑假学英语作文
Time went by quickly, and the whole summer holiday was gone. Now, I am in the classroom, and I am doing my first two studies.
Recall all summer, life is very dull, only know that day in the past, in a hurry and come in a hurry, a third of the time in summer vacation, on the job, however, that the remaining two-thirds, get rid of one day I went to the changzhou dinosaur park, the other day, I was doing? On a dull, boring summer vacation, day by day, I was just repeating sleep, reading, watching TV. Every day, I just stayed at home, because I really had nothing to do, except for a weekly saxophone class.
From wake up in the morning, have entered a state of can be said to be doing nothing, I feel the time in a hurry, I suddenly want to seize the time, so I started the along while the whole half a day to read a book, however, when the second day of the sun shot again on my bed, I recalled I did yesterday, but, in my silence for nothing dry yesterday, time moment to run again, I have no hair after running time, cannot seize the running time, because I have a day is too dull, I failed to decorate good every day, to recall the whole July, what the hell am I do, however, all things are very fuzzy.
The first day of August come, let me feel fortunately, in late August, I want to saks distinction, because this is my whole summer, the only meaningful hope, I finally acquired a new thing every day, practicing the saxophone.
However, day or live in a hurry, I'm just sitting at home every day look at the scenery outside the shadow from long to short, from short to long again, until finally, completely sink into the darkness, then, is the second day the sun rises and sets, so the whole August in all lost in the nothingness.
Although very quietly over the summer vacation, but I have to the entire seventh grade waved farewell to their study life, I only take the time to run after time in the eighth grade.
新高二暑假学英语作文
篇13:新高二暑假学英语作文
A holiday at last! It is good for every student holiday. It was a beautiful memory or sad. After the examination, all of them were easy, no worries, just like the prisoners in prison were free, but the grades were important to the students. It represents the fate of the whole summer, and the revelation of achievement will come one day. There were worries and people. At last the tense moment came. Everyone goes back to school eagerly to ask the teacher for grades in the office, often at that moment he will be scolded by the teacher. And it's important for me personally, because it's not a simple number, it's all about your own strength. You should be honored. But it represents a significant meaning, and its presence represents you, a statement to parents, their fate and their location.
And this guy is unfortunate for me. I hate it because I failed the exam this time! The summer vacation must be bad, and the day must be filled with hate. The theme of this summer vacation must be learning. You can say good or bad! On the one hand, it can enrich itself every day and make you more knowledgeable. Some people have said: enrich yourself every day to make your mind more flexible. On the other hand, we don't have to go out for the summer vacation. Even after the exam, study. But that's all right! Is the sad picture floating in my mind, and the golden childhood is ruined? All of this is realistic, and it's all self-inflicted. As the teacher said, “it's no use regretting now,” the teacher said. “I don't have a good review before the exam, and I'm sure there will be a tragic ending.” And now why not?
Substantial summer vacation will have a nice day will be more beautiful, more hope more new life was born in the bright world golden childhood records the meaningful things one by one and condensing every bit of good memories, this world will be more beautiful! Summer vacation is also beautiful, it is full of mystery, will reveal this all! What about your summer vacation? Tell us, share it!
篇14:新高二暑假学英语作文
Happy summer vacation ended, review the colorful summer vacation, there are many interesting and happy things, there are a lot of people, they have in my life can't finish the study quality. This summer vacation more have a different meaning for me, because I will be on a summer break, preview, welcome the first semester after I graduated from elementary school.
In this summer holiday I took part in the English class, small bear a week of tutoring, responsible for primary school grade three sister coaching the language knowledge, the subject put in the home the first preview again, also practice a painting of the summer vacation. Every day I feel full and happy, and every day has a new harvest.
I have always taken the teacher's summer homework seriously, but I am not sure about the homework I do every day. Although I practiced several times in the newspaper, my hands were trembling with fear. I also consulted my grandfather who was interested in calligraphy, and asked him to help me with the brush strokes. Grandpa taught me that the most important thing in writing a pen is calm, not impetuous, and the wrist is more stable. I finally figured out my original mistake, always thinking about writing down the writing quickly, but always writing badly. I practiced in the way my grandfather taught me, and at last the hand didn't shiver, and the writing was almost done. It made me understand what to do should be calm, really hard to do, must not be like when I was practicing calligraphy, write a feel bad will tear the new, so down in the past more than two hours, or nothing, is nothing could be so bad.
And learning English made me understand that to master any language requires constant speaking and practicing; To tutor sister language make my knowledge of the language has been consolidated, but also let me understand to be a teacher, especially when a good teacher is how not easy.
Everything that happens during the summer vacation has a profound effect on me, from life to study. Summer vacation is happy, and I wish my first life could be as bright as the spring sunshine, like my summer vacation.
篇15:新高二新生活800字作文
总是生活在羡慕当中,何不停下来发现发现自己;总是一味的抱怨,何不面朝大海或面向着夕阳,看到生活的美好,因为,此时海浪只为你歌唱,夕阳只为你闪耀,而你却拥有属于自己的气势。
喧嚣的街道,繁华的都市,诱人的鸡尾酒,销毁的雪茄,这是一种生活,一种有钱人的生活,这是他们的“气势”一种总喜欢被耀眼的灯光照耀着,一种总喜欢拿钱来显示自己的生活的气势。也许,他们也只能这样了,只有这样来满足内心的空虚,而自己却从未觉得快乐。所以这样的生活,这样的人,没有必要去羡慕,更不用去抱怨自己有多清贫。
陶渊明曾用桃花源记表现了返璞归真的真切愿望,同时把人们也都带到了“采菊东篱下,悠然见南山”的天上人间。虽然这种生活是不存在的,但是如果我们努力去创造,那么再贫瘠的土地也会硕果累累,花香阵阵,这就是我们的气势-——一种清新淡雅一种平淡自然。
妖艳的玫瑰,丰腴的牡丹在百花之中尽展自己的风采,它们不断的攀长,耍的高挑,却有了你今天失望的苦笑。
窗前有一块属于小野花的天地,小小的,微风袭来,还有阵阵暗香。你嫌弃它过于清淡,移几株玫瑰,心想应该不错。但结果却显得格格不入。苦笑,失望的移出种植的玫瑰,又洒下了小野花的种子。推窗,又是一种清新,这就是小野花的气势,一种让人欢快,一种纯朴自然,一种明丽生机。是的,就是这种默默无闻的小野花具有这样的能力,这样的气势,也只有它能够做到。
温室中的花朵,它们总是那样的柔弱。它们虽有精心的呵护却经不起外面的风吹雨打,就这样,它们把温室当成了依赖,它们丢掉了人生中最美好的财富——苦难。没有经历过苦难的成长,总是经不住考验,也没有什么值得将来回忆的,而没有受到精心呵护的,却能够经得住狂风暴雨。像“不屈不挠高洁的梅傲霜斗雪,坚强的菊”它们都是生活中最坚强的人的化身,是的,正是那些平凡朴实,不会怨天尤人有一颗平常心的人才能够做到这样,才能够拥有这竹柏梅菊般的精神气势!
当大海再次为你歌唱时,当阳光再次为你闪耀时,那么就和大海一起高歌,和阳光一起炫舞。海风轻轻地吹,海浪轻轻地摇,阳光闪闪地耀,你轻轻地跳,跳你自己的舞蹈,自己的气势……
篇16:新编高一上 unit7 教案
新编高一上 unit7 教案
Teaching Procedures for the 1st Period
Step one Warming-up
1. Greeting.
2. Watching & Chatting:Watch a video which introduces some famous cultural sites across
Shaoxing, having a free chat with the Ss.
3. Questions & Answers:Show to the Ss three pictures, asking them:
① What do you know about the places in the pictures?
② Where are they?
③ Which one would you like to see most? Why?
Step two Pre-listening
1. Ticking:Listen to the tape and tick the things Ss hear.
2. Questions & Answers:Listen again and discuss the questions in groups
① Why is it important to protect cultural relics?
② Why is it difficult to find out how people lived in ancient times?
③ What do we know about life in ancient Egypt?
④ Why do we know so much about the way the ancient Egyptians lived?
⑤ What do you think we can do to protect our cultural relics?
Step three Listening
1. Language Input :Well, now we're going to listen to a description of three cultural sites.
Please ① Listen to the tape and write down the name of the site in the form below.
② Listen to the tape again and write down about its importance.
Name of the site Why is it important? What is being done to protect it?
Site 1
Site 2
Site 3
③ Listen to the tape again and write down about “What's being done to protect it”.
Ss discuss their answers in groups and then check in class.
Step four Post-listening
1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics:
① Why do our city government make such great effort to protect cultural sites?
② Do you think it necessary to spend so much money on the project?
Step five Error-finding
1. Language Input:Now we're going to listen to the description of the three maps. Please
① Listen to the tape and put the statues in the right place.
② Listen to the tape and put the temple and the museum in the right place.
③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.
Step six Game
1. Language Input:As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!
[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group A Group B Group C Group D
Score
Homework
1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following: ① The name of the site ② Its size as well as its history
③ Its importance and what is being done to protect it.
(Better surf on the Internet!)
2. Preview “Speaking”.
Teaching Procedures for the 2nd Period
Step one Warming-up
1. Greeting.
2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.
Step two Pre-speaking
1. Brainstorming Ask the Ss one question:What do you think can represent Chinese culture?
[T collect the answers and write them on the blackboard.]
Step three Speaking
1. Language Input:Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
Asking for suggestions Making suggestions
● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]
Things you want to put in Reasons for your choices
1
2
3
4
5
【Model】
SA:In my opinion we could put in ….
SB:That sounds a great idea. And I'd like to choose ….
SA:Sorry, I don't think that's the best choice.
SB:Then what about …?
……
2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..
Step four Useful Expressions --- Making suggestions
1. Language Input:In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.
Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions
Acceptance Refuse
1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note:除句型8和12后接动名词 (短语)外,其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….
Step five Dialogue Production
[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]
Situation A:Two friends are discussing what to do in the coming weekends.
【Model】
A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?
B: I'm afraid I won't. I have seen it twice.
A: What do you suggest doing, then?
B: Would you like to go out for an outing?
A: I'd like to, but it's going to rain in the next two days.
B: What a pity! Have you considered going to the library?
A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?
B: Sure.
Situation B:Jessica is poor in English. She is asking her friend, Susan for advice.
【Model】
Jessica: My English is poor. I wonder what I should do.
Susan: You should remember as many English words as possible.
Jessica: OK.
Susan: And you need to have more listening, speaking, reading and writing.
Jessica: It sounds nice, but I still don't know what to do.
Susan: I'm not certain, either. Why don't you ask Mr Wang?
Jessica: That's a good idea. Let's go together.
Susan: All right.
Step six Post-speaking
Workbook p. 121 “Talking”:Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Teaching Procedures for the 3rd Period
Step One Warming-up
1. Greeting.
2. Comment on the Ss’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step Two Pre-reading
1. Language Input:Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Step Three Reading
1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.
2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )
3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.
4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.
Questions:① Where do people usually build a city? Why?
② What were the palaces like?
③ What were the palaces used for after the Czars' rule over the city ended?
④ What did the Germans do as they leftthe city?
⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?
⑥ What did the people do to bring the city back to life?
5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.
Step four Post-reading
1. Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Step five Interview
Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.
【Model】R-- reporter C--citizen of St Petersburgh
R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?
C: Sure.
R: When was your city built and and who built the city?
C: ……
Step six Debate
Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?
Step seven Summary and homework
1. Summarize the passage and ask the Ss to retell the story.
2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.
Teaching procedures for the 4th Period
Step one Warming-up
1. Greeting.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step two Lead-in
1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.
2. Enjoy the sentences Ss pick out, especially the sentence:“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading
1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.
▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise
▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20~50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:
1.What are the only three man-made projects that can be seen from the earth? Where are they?
2.When was the Aswan High Dam completed?
3.What was the High Dam built for?
4.What problems were caused by building the High Dam?
5.What do you know about the temple at Abu Simbel?
6.How did the engineers decide to move the whole temple?
7.How long did the project last?
8.How much did the project cost?
9.When was the project completed?
10.How can you get to the temple at Abu Simbel?
Step four Post-reading
1. Discussion Divide the class into groups and ask each group to discuss the question:
① Do you think it necessary to spend so much money on rescuing this temple?
② Do you think that the Egyptian engineers solved the problem in the best way possible?
③ Are there other temples or buildings that we could not move?
④ What about the Great Wall or the Temple of Heaven?
⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?
2. Fill in the blanks with proper words.
The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.
The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.
Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying:“He ________ does not reach the Great Wall is not a true man.”
【KEYS】like; that; was; for; long; enough; by; interest; from; who
Step five Discussion
1.Language input:In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?
[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]
Step six Summary and Homework
1. Read the passages and finish off Workbook Ex 4 on p.126.
2. Write a report about the discussion.
Teaching procedures for the 5th Period
Step one Warming-up
1. Greeting.
2. Check the homework.
3. Ask individual Ss to act out their reports, making some comments if necessary.
Step two Language study
1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words:prefix “re”+ V. → meaning “do sth. once again”.
3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ recall v. call back
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts
⑻ reforest v. plant again with trees
⑼ re-form v. form again
⑽ rehouse v. provide with a new house
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
⒃ reprint v. print again; print a new impression of
⒄ retell v. tell again
⒅ rethink v. think about again; reconsider
⒆ reunite v. bring together or come together again
⒇ rewrite v. write again
4. Structure (Grammar)
Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.
① 在过去的'三个月里学生们已经收集了二千节旧电池(n.battery)。
② 园林工人已完成寺庙百分之八十的重建任务。
③ 他已将那台旧电视机送给邻居了。
④ 中国已向太空发射了几十颗人造卫星。
⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.
Active Voice Passive Voice
① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.
Step three Practice
1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.
2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.
① What is the first news story about?
② Why are some of the cultural sites not well protected?
③ What has happened to some ancient sites?
④ What are the villagers worried about?
⑤ What have they decided to do?
⑥ What is the second news story about?
⑦ What will be the result of the repair project?
⑧ What are the people of Beijing asked to do? And what’s the result?
⑨ When was the old city wall built?
⑩ Why do you think the city of Beijing plans to repair the old city wall?
Step four Summarise and Homework
1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.
2. Finish off workbook exercises on page 128.
3. Preview “Intergrating skills”.
Teaching procedures for the 6th Period
Step one Warming-up
1. Greeting.
2. Check the homework, giving some explanation if necessary.
Step two Reading
1. Language Input:Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.
Questions:
① Where does the writer live?
② What is the writer worried about?
③ How does the air pollution come about?
④ What suggestions does the writer make?
Step three Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step four Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.
Step five Proof Reading
T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua
【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is
6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
篇17:新编高一上 unit7 教案
Teaching Procedures for the 1st Period
Step one Warming-up
1. Greeting.
2. Watching & Chatting:Watch a video which introduces some famous cultural sites across
Shaoxing, having a free chat with the Ss.
3. Questions & Answers:Show to the Ss three pictures, asking them:
① What do you know about the places in the pictures?
② Where are they?
③ Which one would you like to see most? Why?
Step two Pre-listening
1. Ticking:Listen to the tape and tick the things Ss hear.
2. Questions & Answers:Listen again and discuss the questions in groups
① Why is it important to protect cultural relics?
② Why is it difficult to find out how people lived in ancient times?
③ What do we know about life in ancient Egypt?
④ Why do we know so much about the way the ancient Egyptians lived?
⑤ What do you think we can do to protect our cultural relics?
Step three Listening
1. Language Input :Well, now we're going to listen to a description of three cultural sites.
Please ① Listen to the tape and write down the name of the site in the form below.
② Listen to the tape again and write down about its importance.
Name of the site Why is it important? What is being done to protect it?
Site 1
Site 2
Site 3
③ Listen to the tape again and write down about “What's being done to protect it”.
Ss discuss their answers in groups and then check in class.
Step four Post-listening
1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics:
① Why do our city government make such great effort to protect cultural sites?
② Do you think it necessary to spend so much money on the project?
Step five Error-finding
1. Language Input:Now we're going to listen to the description of the three maps. Please
① Listen to the tape and put the statues in the right place.
② Listen to the tape and put the temple and the museum in the right place.
③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.
Step six Game
1. Language Input:As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!
[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group A Group B Group C Group D
Score
Homework
1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following: ① The name of the site ② Its size as well as its history
③ Its importance and what is being done to protect it.
(Better surf on the Internet!)
2. Preview “Speaking”.
Teaching Procedures for the 2nd Period
Step one Warming-up
1. Greeting.
2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.
Step two Pre-speaking
1. Brainstorming Ask the Ss one question:What do you think can represent Chinese culture?
[T collect the answers and write them on the blackboard.]
Step three Speaking
1. Language Input:Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
Asking for suggestions Making suggestions
● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]
Things you want to put in Reasons for your choices
1
2
3
4
5
【Model】
SA:In my opinion we could put in ….
SB:That sounds a great idea. And I'd like to choose ….
SA:Sorry, I don't think that's the best choice.
SB:Then what about …?
……
2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..
Step four Useful Expressions --- Making suggestions
1. Language Input:In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.
Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions
Acceptance Refuse
1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note:除句型8和12后接动名词 (短语)外,其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….
Step five Dialogue Production
[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]
Situation A:Two friends are discussing what to do in the coming weekends.
【Model】
A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?
B: I'm afraid I won't. I have seen it twice.
A: What do you suggest doing, then?
B: Would you like to go out for an outing?
A: I'd like to, but it's going to rain in the next two days.
B: What a pity! Have you considered going to the library?
A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?
B: Sure.
Situation B:Jessica is poor in English. She is asking her friend, Susan for advice.
【Model】
Jessica: My English is poor. I wonder what I should do.
Susan: You should remember as many English words as possible.
Jessica: OK.
Susan: And you need to have more listening, speaking, reading and writing.
Jessica: It sounds nice, but I still don't know what to do.
Susan: I'm not certain, either. Why don't you ask Mr Wang?
Jessica: That's a good idea. Let's go together.
Susan: All right.
Step six Post-speaking
Workbook p. 121 “Talking”:Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Teaching Procedures for the 3rd Period
Step One Warming-up
1. Greeting.
2. Comment on the Ss’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step Two Pre-reading
1. Language Input:Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Step Three Reading
1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.
2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )
3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.
4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.
Questions:① Where do people usually build a city? Why?
② What were the palaces like?
③ What were the palaces used for after the Czars' rule over the city ended?
④ What did the Germans do as they leftthe city?
⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?
⑥ What did the people do to bring the city back to life?
5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.
Step four Post-reading
1. Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Step five Interview
Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.
【Model】R-- reporter C--citizen of St Petersburgh
R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?
C: Sure.
R: When was your city built and and who built the city?
C: ……
Step six Debate
Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?
Step seven Summary and homework
1. Summarize the passage and ask the Ss to retell the story.
2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.
Teaching procedures for the 4th Period
Step one Warming-up
1. Greeting.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step two Lead-in
1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.
2. Enjoy the sentences Ss pick out, especially the sentence:“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading
1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.
▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise
▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20~50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:
1.What are the only three man-made projects that can be seen from the earth? Where are they?
2.When was the Aswan High Dam completed?
3.What was the High Dam built for?
4.What problems were caused by building the High Dam?
5.What do you know about the temple at Abu Simbel?
6.How did the engineers decide to move the whole temple?
7.How long did the project last?
8.How much did the project cost?
9.When was the project completed?
10.How can you get to the temple at Abu Simbel?
Step four Post-reading
1. Discussion Divide the class into groups and ask each group to discuss the question:
① Do you think it necessary to spend so much money on rescuing this temple?
② Do you think that the Egyptian engineers solved the problem in the best way possible?
③ Are there other temples or buildings that we could not move?
④ What about the Great Wall or the Temple of Heaven?
⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?
2. Fill in the blanks with proper words.
The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.
The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.
Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying:“He ________ does not reach the Great Wall is not a true man.”
【KEYS】like; that; was; for; long; enough; by; interest; from; who
Step five Discussion
1.Language input:In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?
[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]
Step six Summary and Homework
1. Read the passages and finish off Workbook Ex 4 on p.126.
2. Write a report about the discussion.
Teaching procedures for the 5th Period
Step one Warming-up
1. Greeting.
2. Check the homework.
3. Ask individual Ss to act out their reports, making some comments if necessary.
Step two Language study
1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words:prefix “re”+ V. → meaning “do sth. once again”.
3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ recall v. call back
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts
⑻ reforest v. plant again with trees
⑼ re-form v. form again
⑽ rehouse v. provide with a new house
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
⒃ reprint v. print again; print a new impression of
⒄ retell v. tell again
⒅ rethink v. think about again; reconsider
⒆ reunite v. bring together or come together again
⒇ rewrite v. write again
4. Structure (Grammar)
Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.
① 在过去的.三个月里学生们已经收集了二千节旧电池(n.battery)。
② 园林工人已完成寺庙百分之八十的重建任务。
③ 他已将那台旧电视机送给邻居了。
④ 中国已向太空发射了几十颗人造卫星。
⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.
Active Voice Passive Voice
① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.
Step three Practice
1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.
2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.
① What is the first news story about?
② Why are some of the cultural sites not well protected?
③ What has happened to some ancient sites?
④ What are the villagers worried about?
⑤ What have they decided to do?
⑥ What is the second news story about?
⑦ What will be the result of the repair project?
⑧ What are the people of Beijing asked to do? And what’s the result?
⑨ When was the old city wall built?
⑩ Why do you think the city of Beijing plans to repair the old city wall?
Step four Summarise and Homework
1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.
2. Finish off workbook exercises on page 128.
3. Preview “Intergrating skills”.
Teaching procedures for the 6th Period
Step one Warming-up
1. Greeting.
2. Check the homework, giving some explanation if necessary.
Step two Reading
1. Language Input:Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.
Questions:
① Where does the writer live?
② What is the writer worried about?
③ How does the air pollution come about?
④ What suggestions does the writer make?
Step three Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step four Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.
Step five Proof Reading
T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua
【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is
6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
★ 我的新高二作文
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★ 新高三作文
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★ 二年级音乐教案二
新高二unit 7 教案(合集17篇)
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