unit21单元的词组和重要句型(新课标版高一英语教案教学设计)

时间：2023-05-03 03:37:55 作者：驴肉火烧王春花教案收藏本文下载本文

【导语】“驴肉火烧王春花”通过精心收集，向本站投稿了16篇unit21单元的词组和重要句型(新课标版高一英语教案教学设计)，以下是小编整理后的unit21单元的词组和重要句型(新课标版高一英语教案教学设计)，欢迎阅读与收藏。

目录
第1篇：高一unit 6单元教案(新课标版高一英语教案教学设计)第2篇：高一17单元教案(新课标版高三英语教案教学设计)第3篇：高一unit 7单元教案(新课标版高一英语教案教学设计)第4篇：高一 unit7 reading(新课标版高一英语教案教学设计)第5篇：高一unit13.4 reading2(新课标版高一英语教案教学设计)第6篇：高一unit13.5 grammar(新课标版高一英语教案教学设计)第7篇：高一unit13.3 reading1(新课标版高一英语教案教学设计)第8篇：高一第14单元备课教案 (新课标版高一英语教案教学设计)第9篇：高一新教材17单元详细教案(新课标版高一英语教案教学设计)第10篇：高二第四单元教案(新课标版高二英语教案教学设计)第11篇：Unit1-5 复习教案(新课标版高一英语教案教学设计)第12篇：高一英语Unit8教案(新课标版高一英语教案教学设计)第13篇：unit 11 语法(新课标版高一英语教案教学设计)第14篇：高一unit13.6 integrating skills(新课标版高一英语教案教学设计)第15篇：高一unit13.1 warming up(新课标版高一英语教案教学设计)第16篇：新高一UNIT16 (新课标版高一英语教案教学设计)

篇1：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

1. To learn some expression of apologies and response properly to apologies.

2. To listen focusing on key words and important sentences

Step 1 warming up

1. To invite two pairs to play two short plays.

First, Situation 1

Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.

Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.

Step 2 Talking

Look at the 4 pictures on the page 36.

1) What do you think is happening in every picture?

2) Can you make a dialogue for every picture?

Complete the dialogues with proper words according to the situation given.

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

Do you think you are a person with good manners? Can you tell us a story as an example?

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

2) Listen to the tape for the second time, summarize two problems

3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

1. To use the expressions of apologies and possible answers freely through some situations.

2. To distinguish what good manners are and what bad manners are

Ⅰ.Step 1 Speaking. Practice different expressions.

For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.

To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.

In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.

Sample: Dialogue 1

A: Aren’t you going to introduce me to him?

B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.

3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.

Homework:

1) Choose one of the situations in Talking to write a dialogue

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.

The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

Can you speak with your mouth full?

Can you use your hand to take food from the plate?

Is it polite to touch the glasses when you toast?

Is it polite to persuade others to drink up after toasting?

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

1. Ss do scanning for exercise 2( 3minutes for scanning)

In what order will the following dishes be served at a western dinner party

dessert drink main course starter soup

summarize the main idea of every paragraph

2. With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

1). Explain some words and expressions( apologize, table manners, impression)

2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).

3). Sum up the text

Finish the exercise 2 on P40

①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking

②toast B. a pair of thing sticks which people in China and Far East use to eat their food with

③breast C. slightly wet

④dishes D. center.

⑤middle E. a practice followed by people of a particular group or region

⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food

⑦chopsticks G. the supper part of your chest; the front part of a bird’s body

⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton

⑨spirits I. Food that is prepared in a particular style

⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings

⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing

⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai

Step 2 Post-reading

1. Discussion:

We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.

2. Ask some groups to report

Step 3 Workbook

1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1. Word study

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Grammar

Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise On P41 and grammar on P118.

Period 6 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

Homework: Finish the exercise On P41 and grammar on P118.

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

2. To know the structure of a thank-you letter

3. To enable the Ss to write a thank-you letter by studying the samples.

Step 1. Warming-up

Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

Step 2. Reading

1. Scanning

1). Ask Ss to read the text quickly, and then answer this question:

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

1). Ask Ss to listen to the tape, and imitate the intonation

2). Explain language points: (some important phrases and sentence structure)

think of:

I thought of my hometown when I saw the beautiful scenery.

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step 3 Listening

How many countries are mentioned in this passage?

Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.

Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.

篇2：高一17单元教案(新课标版高三英语教案教学设计)

Unit 17 Great Women

浙江省黄岩中学王精红王晨溢陈佩君丁瑛毛海晨冯丽红许威

教材分析

本单元中心话题是“伟大女性”。谈论了普通女性, 着重介绍了世界上不同民族、不同领域中的非凡(杰出)女性及其成就。各部分的内容都是围绕这一中心话题而进行设计的。

“热身”(Warming up) 部分呈现四幅杰出女性的照片，引出杰出女性这一话题。要求学生说出她们的姓名及主要成就，然后通过提问和讨论，让学生了解杰出女性取得辉煌的成就必须付出艰辛这个道理，并以此激励自己。在这阶段的语言实践中可培养学生概述人物特征的能力。

“听力”(Listening)部分的内容就是一则对话，谈论old school photos 中的人物及其过去和现状。要求学生根据材料，正确记录所谈及的人物的特征、专长及现状并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，为后面的“口语”部分打下基础。“口语”(speaking) 由两部分组成。一是看图描述人物，呈现了三幅不同身份女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物品质的能力。二是小组活动，一个学生想出一个著名女性人物，其他学生轮流提问并通过对方回答内容推断该著名女性人物是谁，本活动旨在活跃学生思维和课堂气氛。

读前(pre-reading)部分设计了四个问题，分别是有关南极探险，南北极地理知识及两极著名动物知识，通过讨论扩大学生知识面，并为下一步阅读提供背景资料。

“阅读”(reading)部分是一位女性独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志战胜困难，脱离险境。这篇文章以生动的事实教育学生要在逆境中奋起，从而培养学生耐挫的良好品格。

“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生概括能力，同时渗透了德育内容。

语言学习(Language Study)分词汇和语法两部分。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力。指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如指个体成员时，谓语动词用复数形式。具体包括三个步骤：1.主谓一致的语法规律和例子；供学生自主学习并探究群体名词主谓一致的变化规律。2.机械性操练，用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。3.不定代词的人称指代。

学习技能(Integrating Skills)部分包括读、说、写三种，其中读说结合，通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fan letters，旨在让学生运用写作方法。

学习建议(Tips)部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的特点，从而培养学生的英语写作能力。

复习要点(Checkpoint)简要总结了本单元的语法重点-主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。

课时安排

Teaching Plan for Unit 17 Great Women

1.Warming up, Listening and Speaking

(1)Listening

(2)Speaking

(3)Listening in Work Book

2. Talking

(1)Warming up

(2)Talking in Work Book

(3)Extended reading

3. Reading

(1)Pre-reading

(2)Reading

4. Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重点和难点

1．重点单词:

inspire vt. 鼓舞、感动、激发、启示

admire vt. 赞美；钦佩；羡慕

regret. n. 懊悔，悔恨 vt. 为……感到遗憾；后悔

increase vt./ vi 增加；增大

value vt. 估价；评价；重视

threaten vt. 恐吓；威胁；预示危险

bother vt. 烦扰；打扰 vi. 烦恼；操心

generous adj. 慷概的；大方的

cheerful adj. 愉快的；高兴的

mean adj. 卑鄙的；吝啬的

warm-hearted adj. 热诚的，热心的

cold-hearted adj. 冷漠的；无情的

tense adj. 紧张的，拉紧的

miserable adj. 痛苦的；悲惨的

dishonest adj. 不诚实的

dull adj. 迟钝的；无趣的；呆滞的

optimistic adj. 乐观的

extreme adj. 极端的；极度的；偏激的

stormy adj. 暴风雨的；多风暴的；激烈的

shelter n. （U）避难；保护，隐藏 (C)避难所，隐藏处

2、重点词组：

be about to do 即将，正要做某事

around the corner 很近

struggle through 艰难地渡过

find…doing 发现---处于（状态）

increase to增加到

none of毫无，一个也没有

lie down躺下；（风）渐息

at the top of one’s voice以最大的嗓音

tie to系在，栓在

(be) in good health身体状况好，健康

put up a tent 搭起，架起帐蓬

make a decision作为决定

give up放弃

think of考虑、想起、记起

come to terms with 甘心忍受（不愉快的处境）

rise to fame 出名

lead…to… 通向，导致

3、词汇拓展：

inspire (vt.) → inspiring (adj.) inspired(adj.) inspiration(n.)

admire (vt.) → admiring (adj.) admirer(n.) admirable (adj.) admiration(n.)

value (vt.) → valuable (adj.) valueless(adj.) value(n.)

extreme (adj.) →extremely (adv.)

cheerful (adj.) → cheerfully (adv.) cheer (vt.)

4、句型结构

（1）It has often been said that life is difficult as it is.

（2）…during the next week the wind grew stronger and I found myself spending a whole day in my tent.

（3）I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

（4）In her television shows she makes it possible to talk about great moments and difficulties in people’s lives.

（5）I had travelled only two hours one day when the winds increased so much that I had to put my tent up before the winds became too strong.

5、重点语法

主谓一致,主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如果指个体成员时，谓语动词用复数形式。主要群体名词有: band, club, company, minority, police, party, public, audience, class, government, enemy, team, group, enemy, family etc.

6、教学难点

(1)用得体的英语描写人物特征，并以生动具体的例子来佐证。

(2)引导学生学习杰出女性的优良品质，树立远大目标，勤奋刻苦，严以律己，敢于冒险，知难而进。困难时候，改变方法，或者调整方向，达到成功彼岸。

Teaching Plan

Period 1 Warming up, Listening and Speaking

Goals:

1.Train the students’ listening ability.

2.Master some words describing people and use them correctly.

Step 1 Warming up

In March, there is an important international festival. Ask and answer:

Qs: 1.What festival is it? (Women’s Day)(show a picture of Women’s Day)

2.Is there Men’s Day? (No)

3.Why is there a special festival for women?(In the old time, women were looked down upon and badly treated. By creating this festival, the government just intends to raise the women’s position in society.)

4.What will you say to your mother?(Thank you)

5.What do you think of your mother?(patient, hard-working, kind, caring, careful, etc.)

Most ordinary women like our mothers have such excellent qualities. They are worth respecting.

6.What about girls?(lovely, charming, cheerful, etc.)

Step 2 Pre-listening

Look at the photos of four girls-- Lily, Rose, Jane and Sandra. They are Alice’s old school friends. Everyone has their school days. It gives us great pleasure to look at the old school photos and talk about the old school friends. Now let’s share the pleasure with Alice and the other women.

Step 3 While-listening

Tell the students that they will be listening to a dialogue of two young women. Alice tells Lucy about her old school friends.

For Part 1, the students have to listen carefully to the descriptions that Alice gives of four of her classmates: Lily, Rose, Jane and Sandra. Look at the three questions in the chart and make sure that they understand what they should listen for.(This listening material can be divided into four parts for the four girls. The students can listen to each part twice, and then check the answers at once.)

For Part 2, students should listen carefully to the descriptions of the four women, the relations between them and Alice and their qualities. They have to fill in the blanks with the correct words.(The students should listen to the material as a whole, and then check the answers.)

Step 4 Post-listening

Well done! From the listening material, we have got some useful expressions to describe women and girls. Now let’s make a list of adjectives for describing them. The adjectives can be positive or negative. Boys give a list of positive words and girls try to give a list of negative words. Let’s see who can give as many as possible.

positive negative

strong smart honest friendly warm kind cheerful popular generous pretty hard-working pretty charming helpful optimistic warm-hearted talented learned fashionable naive caring patient responsible patient weak stupid lazy dishonest mean tense cold unkind dull cunning cruel cross cold-hearted selfish

Step 5 Picture-talking

Show Picture 1 and ask:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

Ask individual students for details. Then the teacher give suggested answers, emphasizing the adjectives and useful expressions used to describe women.

Suggested answers:

Photo 1: There is a woman in an office. She’s about middle-aged and dressed in a gray jacket. She’s talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There’s a pile of papers on her left. There’s also a bag with sunflower seeds. There’s an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hard-working person. You can see that she’s very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don’t think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.

Step 6 Gathering

Ask students to gather expressions used to describe this woman.

1.The woman seems to be …

2.I don’t think people like her…

3.She may be…..

4.She could be….

5.I can see that…

Besides, more expressions can be used for describing a woman. Individual students can brainstorm them, or they are presented directly by the teacher if it is difficult.

6.She seems to me to be the kind of woman who …

7.The impression (that) she makes on me is….

8.I think she is the kind of person who ….

9.She looks as if….

10.She doesn’t seem…

Step 7 Group work.

Show Picture 2 and 3. Get the students to describe them, making use of the adjectives and useful expressions. Remind the students that it is not important to describe these people as they really are, but what impressions they have of them. They may refer to the questions below:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

4.What could she be?

Work in groups and have a discussion. After the discussion, the leader reports. Then the teacher gives the suggested answers:

Photo 2:

There’s a girl using a mobile phone. She’s wearing a red jacket. I can’t see her face very well. From the way she’s dressed, I think she’s perhaps a cheerful and friendly person. She might be a student.

Photo3: In Photo 3, there’s a mother feeding her baby. The baby is sitting in a special chair. The impression she makes on me is that of a woman who is friendly, caring and warm.

Step 8 Listening

You see, ordinary women have different personalities. They play an important role in different fields. Among them, some have made efforts to allivate poverty in their communities to make life better. The Women’s World Summit awards special prizes to these people, like Mrs Adetona and Mrs Zeng. Listen to the tape and hear how they earned their prizes.

Suggested answers:

1.Why do some women get the award that is talked about?

Women may get the award when their ideas or work have helped to make life better in their villages.

2.How has Mrs Adetona helped women in her village?

Mrs Adetona has helped women in her village (get loans) to start small businesses.

3.Why was Mrs Adetona’s work important?

Mrs Adetona’s work was important because with her help now more than a thousand people can take care of their families and send their children to school.

4.What did Mrs Zeng teach women in her village? Write down two things.

Mrs Zeng taught the villagers 1)how to plant potatoes, 2)how to take care of sheep and 3) how to take care of the environment by planting trees on the hills around the village.

5.What happened to Mrs Zeng in 2002?

In 2002 Mrs Zeng was chosen to be one of the village leaders.

Step 9 Summary

Today we’ve done some listening and speaking, especially we have learned to describe people.

Homework

Divide the students into four groups to collect information about these great women: Song Qingling, Madam Curie. Pearl S Buck, Mother Teresa, including their family and achievements.

Suggested answers:

Song Qingling married Dr Sun Zhongshan in 1915. She was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the women’s Federation to a number of committees involving (orphaned) children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S.Buck(1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. She first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for literature in 1938.

Mother Teresa of Calcutta (1910-1997) was a world famous Catholic nun. From the age of 18 she worked in India to help the poor. For more than 20 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In 2003, she was honoured with the name of Blessed Teresa.

Step 4 Game

Besides these four great women, there must be more great women who really inspire you. Let’s play a game. Student A thinks of a famous woman, comes to the blackboard, writes the name on a piece of paper and folds it so that it can’t be seen. One of the other students begins by asking questions about her. Student A may only answer “yes” or “no”. If the answer is “yes”, the student can ask more questions. If the answer is “no”, another student gets a chance to ask questions. Keep asking questions until you know who she is.

Example: B:Is she Chinese? A:Yes, she is.

B:Is she a famous actress? A:No, she isn’t.

C:Is she good at sports? A:Yes, she is.

C:Has she ever been a world champion? A:Yes, she is.

C:Does she play table tennis? A:Yes, she does.

C:Is her name Deng Yaping? A:Yes, it is.

Some possible great women:

Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe, Wu Zetian, Zhao Wei etc.

Step 5 Pre-talking

As we all know, there are many famous women in all fields, including politics, science, literature and peace. All these fields were usually occupied by men. But it has proved that women can do as well as men. They have got many prizes and achieved fame and fortune. Fans, flowers and applause are all around them. What we have seen is their success and their fame. Ask questions :

1.Do you admire them? Why?

2.Is it easy for them to reach their achievements?

3.What qualities have made them stand out?

Fame and achievements never come easy. In addition to that, the career of women is often less smooth than that of men. They have to overcome obstacles. It has often been said that life is difficult as it is. For women it sometimes seems twice as difficult.

4.Was it more difficult in the past?

In the old time, girls used to be looked down upon. They didn’t learn to read or write. When they got married, what women were expected to learn was how to “catch” husbands and then to keep them happy by running a comfortable home. They couldn’t go out to work. In modern times, great changes have taken place. Please turn to Workbook Page 95 Talking. Look at the graph.

Step 6 Role Play

The graph shows us that the number of women taking part in higher education in China is actually very high. And their members are on the rise. So if women get out of school with a high level of education, why is it difficult for them to get high-level jobs?

Suppose you are all members of a group that must decide who will be the new manager in the department store where you work. A woman has applied for this job and you discuss whether she can get the job or not. There are five roles:

1)First, there is the boss of the company.

2)Second, there is the manager who is leaving. It is his job that the woman wants to take.

3)Third, there is a colleague who will have to work together with the manager.

4)Fourth, there is a worker. The new manager will be his or her boss.

5)Finally, there is the owner of the company who will help the others to make a decision.

The students will be divided into groups of five. In each group, there are five roles. The role of the fifth student is the owner of the company who will help the others make the best decision. The boss will start the discussion. Later, ask one group to act it out.

Example:

B: Okay. As we all know M, the manager here will leave next month. So our company will hire a new staff member. We have received many letters from men and women who would like to take this job. In this meeting, we hope to make a decision whom to give the job. M, maybe you can say something first.

M: OK. Well, we all know that my job is no easy one. Therefore we are looking for somebody who is responsible and has good communication skills. There is no need to say that we are looking for somebody who is hard-working and loyal to our company. I think the person for this job must be good at dealing with people and he or she must be a real team worker. The job is difficult because sometimes there can be conflicts between staff. You have to be a strong kind of person and hold a firm stand.

B: Well. Together with the owner of the company, we have already looked at most letters and made some choices. Manager of this department is an important job in our company and that’s why I want that person to be a strong and inspiring personality. Qualities that the right person for this job should have are that he or she is friendly and warm, but also strong and smart. We are now left with two, a man and a woman. I would like to hire the man, because I think a man will do this job better. But the woman has better qualifications and although she does not have as much work experience as the man. It looks as if she could do the job well. The owner of the company has said, well maybe he can explain himself.

O: Yes. I have no preference for myself. I believe both the man and the woman could do the job very well. The things, however, I would like all of you to consider are: 1. It might be good if we had more female managers in our company, so the management team could learn more from different experiences, and 2. Most staff that the new manager has to work with are women. I know there never were any problems with X, but I have also heard that some colleagues in the department would welcome a woman in this position. We are here to hear their opinion, before making a decision.

C: Well, many of our colleagues are women and they do their jobs just as well as the men. I think it could be either a man or a woman, though I prefer we choose a woman. It is very pleasant to work with different people and because there are already so many men working as managers in the company, it might be a good idea to hire the woman.

M: Qualities that the right person for this job should have are that he of she should be honest, strong and hard-working. And as far as I can see, both men and women can have all these qualities. The most important thing is that the job gets done.

C: Sure. Maybe men and women have different ways to solve problems, but we should not say that it isn’t a good thing. I’m sure a female manager will hold her stand in conflicts and can be strong.

W: I haven’t met this person. I’m not sure whether we should take a man or a woman. I suppose if both are equal in many ways, I agree with the owner that we should take a woman. In some ways it would be easier for female staff to talk to a female manager. She might understand some problems better. I believe that women should get the same opportunities provided that she is well qualified and possesses the qualities we feel are needed. On the other hand I am sure that if everybody feels that the man is the better of the two, then we should decide to take him.

B: Well, that should not make any difference. I think the person for this job could either be a man or a woman. The qualities that the right person for this job should have are to treat all staff, men and women equally. …

Step 6 Summary

Today we’ve learnt something about some great women in the world. From what we’ve learnt we can understand that women are equal to men. If we want to succeed, we must work hard.

Just as Madam Curie says: “Life is not easy for any of us. We must work, and above all must believe in ourselves. We must believe that each of us is able to do something well and that, when we discover what this something is, we must work hard at it until we succeed.”

Homework

1.Extended reading---Read four passages about Song Qingling, Madam Curie, Pearl S Buck, Mother Teresa to get more information.

2.Search the Internet for facts about Antarctica and Arctic.

Period 3 Reading

Goals:

1.Train the students’ basic reading ability by getting to know something about a famous woman named Helen Thayer.

2.Let students have strong wills and determination if they set their goals.

Step 1 Lead-in

Show some pictures of winter scenery, the North Pole and the South Pole, etc. While asking and answering, the teacher should present some new words.

Ask Qs:

1. Are they beautiful?

2.Is it cold or hot?

3.Where is the coldest place? (The North Pole and the South Pole/Antarctica)

4.What countries are part of the North Pole and South Pole?

Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, The USA, Canada, Greenland, Denmark

Countries that are part of the South Pole: Chile, Argentina, South America, Australia, New Zealand

5.What’s the weather like there?

(extremely cold, stormy, windy, 24 hours of day or night) (show videos)

6.What animals live on the North Pole and the South Pole

Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whale

Some animals that live on the South Pole: penguin, seal, walrus, whale

7.Why do polar bears never eat penguins?

Polar bears live on the North Pole while penguins live only on the South Pole.

Step 2 Pre-reading

1.Do you want to go there and have a look at these animals with your own eyes?

2.If you want to go there, what will you take with you? Why?(While asking and answering, teaching some new words and expressions.)

1)warm clothes 2)dark sun-glasses 3)ski/snowshoe

4)tent (put…up for shelter) 5)sled (pull… dogs) 6)ice pick

7) matches. 8)maps 9)stove 10)backpack

3.What doesn’t need to be brought? (Drinking water)

4. Will you travel alone to the South Pole?

5.If a person was alone in Antarctica, what would the person be like in your opinion?

The person should be strong, young, energetic, healthy and brave.

The person should have a strong will, great courage and determination.

It’s clear to see that being in Antarctica alone is a dangerous journey of challenge. Can you imagine a woman of 60 years old making a solo expedition in Antarctica? The woman is called Helen Thayer.(呈现图像)

Step3 Skimming

Task 1 Now please read the text fast to find out:

Did Helen Thayer finish her solo expedition? (No)

Task 2 Then show the six simple drawings in the wrong order. Ask them to rearrange the pictures in the right order.

Step 4 Scanning

Then the teacher explain each picture by asking and answering some questions. Meanwhile, some important and difficult language points in bold should be explained.

Picture Detailed Information

1 1)What did she do at 50?

2)What did she decide to do at 60?

3)When did she begin her journey?

2 1.What was the weather like?

2.How was the weather later?

3.How many hours did she travel when the winds increased?

3 1.When was her birthday?

2.How did she spend her birthday?

4 1.What happened when she was moving forward over a slope?

2.How did she rescue herself?

3.Why do you think she could rescue herself?

5 1.How did she hurt herself?

2.What did she do after the accident happened?

3.What’s the result of the accident?

6 1.What decision did she make?

2.Why did she make such a decision without regret?

Suggested answers:

1)The sweetest grapes hang the highest.最甜的葡萄在最高的树梢。

2)Where there is a will, there is a way.有志者事竟成。

3)Perseverance is vital to success.毅力是成功的重要条件。

Step 8 Song.

Enjoy a song----- It’s A Long, Long Road To Travel Alone

I always thought I’d like to roam

One day I started alone

Out in this old wide wicked world

Away from friends and home

It’s a long long road to travel alone

And when the day is gone

No place to pillow my head at night

Only on the cold stone

I’ve traveled around from town to town

Now it’s time that I settled down

I’ve had my fill of rambling around

And now I am homeward bound

One day a letter came to me

And this is what it read

Come home my boy to the old homestead

Your father and mother are dead

It’s been a long road to travel alone

I wish I had never roamed

I thought I’d soon see my mother and dad

But now I am left alone

Homework

1. 假设你是Helen Thayer，请你选择下面的日期写一篇探险日记。

Nov.12,1997 / Nov.22,1997

2.Surf the internet for more information about Helen Thayer.

相关网址www.goals.com/thayer/expfrm.htm.

Period 4 Post reading

Goals:

1.To develop some in-depth understanding skills by correctly evaluating Helen Thayer.

2.To inspire students to aim high , work hard and keep on working to reach their goals. Sometimes they should find solutions or different ways to reach their goals if their results are not very good or they have difficulty.

Step 1 Lead-in

Ask some Ss to share the diaries about Helen Thayer’s solo expediton with the whole class.

Step 2 Post-reading

(Group work)

1.Do you admire Helen Thayer?

2.What kind of woman is Helen Thayer? Why?

Suggested answers:

brave It is unusual for women of her age to do things like that.

strongThe description of the terrible weather conditions and the ways she deals with her accident.

perseverantShe has the power to go on even when the circumstances or conditions are very hard.

responsibleShe demonstrates this by her good decision to stop and not risk her life after her accident.

honestThe description of her journey.

Step 3 Appreciation

(Individual work)

Ask Ss to find out the beautiful sentences which make deepest impressions on them. Then paraphrase them.

1.Another-journey of challenge and danger was about to begin.

Paraphrase: I was going to start another journey of challenge and danger.

2.I found myself spending a whole day in my tent.

Paraphrase: Suddenly I found that I had been spending a whole day in my tent.

3.I was thankful for all the training I had had.

Paraphrase: I was rescued by myself all because of the training that I had had.

4.It is an experience I shall never forget and shall value for the rest of my life.

Paraphrase: This experience will affect my life in the future.

5.Within a few minutes the winds increased to a howling storm that threatened to blow me and my tent away, but none of that happened.

6.A few days later, I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

notes: The sentence structures of No.5 and No. 6 should be analysed carefully and the personification should be pointed out.

Step 4 Discussion

Task 1(Pair work)

Some people think Helen Thayer is a failure because she didn’t finish her extreme travel. Do you agree? What’s your point of view?

Suggested answers:

Helen Thayer shows us that no matter whether we are men or women and no matter what age, we can set ourselves goals and work hard to achieve them. In the process of getting there. She experienced difficulties and set-backs. After a bad accident, she realized that she could not reach her goal in any possible way, or her ambition was too high for her. She gave up and go back home. It is reasonable. We shouldn’t risk our life. We can change our ways or methods to reach the goal. In a word, Helen Thayer is a success.

Task 2(Group work)

1.What about your own goals in life?

2.How will you try to reach them?

Some advice:

A.You must set goals (what you are really good at and what you most like to do)

B.In any cases, work hard and keep on working to reach your goal.

C.If your results are not very good or you have difficulty, you must think about this carefully. You have to go on or make a decision. The most important thing is to believe in yourself and not to give up too early.

Step 5 Extended reading

Read the passage about Helen Thayer--First Woman to Solo Any of the World’s Poles in order to get more information about her extreme travel to the North Pole.(show a picture of Helen Thayer with her faithful dog called Charlie.)

Helen Thayer

--First woman to Solo Any of the World’s Poles

Helen Thayer, born and educated in New Zealand enjoyed a lengthy career as an international discus thrower, representing three countries, New Zealand, the country of her birth, Guatemala, where she lived for almost four years with her husband Bill, a helicopter pilot, and then the United States. Later in 1975 she won the USA national luge championship, gained All American honours and represented the USA in luge competition in Europe. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world.

The first project would be a journey to the North Pole. It was the barren islands, the hardy plant life, the arctic animals which have adapted to one of the world harshest climates and the sea ice which Helen would have to travel across that made her realize that this would be the place to begin the educational programs. Polar bears were her special fascination and she was not to be disappointed. This is home to one of the largest populations of Polar bears in the world.

In 1988, at the age of 50, Helen decided to walk alone to the North Pole without the aid of aircraft, dog teams or snow mobiles. She was totally unsupported. She walked and skied, pulling her own 160 pound sled filled with all her supplies. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears. He did his job well. He saved her life at least once. They were confronted by seven polar bears, one at a time, throughout the almost month- long journey of 364 miles. Helen made her way around the entire North Pole area.

She began on March 30 and finished on April 27. It was a long and lonely journey. Helen’s expedition was the only one going to the magnetic North Pole in 1988, therefore she had no warning of the ice conditions which lay ahead of her.

Then she wrote a book about her journey to the Pole titled Polar Dream with a foreword by Sir Edmund Hillary, published in the USA by Simon& Schuster.

Helen traveled most of the journey across the sea ice photographing and taking notes as she went. Because the North Pole is constantly in motion, she traveled to the area of the Pole. The Canadian Geological Survey gives expeditions, air charter services and scientists the yearly coordinate of the Pole which is the approximate center of a large area.

When Helen arrived in the area of the Pole she traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

After she returned home her first job was to gather her photographs and notes into a programme of education for students K to 12. The educational programme has reached students in 38 countries. To date Helen has spoken to more than 450,000 students in schools, classrooms and school conventions.

Polar Dream is an adult book but is also popular in classrooms as a study project. Not only is the book the real life story of this historical journey but it is a factual account of this interesting place close to the top of the world.

And it is the story of a faithful dog called Charlie who traveled at Helen’s side watching for polar bears. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury. As Helen will tell you, “What Charlie wants, Charlie gets”

Ask and answer some questions:

1.What did she do?

2.How many high mountains did she climb?

3.Why did she decide to make the journey to North Pole? Did her husband support her?

4.Who was her only companion on the journey? How did it help her?

5.What has become of her companion?

6.In what way did she travel throughout the area of the North Pole? Why?

7.Did she finish her journey? How long did it last?

8.What book did she write about her journey to the North Pole?

Suggested answers:

1. She enjoyed a lengthy career as an international discus thrower. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor.

2. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

3. In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world. /Yes.

4. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears.

5. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury.

6. She traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles, it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

7.Yes./ She began on March 30 and finished on April 27.

8. Polar Dream.

Homework:

1.Suppose you are a reporter on a magazine named “Great Women”. You’re going to write a report about Helen Thayer after the interview with her.

(Group work): Work in groups and discuss how to write the report, what to write and how to describe Helen Thayer. Then finish it.

2.Preview “Language Study”.

Period 5 Language Study

Goals:

1.To practise using some words and expressions in the unit.

2.To help the students to draw the grammar rules for Subject-Verb Agreement and put them into practice.

Step1 Game

In the last several periods, we’ve learned some new words. Let’s play a game:

Two students from each group are standing face to face. Some words are shown on the screen. One of them explains them one by one either by body language or by giving situations, the other tries to say the word by guessing its meaning. The one who guesses the most in the given time will win.

The words are as follows: generous, warm-hearted, threaten, tense, thankful, candle, miserable, cheerful, mean, shelter, slope, solo, mean, inspire, challenge, optimistic, value.

Sample situation:

T: The Wangs are my neighbours. One evening, someone knocked at my door. I opened and saw the son with a basket of ripe and nice oranges. He said his uncle had brought them a lot from the countryside and his mother wanted him to give some to me for a taste. Before I could express my thanks, he moved to the next house. The Wangs are always ready to have their neighbours share the things their relatives bring them. What do you think of the Wang’s Family? And what about their son?

S: ( The family are generous, and the son is generous, too.)

Step 2 Word Study

I. Turn toSB Page 32 Word Study Complete these sentences with the words from the box.. Some words may not be used.

II.Turn to page 97 and finish Exx 1 and 3 as quickly as possible

Step 3 Grammar

Task 1 Multiple choice

1)A library with five thousand books ______ to the nation as a gift.

A.is offered B.has offered C.are offered D.have offered

2)Growing around the lake ______ wild flowers of different colors.

A.is B.are C.was D.has been

3)Each of the hotel’s 3000 rooms ______ with air conditioning and television.

A.has equipped B.were equipped C.is equipped D.are equipped

4)Different areas of the country _______ own customs.

A.have their B.have its C.has their D.has its

5)The Olympic Games, which ______ held every four years, ______ the most important event in the world.

A.are,is B.are,are C.is,is D.is,are

Suggested answers:

1)A 2)B 3)C 4)A 5)A

Task 2 Conclusion

From the exercises we know that singular nouns are used with singular verbs while plural nouns are used with plural verbs.

Task 3 Filling the blanks with the correct verb form.

1)Our little group ______ complete again.

2) ______ your group want to stop for lunch now?

3)Our family ______ not poor any more.

4)The Smith’s family all ______ Chinese.

5)The army ______ helping to clear up after the floods.

6)The army ______ the important task to keep the peace.

7)Our class______ better than any other classes at playing basketball in our school.

8)Our class______ playing a basketball match tomorrow.

9)The team ______ going to play a match on Saturday.

10)This international organization ______ going to open an office in Beijing.

11)The government ______ to build new villages in the north.

12)The government ______ holding a meeting this evening to discuss the problems.

Suggested answers:

1)is 2)Do 3)is 4)speak 5)are 6)has 7)is 8)are

9)is/are 10)is 11)is 12)is/are

Task 4 Conclusion

From the exercises we know that Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is plural. Such collective nouns are: army, class, family, club, company, audience, committee, public, party, government, crowd, police, band, minority and so on.

Task 5 Practice

Get the Ss to make sentences with collective nouns as subjects(Show pictures of two families and two groups).

1)The whole family are watching TV.

2)His family is a big one.

3)The group are having a discussion.

4)This group is bigger than that one.

Task 6 Practice

Finish Students’ Book Page 33 Exx 1 and 2 as quickly as possible.

Step 4 Project

(Group work) Each group is asked to prepare a paper for testing Subject-- Verb Agreement.

The number of exercises should be 10, and the form is unlimited. You can refer to the exercises and checkpoint we’ve finished. Then each group exchange the papers with each other. Correct the mistakes while doing it. The best one will be printed out for your homework.

Homework

1.Read SB Page 155 Subject-Verb Agreement carefully to get more rules.

2.Finish the paper for testing Subject-Verb Agreement.

3.Finish WB Page

4.Put the sentences into English.

1) 四班正在讨论怎样学好英语。

2）每一个学生都参加了这次运动会。

3）不是他去，就是我去。

4）刘军和魏国都不来。

5）书包里有一只铅笔盒，一块手表和几本书。

6）这件事谁也不知道。

7）我们每人都知道他在想什么。

8）我们中间没有人去过加拿大。

9）他们俩都不懂法语。

10）周兰和杨蓓都爱好体育。

11）警察正在问他们问题。

12）340加660等于1000。

Suggested answers:

1)Class Four are discussing how to learn English well.

2)Every student has taken part in the sports meeting.

3)Either he or I am to go.

4)Neither Liu Jun nor Wei Guo will come/is coming.

5)There is a pencil-box, a watch and some books in the schoolbag.

6)Nobody knows anything about it.

7)Every one/Each of us knows what he is thinking about.

8)None of us has been to Canada.

9)Neither of us has been to Canada.

10)Both Zhou Lan and Yang Pei like sports.

11)The police are/is asking them questions.

12) Three hundred and forty plus six hundred and sixty is/are one thousand.

Period 6 Integrating Skills

Goals:

1To learn how to use examples to support your opinions.

2.To learn to write a fan letter.

Step 1 Pre-reading

1. There are many famous women in all fields. Let’s enjoy some pictures of them.

(Show pictures of famous women such as Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe)

2. (individual work)What do you think is needed in order to be a successful woman?

(A successful woman should be intelligent, determined, hard-working, energetic, strong, responsible, perseverant and endurant.)

Step 2 Reading

As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities. Today we’ll read a passage about such a black woman from a poor village in America. (Show the video of her interviewing Marilyn Monroe).But now, she is the Number One TV personality.

Step 3 Skimming

Read the passage to find out how Oprah Winfrey achieved success.

(Hard work and discipline lead to her success)

Step 4 Scanning

Task 1 Ask Ss to read each paragraph and find out the main idea for it.

Task 2 When asking for main ideas for each paragraph, the teacher ask more questions for details.

Title Para Main Idea Detailed Information

: 1

: Oprah Winfrey is not just a very successful TV Personality in the USA, She is also a woman who has inspired millions.

1)What is Oprah’s Programme about?

2)Why is Oprah Winfrey not just a very successful TV personality in the US, but also a woman who has inspired millions?

2 Her family 3) What about her family?

3 She was an extremely bright girl at school. 4)Why was she an extremely bright girl at school?

5)What did she learn from her father when she lived with him?

4 Her work experience. 6)What did she do?

7)Why is her show one of the most popular television programmes in history?

5 Oprah Winfrey’s wonderful career inspires many people to fight for success.

Suggested answers:

1)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives. Her another programme about literature is popular as well.

2)Oprah Winfrey is not just a successful TV personality. She has inspired millions of people through her talk shows. She helped people by giving information about difficulties that they had in their lives and talked about things that people could not or were afraid to talk about. In that way she helped people come to terms with problems that worried them or for which they could not find solutions.

3)For her family, life seemed to hold no promise.

4)She asked her kindergarten teacher to let her go to school sooner and she also skipped the second grade of primary school. A few years later, she won a college scholarship that allowed her to go to university.

5)Hard work and discipline could lead to self-improvement.

6)Worked part-time on a radio programmeStarted working for different television stations became the host of “AM Chicago”

7)Oprah’s show is one of the most popular in history. The history of television is of course not very long. Oprah has been successful with her TV programme for more than 20 years.

After asking and answering, the teacher can present the table below for the students to have a better understanding about how Oprah Winfrey reached her success.

a successful TV personality

a woman who has inspired millions

work for television talk about /great moments/ difficulties

help / come to terms with

program about

literature / popular

win many prizes

go to university Host a talk show

AM Chicago →

The Oprah Winfrey Show for over 20 years.

a bright girl

6-14 hard won a college

scholarship

part-time job on a radio program

black

born in a poor family

skip second grades

hard work discipline self-improvement success

Step 5 Listening

Go through the passage while listening to the tape. The teacher may explain some language points.

I.difficult expressions:

1.come to terms with 甘心忍受

2.bother sb. about sth. 麻烦某人某事

3.inspiring/ inspired令人鼓舞的/备受鼓舞的

4.hold no promise 毫无希望

5.lead to…= cause 引起,导致

6.so far 到目前为止，和现在完成时连用。

7.inspire sb. to do sth. 鼓舞某人做某事

8.within reach在某人所能够得着的范围

II.difficult sentences:

1….made it possible to talk about great moments…

2.Ophrah Winfrey is a black woman whose rise to fame is an inspiring story

3.For Many women such hardship would be too heavy to bear

Step 6 Role play

(Group work) Suppose you were Oprah Winfrey. Now you are at work. You work on a radio programme. People who have something that bother them or have something they can’t talk with others often ask you for help…

Problem 1: Student A has a problem with his friend. He lost 100 yuan last week and he thought it was his new friend who took it because he was with him all the time that day. But he can’t make a check on his friend and he doesn’t want to lose his friend. He wonders what to do.

Problem 2: Student B has a problem with his parents. He thinks that what his parents say is to ask him to work hard and do well in the college entrance exams. Their goal is his son should go to key university. What they care most is his marks and his health. He is unhappy at home. In this way he can’t get on well with his parents.

Problem 3: Student C is good at singing and dancing. Of course she is pretty. She wants to be a famous singer or a film star. She wonders how she can achieve success.

Problem 4: Student D is struck by one of his classmates. He is sure he loves her. It has a very bad effect on his study. He doesn’t know what to do.

Work in groups and do the role play. Then get the Ss to act it out.

Step 7 Writing

You know, Oprah Winfrey is not just a very successful TV personality in the USA, she is also a woman who has inspired millions. She gets many fan letters every day. She enjoys reading them. Here is a letter from one of her fans(SB Page 35). Read it and go on to read tips on writing and try to find out how to write a fan letter. Use it as a model and write a letter to a famous woman you admire, and read to each other in the group.

Guided writing

假设你是好莱坞著名华裔女影星-----刘玉玲的影迷，根据下面所提供的资料，给她写封信（请不要逐字翻译）。词数：100词左右。信头已给出（不计入总词数）。

刘玉玲（英文名：Lucy Alexis Liu）1986年12月2日生于美国纽约，从小立志想成为演员。大学毕业后，边打工边为争取角色而到处试镜，不断碰壁却不气馁，终于有了回报。因演电视戏剧《艾莉的异想世界》（Ally Mc Beal）中的吴琳一角而开始令人瞩目。她在成龙的动作喜剧片《西域威龙》（Shanghai Noon）中饰演公主。接下来，因演《霹雳娇娃1，2》（Charlie’s Angels）而大红大紫，风靡全球。同时自19以来也获得了不少国际性奖项。

One possible version:

Dear Miss Liu,

My name is Emily Li. I am 17 and live in Zhejiang, China. I wish to tell you how much I like your films and your performance. I am a big fan of your work. I have seen you on TV and in movies many times. My favorite movie is Charlie’s Angels.

I really admire you and all the good work that you do. I know you had dreamed of becoming an actress since you were a little girl. After college, you took a number of different part-time jobs while waiting for your fortune. In the beginning, your acting career seemed to be going nowhere, but you didn’t give up. Your persistence slowly began to pay off. Now you are world-famous because of your hard work. I hope to be just as successful as you are when I grow up.

Good luck to you always. I wish you a lot of success in the future.

Your fan and friend,

Emily Li

Step 8 Assessment

(Group work)Exchange the writing with the group members according to the following criteria for the content

1)Does the writer follow the format for informal letters?

(address +date at the top, opening and closing)

2)Does the letter give enough detail about the writer’s hero and his or her work?

1) Does the writer express his or her admiration?

Each group recommends one letter to show to the class.

Homework:

1.Finish reading the Integrating Skills on the workbook..

2.Go over the whole unit and do self-assessment. .

3.Surf the Internet about Oprah Winfrey.

篇3：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇4：高一 unit7 reading(新课标版高一英语教案教学设计)

Reading

Teaching aims:

Ⅰ. Knowledge:

1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.

2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack

3. Some grammar points. Word formation: re-; Present perfect passive voice.

Ⅱ. Feelings and attitudes:

1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.

2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.

3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.

Ⅲ. Ability:

1. Enable the students to get key information after reading.

2. Develop students’ cooperation spirit.

3. Improve their reading and analyzing abilities.

Difficulties:

1. The understanding of the whole text

2. How to get the right answers in skimming.

Teaching procedures:

Step1 Greeting

Step2 Pre-reading. (7 minutes)

Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic

Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?

2. What’s your favorite city? Why?

3. What cultural relics are there in your hometown? How important are they?

Choose 3 or 4 students to answer each question. (4 minutes)

Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.

2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.

3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.

Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.

Step3 Skimming (5 minutes)

Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.

1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）

2. In 1941, who tried to destroy the city? ( Germans.)

3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)

4.How can we describe the people of St Petersburg do? (Strong, proud and united.)

Then do the Exercise Two in post reading: True or False questions.

Goals: Train students’ reading speed and develop their ability of getting key information.

Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.

These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.

Step4 Scanning (19 minutes)

Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)

Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.

Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.

Grammar: the present perfect passive voice.

Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.

ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.

Questions:

1. Why do people think St Petersburg 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 Petersburg heroes?

Choose several students to answer. (6 minutes)

Possible answers:

1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.

2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.

3. The Russian artists used old paintings and photographs to rebuild St Petersburg.

4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.

Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims

Step 5 free asking (3 minutes)

Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.

Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.

Step6 Consolidation(3 minutes)

Fill in the blanks.

300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.

Goals: Help students review the content of the text as well as some important words and expression.

Step7 Further discussion. (7 minutes)

Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).

Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.

Step 8 Conclusion. (2 minutes)

Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.

Goals: Get the students to understand what our duties are. Achieve the ethic aims.

Step9 homework (1 minute)

1. Do exercise 2 and 4 in scanning part on the exercise book.

2. Say something about St Petersburg using your own words.

Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.

篇5：高一unit13.4 reading2(新课标版高一英语教案教学设计)

一、Teaching Content

Unit 13 Reading (2); Post-reading

二、Teaching Goals

1. Improve the students’ reading ability by catching detailed information.

2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.

三、Teaching Important Points:

1. Master the new words, phrases and useful expressions in the text.

Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for

2. Train the students’ reading ability to develop healthy eating habits.

四、Teaching Difficult Points

1. How to train the students’ reading ability.

2. How to make the students understand the reading material better and answer some questions on the passage.

五、Teaching Methods:

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

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Reading

T: We’ve got a general idea about the reading. But I think the passage is very difficult.

T: Ok. Let’s read the passage carefully together.

1unit13.3. (2)

T: We listen to the tape paragraph by paragraph, and then explain the paragraph.

T: Listen to Para 1. and try to answer the questions.

(1)Para 1

1) Listen

T: It’s easier to choose what to eat in the past.

True or False? (T)

T: Why?

Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.

2) Explaining

Our eating habits have changed, as has our way of life.

T: What does the underlined part mean? = and our way of has changed too.

T: As has our way of life 是倒装结构

as + 助动词/ be + 主语也一样

e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.

He’s a doctor, as was his wife before she had children.

3) Understand

T: What does the word “ fuel” mean?

Ss: original meaning:燃料

T: e.g. The machine needs fuels to go on work.

T: But you should pay attention to the word in the text. Here it means 营养物质

T: Listen to Paras. 2 and 3

(2)Paras. 2 and 3

T: Fill in the table.

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

1unit13.3. (3)

Questions

T: Why do some people become vegetarians?

T: What does the word “ green” mean? Does it mean the color of green?

Ss: Green: environment protecting

T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?

T: e.g. environmentally friendly food / eco-food

T: Can you find an example about green food in this paragraph?

Ss: Organic vegetables

(3)Paras 4 and 5

T: Listen to paras 4 and 5

T: You can find the word “diet” several times in para 4.

T: What’s the different meaning of them? Look at the blackboard.

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

T: In order to keep fit, what shall we do and eat?

1) Buy good food and keep a balanced diet.

2) Eat healthy food in the right amount.

3) Eat less fat and sugar and exercise more.

Step3 Post-Reading

T: How have our eating habits changed? Why?

T: Discuss question 4 in pairs.

T: Retell the text according to some topic sentences.

Step4 Summary and homework

T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.

1. Retell the text, try to get a summary of this text

2. Review words we have learnt in this unit

3. Preview grammar of this unit

4. Do the exercises the word study on page 5

1unit13.3. (4)

八．黑板板书设计Blackboard:

(L)

as + 助动词/ be + 主语也一样

e.g. She’s unusually tall, as are her parents

(M)

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

(R)

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

九、Evaluation

篇6：高一unit13.5 grammar(新课标版高一英语教案教学设计)

Period 5

一、Teaching Content

Unit 13 Word study; Grammar

二、Teaching Goals

1. Review the text learnt in the last period including useful words and expressions.

2. Learn how to use “had better”, “should” and “ought to ”while giving advice.

三、Teaching Important Points:

1. How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.

四、Teaching Difficult Points

1. How to help the students to understand the Grammar.

2. How to correctly use “should, ought to , had better and their negative forms” to give advice.

五、Teaching Methods:

1. Review method to consolidate the words and phrases last 4 periods.

2. Explanation methods to make the students master the Grammar.

3. Individual, pair work to make every student work in class.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Word study

T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.

T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.

1unit13.5. (2)

Ss: …

T: Nutrient diet vitamin

Mineral fat sugar

Protein calory

Step3 Grammar

T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.

T: We suppose that you are a doctor, and you should give some advice to patients.

T: Ok. Let’s review these useful expressions about suggestions:

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.

我们不应该怎么粗心。

We shouldn’t ought not to be so careless.

你应该尊敬爷爷。

You shouldought to respect your grandfather.

他最好别脱他的衣服。外面很冷。

It’s very cold outside. You had better not take off your coat.

我们最好还是穿上我们的大衣。天气很冷。

It is freeze. We had better put on our coat.

T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.

T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.

T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.

Step4 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we

Unit13.5. (3)

review the Modal Verb by giving some persons advice. After class, more exercises are necessary.

Homework

1. Review the new words and phrases, grammar.

2. Have a dictation about words (2)

3. Preview two Integrating skills on Page 6 and 74

4. Do the exercises the Grammar 1.2 3.on page74

八．黑板板书设计Blackboard:

(L)

Nutrient diet vitamin

Mineral fat sugar

Protein calory

(R)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

“ had better(not)”, “ ought (not) to or should(not)”.

九、Evaluation

篇7：高一unit13.3 reading1(新课标版高一英语教案教学设计)

Period 3

一、Teaching Content

Unit 3 Speaking; Pre-reading; Reading (1)

二、Teaching Goals

1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice

2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.

三、Teaching Important Points:

1. Master the new words and make the student use these words to make sentences.

2. Train the students’ speaking ability to give advice and make suggestions.

四、Teaching Difficult Points

1. How to finish the task of speaking and make the dialogue go on smoothly.

2. How to understand the text

五、Teaching Methods:

1. Individual, pair or group discussion before filling information in the blank.

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

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

Good morning! My boys and girls!

Sit down, please!

Step2 Speaking

(1) Warming up

1unit13.3. (2)

T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?

1. When I have a fever

2. When I have a bad cold

3. When I have a headache

4. When I have a stomachache

5. When I have a toothache

6. When I have a bad cough

7. When my leg is broken.

T: I have some problems these weeks. I need your help. Would you like to give me some advice?

Ss: Yes.

T: I’m not feeling well these days. I can’t sleep well at night.

(Lead the students to use these sentence patterns.)

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

(2). Listening and speaking

1) Listen to the tape and answer the questions

T: Listen to the tape and get a general idea about the dialogue.

T: What’s wrong with Sharon?

Ss: She couldn’t sleep last night. She’s got a pain.

T: What did she eat yesterday?

Ss: Noodles, salad, a green peach

T: What does the doctor tell her to do?

Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.

2) Open your book to page3, and read after the tape, try to imitate its intonation.

New words: ought to = should

be careful with

advise sb to do sth / advise doing

3) Practise the dialogue

(i) T: When you go to see the doctor, what will the doctor say to you

1. What can I do for you?

1unit13.3. (3)

2. What’s the matter?

3. What’s wrong with you?

4. Lie down and let me examine you.

5. Let me have a look

6. Where does it hurt?

7. It’s nothing serious.

8. Take this medicine three times a day.

9. You’ll be all right soon.

(ii) T: Turn to page2. There are 3 situations in the table.

T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?

Symptom:

Doctor’s advice:

Signature:

T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.

Step3 Pre-reading

T: Which of the following gives you the most energy:

A hamburger a bowl of noodles a cup of coffee

T: How do you think what we eat every day?

Step4 Reading

T: Look at the title. What’s the title of this text?

T: What’s the meaning of it? (A.)

A. What we eat makes us the persons we are.

B. We always eat what we like.

T: What is a healthy dieteating?

(1)Fast reading.

T: Read through the text quickly, and find out the topic sentence of each paragraph.

1unit13.3. (4)

T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )

(2)Careful reading

1. What do traditional diets often have?(c)

A. too much water B. too much protein

C. too much fat and too many calories

D. nutrients we need

2. What can help our body fight disease and give us energy?(A)

A. vitamins, fibre and minerals

B. pork and fish C. water D. calcium

3. What contains a lot of protein?(D)

A. vegetables B. fruits C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?(A)

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them fat.

D. Because they think meat will make them thin.

5. From the passage we can conclude that it is probably better, if (D)

A. we eat less meat B. we have more fruit

C. we have “ eco-foods”

D. we buy good food and keep a balanced diet.

Step5Summary and Homework

T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.

1.Review the new words and phrases (2) in Unit 13.

2.Rreview the reading and Post-reading on Page5.

3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.

1unit13.3. (3)

八．黑板板书设计Blackboard:

(L)

When I have a fever

When I have a bad cold

When I have a headache

When I have a stomachache

When I have a toothache

When I have a bad cough

When my leg is broken.

(M)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

(R)

ought to = should

be careful with

advise sb to do sth / advise doing

九、Evaluation

篇8：高一第14单元备课教案 (新课标版高一英语教案教学设计)

Ⅲ.背景知识

1.History of Mother's Day

In the U.S.,Mother's Day is a holiday celebrated on the second Sunday in May.It is a day when children honor their mothers with cards,gifts,and flowers.First observance in Philadelphia,in 1907,it is based on suggestions by Julia Ward Howe in 1872 and by Anna Jarvis in 1907.

Although it wasn't celebrated in the U.S. until 1907,there were days honoring mothers even in the days of ancient Greece.In those days,however,it was Rhea,the Mother of the gods that was given honor.

Later,in the 1600's,in England there was an annual observance called“Mothering Sunday”.It was celebrated during June,on the fourth Sunday.On Mothering Sunday,the servants,who generally lived with their employers,were encouraged to return home and honor their mothers.It was traditional for them to bring a special cake along to celebrate the occasion.

In the U.S.,in 1907 Anna Jarvis from Philadelphia,began a campaign to establish a national Mother's Day.Jarvis persuaded her mother's church in Grafton,West Virgina to celebrate Mother's Day on the second anniversary of her mother's death,the 2nd Sunday of May.The next year Mother's Day was also celebrated in Philadelphia.

Jarvis and others began a letter-writing campaign to ministers,businessmen,and politicians in their quest to establish a national Mother's Day.They were successful.President Woodrow Wilson,in 1914,made the official announcement proclaiming Mother's Day a national observance that was to be held each year on the 2nd Sunday of May.

Many other countries of the world celebrate their own Mother's Day at different times throughout the year.Denmark,Finland,Italy,Turkey,Australia,and Belgium celebrate Mother's Day on the second Sunday in May,as in the U.S.

2.The Origin of Christmas

The name Christmas is short for“Christ's Mass”.A Mass is a kind of Church service.Christmas is a religious festival.It is the day we celebrate as the birthday of Jesus.

There are special Christmas services in Christian churches all over the world.But many of the festivities of Christmas do not have anything to do with religion.Exchanging gifts and sending Christmas cards are the modern ways of celebrating the Christmas in the world.

The birth of Jesus had a story:Mary,a virgin,was betrothed to Joseph.Before they came together,she was found with child of the Holy Spirit.Joseph,her husband,was minded to put her away secretly.While he thought about these things.Gabriel,an angel of the Lord appeared to him in a dream and told him not to be afraid to take Mary as wife.And Mary will bring forth a Son,and he shall call his name.Jesus,for he will save his people from their sins.

Before Jesus births,there went a decree from Caesar Augustus,that all the world should be taxed.And this taxing was first made when Cyrenius was govenor of Syria.So all went to be registered,everyone to his own city.Joseph also went up out of Galilee,out of the city of Nazareth,into Judea,to the city of David,which is called Bethlehem,because he was of the house and of the lineage of David,to be registered with Mary,his betrothed wife,who was with child.So it was that while they were there,the days were completed for her to be delivered.And she brought forth her firstborn Son,and wrapped him in swaddling cloths,and laid him in a manger,because there was no room for them in the inn.And that,Christmas is the feast of the nativity of Jesus,is on 25th,December every year.But nobody knew the actual birthday of Jesus.And the Christmas has become popular when Christmas cards appeared in 1846 and the concept of a jolly Santa Claus was first made popular in nineteenth century.

The First Period

I．Teaching Aims:

1.Learn the following words and phrases:dress up,fighting,crime,argument,destruction

2.Train the students' speaking and listening abilities.

3.Learn to talk about festivals,customs and habits.

II．Teaching Important Point:

Improve the students' speaking and listening skills by talking about and listening to something about festivals.

III．Teaching Difficult Point:

How to further develop the students' speaking and listening skills.

IV．Teaching Methods:

1.Pair work and group work to train the students' speaking ability.

2.Listening-and-chooing activity to train the students' listening ability.

V．Teaching Aids:

1.pictures

2.a projector

3.a tape recorder

VI．Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Free Talk and Lead-in

T:The Spring Festival has just gone by.Did you have a good time?

Ss:Yes.

T:We all know that the Spring Festival is the most important and greatest festival to our Chinese people.And we also know that there are some other important festivals in our country.Can you tell me the names of them?

Ss:Yes.There are Lantern Festival, the Dragon Boat Festival, Tomb Sweeping Day,Mid-Autumn Day,New Year's Day,May 1st,National Day…

(Teacher writes them on the blackboard.If possible,teacher can show some pictures to talk about some of them briefly with the students)

T:Well.Thank you.Then how much do you know about foreign festivals?

Ss:Not very much.Just know about Chritmas Day,Thanksgiving Day,Mother's Day,April Fools' Day,Valentine's Day…(Teacher writes them on the Bb.)

T:Oh.You've known many of the foreign festivals.Today we are going to learn Unit 14 Festivals.In this unit,we'll learn about some foreign festivals,such as Mardi Gras,Ramada,Easter,Kwanzaa.First let's learn the new words in listening and speaking.

(Teacher writes the names of the festivals on the Bb.And then deal with the new words with the whole class.)

Step Ⅲ. Warming up

T:Now please open your books at Page 5.Look at the pictures below Warming up.They are all pictures of some festivals.Look at them carefully and discuss these three questions on the screen with your partner.

(Show the screen.)

1.Do you know the names of the festivals?

2.Do you know which countries the festivals come from?

3.What are the people in the pictures doing? Why are they doing this?

(After the students discuss for a while,teacher asks some of them to describe the pictures.One student,one picture)

T:OK.Stop!Who'd like to talk about the first picture?

S1:I think it must be Halloween from America,which is celebrated on October 31.In this picture,we can see the people are dancing at the fancy ball.They are wearing ghost costumes,false faces and witches' hats.Maybe they want to frighten away spirits looking for living bodies to possess.

T:Very good!The second picture?

S2:This picture shows the Day of the Dead in Mexico.In many places in Mexico,the celebration begins as early as October 18 and continues until November 9.In this picture,they are honoring their past lovers before a memorial to memorialize and welcome their departed loved ones and to offer them a brief time of earthly pleasure.One of them holds a toy skull.

T:Well done!Thank you.The last picture?

S3:I think this picture shows Yu Lan Festival from Japan.In most parts of Japan,it is celebrated from August 13 to August 16.In some parts of Japan,it is celebrated between July 13 and July 16.In the picture,we see the lanterns lighting to welcome their past ancestors back home.

T:You all did very well.Next,please think of a Chinese festival and a foreign festival,and then work in pairs to compare them.After that,you can exchange your information with another pair.The following questions on the screen can help you,and you can ask me if you don't know of any festivals from other countries.Begin to work now.(Teacher shows the screen first,and then walks around the class to help them and check their work)

Festival___________ ___________

1.When is the festival celebrated?

2.Who celebrates the festival?

3.How do people celebrate it?

4.Why do people celebrate the festival?

5.What are some important themes,for example,“family”,“peace”?

6.How old is the festival?

One possible sample

Step Ⅳ. Listening

T:Next,let's do a listening-and-choosing exercise about the following three festivals:Mardi Gras,Ramadan and Easter.Turn to Page 6.Look at the listening part.I give you some seconds to look at the pictures and read the exercises for each festival.Then I'll play the tape for you to finish each exercise.At the end,I'll check the answers with the whole class.Are you clear?

Ss:Yes.

T:OK.Now please listen to the tape carefully and finish each exercise.

(Teacher checks the answers after the Ss listen to the tape.Then teacher goes on to deal with the other exercise in Listening.)

T:Well done!Now it's time for you to try it.Work with your partner to describe one of your favourite festivals.I give you three minutes to prepare for it.You can begin now.

(Teacher can walk around to check their work while the Ss are preparing.Three minutes later,teacher says the following.)

T:Well.Time is up.Who'd like to talk about your festival?

S1:My favourite festival is the Spring Festival,which is also known as the Lunar New Year,the greatest festival.It is celebrated in late January or early February.It means rest and relaxation between winter and spring as well as celebration.Before the Spring Festival,people clean their houses,put red couplets on their gates and set off firecrackers,according to fairy tale,for driving a demon,named Nian,away.On the eve of the Spring Festival,a get-together banquet is a must,and the most popular food is Jiaozi,which is supposed to bring good fortune.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations,wishing each other the best during the new year.

S2:My favourite festival is Lantern Festival,which is one of the most important festivals.This traditional festival is celebrated on the fifteenth day of the first lunar month.On that day,various types of lanterns are exhibited,fireworks set off,and acrobatics and dances displayed.Traditionally.Yuanxiao is eaten on the night of the Lantern Festival,because it symbolizes family unity and happiness.Yuanxiao is a dough stuffed with sweet stuffings such as sugar and bean paste.Therefore,the Lantern Festival is also called the Yuanxiao Festival.

S3:…

S4:…

Step Ⅴ. Speaking

T:As we all know,there are many festivals in the world,and most of them have a long history.Would you like a new holiday?

Ss:Yes.

T:OK.Here is a task to decide what a new holiday should be about.I'll show you some information and an example on the screen for you to refer to.

(Teacher shows the screen,goes through it with the whole class and makes brief explanations where necessary.)

Peace Day:No fighting or crimes are allowed.People learn and talk about peace.

Happiness Day:People must only do things that will make others happy.People learn about happiness.

Friendship Day:No arguments or fights are allowed.People learn about friendship.

Nature Day:No pollution or destruction of nature is allowed.People learn and talk about nature.

Example(Student A):I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on__________and people will celebrate by__________.I think this is the best idea,because__________.

T:Well.Now please work in groups of four.Prepare a role card and tell the other group members why your holiday is the best one.Remember each student in one group decides a different holiday from the others.Are you clear?

Ss:Yes.

(After the Ss prepare for a while,teacher asks some Ss to talk about their new holiday separately.)

T:I think you must have got ready for it.Who'd like to talk about Peace Day?

SA:I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on the same day as National Day and people will celebrate by setting all the pigeons free at the same time all over the world.I think this is the best idea,because an atmosphere of peace will fill all parts of the world at the same time and all the people will feel closer and live together peacefully.

T:Exellent!Next one:Happiness Day?

SB:I think that the new holiday should be a Happiness Day.On this day,no quarrelling and fighting are allowed.People must only do things that will make others happy.The holiday will be used to learn about happiness.It will be celebrated on November 17th and people will celebrate by telling happy stories and talking about the happy past.I think this is the best idea,because this will make people become younger and healthier.

SC:I think that the new holiday should be a Friendship Day.On this day,no arguments or fights are allowed.People will use the holiday to learn about friendship.The holiday will be celebrated on the last day of July and people will celebrate by sending presents and best wishes to each other.I think this is the best idea,because this will help people see the value of friendship much more than before.

SD:I think that the new holiday should be a Nature Day.On this day,no pollution and destruction of nature is allowed.People will use the holiday to learn and talk about nature.The holiday will be celebrated on March the fifth and people will celebrate it by planting trees and flowers.I think this is the best idea,because it can make our country and the world more and more beautiful.

T:All of you did very well.I think your hopes will be realized some day.

Step Ⅵ. Summary and Homework

T:In this class,we've mainly learned something about festivals by speaking and listening,so we've got more information about festivals,and our listening and speaking abilities have been improved.At the same time,we've learnt some words and phrases,such as fighting,crime,argument,destruction,dress up…

(Teacher writes them on the Bb.)You should remember them and learn to use them.After class,try to collect more information about festivals and prepare for next part-reading part.That's all for today.Goodbye,everyone!

Ss:Goodbye,teacher!

Step Ⅶ. The Design of the Writing on the Blackboard

Unit 14 Festivals

The First Period

Ⅰ.Chinese Festivals

Lantern Festival

the Dragon Boat Festival

Tomb Sweeping Day

Mid-Autumn Day

New Year's Day

Double-ninth

National Day

May 1st

Ⅱ.Foreign Festivals

Christmas Day

Thanksgiving Day

Mother's Day

April Fools' Day

Valentine's Day

Mardi Gras

Ramadan

Easter

Ⅲ.Words and Phrases:

dress up,fighting,crime,argument,destruction

The Second Period

I．Teaching Aims:

1.Learn and master the following words:honour,ancestor,nation,self-determination,

purpose,generation,faith,joy,light

2.Train the Ss' reading ability.

3.Let the students learn about the relation between festivals and history and culture.

II．Teaching Important Points:

1.Improve the students' reading ability.

2.Help the students learn about foreign history and culture by reading about festivals.

III．Teaching Difficult Point:

How to help the students understand the passage exactly.

IV．Teaching Methods:

1.Discussions before reading and after reading to make the students interested in what they will read and further understand what they have read.

2.Fast reading and careful reading to understand the passage correctly.

3.Pair or group work to make the students take an active part in the activities in class.

V．Teaching Aids:

1.a TV set and a VCD

2.a projector

3.a recorder

VI．Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Discussion and Lead-in

T:Yesterday we learned about festivals by listening and speaking.Are you interested in festivals?

Ss:Yes.Very much.

T:Me too.So,let's watch a program about a festival now.(Teacher turns on the TV set and plays the VCD.After the students watch the TV program for a while,teacher asks them some questions.)

T:Can you tell me which festival the program is about?

Ss:Yes.It's about the Spring Festival.

T:How do you know?

Ss:From what they are wearing and what they are doing.And also from the happy atmosphere.

T:Yes.We are Chinese,so we are very familiar with it.Now look at the questions on the screen and discuss them with your partner.(Teacher shows the screen.)

1.How does your family celebrate the Spring Festival?

2.Why do we celebrate the Spring Festival?

3.Do festivals help us understand our history and culture?

4.Do you think that people are spending too much on gifts and other things during major festivals like Christmas and the Spring Festival?

(After the Ss discuss for a few minutes,teacher begins to ask them to talk about the questions one by one.)

T:OK.Stop!Who'd like to talk about the first question?

S1:Before the Spring Festival,we clean our houses and put red couplets on our gates.On the eve of the Spring Festival,we set off firecrackers and a get-together banquet is a must.The most popular food is Jiaozi.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations wishing each other the best during the new year.

T:How about the second question?

S2:To celebrate the rebirth of Nature;to mark the beginning of the planting season and other outdoor activities;to have a good rest and relaxation between winter and spring after a year's hard work.

T:The third one?

S3:Yes.I think so,because most of the festivals were created a long time ago.

T:Then the last question?

S4:No,I don't think so.People spend much money,but this shows a kind of culture and the closeness between people.

S5:I think it's too much.It causes a waste of money.

S6:…

T:Oh.Your opinions are different.But time is limited in class.After class,you can continue your discussion.OK?

Ss:OK.

T:Well.Today we'll read a passage-The birth of a festival.First,let's learn the new words in the passage.(Teacher deals with the new words with the whole class.)

Step Ⅲ. Reading

T:Now please turn to Page 7 Read the passage silently and quickly to get the general idea.After a while,I'll ask you a few questions about it.(When the Ss are reading the passage,teacher writes the questions on the Bb:

1.Why did Dr. Karenga create Kwanzaa?

2.When is the festival?How do people celebrate it?

3.What are the seven principles of Kwanzaa?

Several minutes later,teacher checks the answers.)

T:Well.Have you finished reading it?

Ss:Yes.

T:OK.Who'd like to answer the first question on the blackboard?

S7:Karenga created Kwanzaa so that Africa-Americans would be able to celebrate their history and culture.

T:The second one?

S8:It begins one day after Christmas and ends on New Year's Day.By lighting a candle each day and discussing one of the seven principles of Kwanzaa.

T:What are the seven principles?

S9:They are unity,self-determination,living together,working together,purpose,creativity and faith.

(Teacher writes the seven principles on the Bb.)

T:Well.Now re-read the passage carefully to further understand it.Then work in groups of four to discuss the following questions on the screen.(Teacher shows the screen.)

1.Many festivals are celebrated at the same time,often at certain times of the year.Why do we celebrate these festivals at these times?

2.Compare Kwanzaa with the Chinese Spring Festival and Christmas.How are they similar or different?

3.Look at the seven principles of Kwanzaa.Which one do you think is the most important?Why?Are there any other festivals which have one or more of the same principles?

(After the Ss discuss for a few minutes,teacher asks some of them to talk about each question.)

T:Who'd like to talk about the first question?Li Hui,can you have a try?

S10:I think it's because their purposes are similar,the themes of them may be the same and the things they celebrate may have something to do with the times.

T:The second question.Liu Chang,please.

S11:They are all the ways to celebrate their history and culture and the ways to get together to greet new year and think about the past.But Kwanzaa is not the same as the Spring Festival and Christmas with commercial activities,and they are celebrated at different times and in different ways.

T:You are careful.Then the last question.Volunteers?

S12:I think“unity”is very important,because“Unity is power.”

S13:I think“creativity”is very important,because no creativity,no happy days and no glorious future.

S14:I think “faith”is very important,because faith is the basis for communication with each other.

S15:…

…

T:Your opinions are all reasonable.Next please tell me if there are any other festivals which have one or more of the same principles.

S16:I think National Day has “unity”and“creativity”.

S17:…

…

T:You all did very well.So much for this part.Now please read aloud the passage and try to understand it better.At the same time,pay attention to the useful phrases in it.(After a while,teacher shows the following on the screen and asks the students to finish it together.)

Fill in the blanks with the right phrases.

in common believe in as well as as…as one can so that so…that

1.The boy over there is bleeding__________badly__________he can not stop it.

2.I__________ __________his good character.

3.I have nothing__________ __________with Jane.

4.He grows flowers__________ __________ __________vegetables.

5.Many more trees should be planted __________ __________the soil can be held in place on the hillside.

6.Try to speak English__________often__________ __________ __________.

Suggested answers:

1.so…that 2.believe in 3.in common 4.as well as 5.so that 6.as…as you can

Step Ⅳ. Listening and Consolidation

T:OK.Now you've been familiar with the passage,so close your books.Listen to the tape and finish the “true”or“false”exercise on the screen.

(Teacher shows the screen and then turns on the recorder.After listening,teacher checks the answers with the whole class.)

The sentences below summarize the reading.Read them and decide if they are true or false.Write the letter“T”if the sentence is true.If it is false,write“F”and correct the error.

1.( )Kwanzaa is a very old festival.

2.( )The word Kwanzaa means first fruit in Swahili.

3.( )Kwanzaa is based on old African festivals.

4.( )Dr Karenga created Kwanzaa to celebrate American culture.

5.( )Kwanzaa is celebrated on the same day as Christmas.

6.( )People who celebrated Kwanzaa light a candle for each of the seven principles.

Suggested answers:

1.F Kwanzaa is a very young festival.

2.T 3.T

4.F Dr Karenga created Kwanzaa to celebrate Africa-American culture and history.

5.F Kwanzaa is celebrated from December 26 to January 1.

6.T

Step Ⅴ. Summary and Homework

T:In this class,we've learned more about festivals,customs and habits by reading“The birth of a festival”.We know festivals are closely related to a country's history and culture.We should also know that they all play important parts in learning a country's language.After class,please further understand its meaning in history and culture.Besides,please preview next part-Language study.That's all for today.Good-bye,everyone!

Ss:Good-bye,teacher!

Step Ⅵ. The Design of the Writing on the Blackboard

The Third Period

I．Teaching Aims:

1.Review the new words appearing in the last two periods.

2.Learn to use the modal verbs-must,have to,have got to.

II．Teaching Important Points:

1.Learn to guess the missing word according to the given sentence.

2.Master the modal verbs correctly.

III．Teaching Difficult Point:

How to use“must”,“have to”and“have got to”properly and how to use their negative forms correctly.

IV．Teaching Methods:

1.Practise and consolidate the words learned in the last two periods.

2.Giving examples to explain the difference between “must”and“have to”and the difference between“mustn't”and“don't have to”.

3.Making sentences to consolidate the usages of the modal verbs.

V．Teaching Aids:

1.a projector 2.some slides

3.some pictures

VI．Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:In the last class,we read the passage-The birth of a festival.By reading it,we've learnt something about Kwanzaa,such as the birth of it,the purpose of it,the way of celebrating it,and the seven principles of it.Now I want to ask you some questions about it.The first one:Who created this festival?

Ss:Dr Maulana Karenga.

T:The second one:Is it a young or an old festival?When was it born?

Ss:It is a young festival born in 1966.

T:When do people celebrate it?

Ss:From December 26(one day after Christmas)to January 1(New Year's Day).

T:How do people celebrate it?

Ss:By lighting a candle each day and discussing one of the seven principles of Kwanzaa.

T:Why did Dr Karenga create Kwanzaa?

Ss:To celebrate Africa-American culture and history.

T:Quite right.In fact we are all creating new festivals every year-festivals and holidays are always changing and as we celebrate them,we make new history and develop our culture.All the holidays and festivals help us understand who we are,remember where we come from and share our hopes for a happy future.Do you think so?

Ss:Yes.

T:So much for my questions about the passage.Besides,we learned some words in it.Do you still remember the meanings of them?Let's do an exercise on the screen.(Teacher shows the screen.)

Find the right explanation for each word.

1.nation 2.faith 3.determination 4.purpose 5.generation 6.ancestor 7.peace 8.trick

A.a strong wish to succeed in doing something

B.large community of people;country

C.belief in something or someone

D.an action meant to deceive(欺骗)someone

E.a reason for doing something

F.the people born at a certain time

G.a person in your family who lived a long time ago

H.quietness and calm

T:Now please look at the screen.Find the right explanation for each of the words.I read the word,and you find and read aloud the right explanation to it.OK?

Ss:OK.

T:Nation.

Ss:Large community of people;country.

T:…

Ss:…

…

Suggested answers:

1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D

T:Well done.Next,we'll deal with Language study.First,Word study.Then,Grammar.Now open your books at Page….Look at the part-Word study.…Are you ready?

Ss.Yes.

T:Here is an exercise for you to do.Choose the best word to fill in each blank.Change the form of the word where necessary.Three minutes later,I'll check your answers.

Suggested answers:

1.theme,faith,purpose

2.nations,generation,determination

3.joy,ancestors,birth

4.trick,peace,treated

Step Ⅳ. Grammar

T:We all know that Dr Karenga wrote seven principles of Kwanzaa in the reading material“The birth of a festival”.Can you tell me what they are?

Ss:They are unity,self-determination,living together,purpose,working together…

T:What does“purpose”mean?

Ss:We must remember our past and build our future….

T:How about self-determination?

Ss:We have to build our own lives,create for ourselves,and speak for ourselves.

T:Quite right.(Teacher writes these sentences on the Bb.)Now,please look at the blackboard.In these two sentences,“must”and“have to”are both used to talk about obligation.But their meanings are not quite the same.“Must”is most often used to talk about an obligation that depends on the person speaking of listening.“Have to”is generally used to talk about obligations that come from “outside”.Let's look at another two sentences and compare them.(Teacher writes the fallowing sentences on the blackboard:

1.We must be back by ten.

2.We have to be back by ten.)

T:Xiao Yu,can you tell the difference in meaning between them?

S1:Yes.The first sentence means that we think it is necessary for us to be back by ten.The second one means someone else thinks it necessary for us to be back by ten,or means that there seems to be no other choice.

T:(To the whole class.)Do you agree with him?

Ss:Yes.

T:Then when can we use“have got to”?

Ss:In informal English,“have got to”can be used instead of“have to”.

T:Can you give an example?Zhao Ning,you try,please.

S2:It's getting late,so I'm afraid I've got to go.(Teacher writes it on the Bb.)

T:Very good.Thank you.Now,please look at the pictures on the screen and describe what an army man must do or have to do.(Teacher shows the pictures and ask the students to describe each of them one by one.)

Suggested answers:

1.You have to keep your hair short.

2.You must stand to attention.

3.You have to keep your boots clean.

4.You have to get up early.

5.You must keep fit./You must do exercises.

6.You must salute your superiors.

7.You have to learn to use a rifle./You must learn to shoot.

8.You must keep your equipment clean./You have to clean your equipment.

T:Well done.You've known the differences between them in meaning.Besides,we should know that“have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using“had to”.For example,when I was your age,I had to get up at 5 every morning.But in reported speech,“must”can be used.Look at this sentence:I told him he must make a decision.Have you understood my explanations?(Teacher writes the examples on the Bb while explaining.)

Ss:Yes.

T:Very good.Now let's go on with the negative forms of them.Li Hua,can you tell us the negative forms of“must”and“have to”?

S3:…

(Teacher writes the negative forms on the Bb:must not=mustn't;do not have to=don't have to)

T:Do they have the same meaning?

Ss:No.They have quite different meanings.

T:Well.Let's compare another two sentences.

(Bb:You mustn't tell George.You don't have to tell George.)

T:Li Hui,would you like to have a try?

S4:Yes.The first sentence means“don't tell George”.The second sentence means“you can if you like but it isn't necessary”.

T:Quite right.Instead of“don't have to”,needn't is often used in British English,so we also say“You needn't tell George.”It has the same meaning as “You don't have to tell George.”Can you understand?

Ss:Yes.We're quite clear about that.

T:OK.Next,let's do some exercises.

Step Ⅴ. Practice

T:Now,turn to Page 9.Look at the first exercise in Grammar part.Here are some greeting manners in the table.First you have to decide which are necessary and which are not.Then make sentences using“must”,“have to”or their negative forms after studying the given examples below.A few minutes later,I'll ask some of you to read your sentences to the class.Are you clear?

Ss:Yes.

Suggested answers:

1.When you're talking with someone,you must look into his or her eyes.

2.If you meet a friend from China,you don't have to kiss him on the cheek or hug him.

3.When a soldier meets his officer,he must salute him.

4.When you are invited to a formal party,you must wear clean clothes.

5.If you want to show your respect to others,you must take off your hat when you greet them.

(After that,teacher goes on to deal with the second exercise.)

T:Next,let's do the second exercise.Suppose you are spending the Spring Festival at your grandparents' house.Complete the following sentences with“have got to”.First do it by yourself,then exchange your work for comment and correction with your partner.

Suggested answers:

1.Your school starts tomorrow,so you have got to say“Good-bye”to your grandparents.

2.You broke your grandma's favourite vase,so you have got to make an apology to her.

3.Your parents went back to work three days ago,so you have got to stay alone at your grandparents' house.

4.Your grandparents have given you quite a lot of money,so you have got to consider how to spend it.

5.You have done your homework all wrong,so you have got to do it again.

6.You do not know when you should go to school tomorrow,so you have got to make a call to ask your classmate.

7.Your grandma was seriously ill,so you have got to send her to hospital.

8.You have not bought the ticket to return to your home,so you have got to wait to buy it the next day.

Step Ⅵ. Summary and Homework

T:In this class,we've reviewed the new words we learned.And we've also learnt to use the modal verbs“must”,“have to”and“have got to”.After class,review the contents in this class,paying special attention to the differences between“must”and“have to”and the differences between“mustn't”and“don't have to”.You'd better do more exercises to learn to use them properly.That's all for today.See you!

Ss:See you.

Step Ⅶ. The Design of the Writing on the Blackboard

Ⅰ.must,have to,have got to

a.We must remember our past and build our future.

We have to build our own lives,create for ourselves,and speak for ourselves.

b.We must be back by ten.

We have to be back by ten.

c.It's getting late,so I'm afraid I have got to go.

Ⅱ.Forms in Tense

a.When I was your age,I had to get up at 5 every morning.

I told him he must make a decision.

Ⅲ.Negative Form

must-must not(=mustn't)

have to-do not have to(=don't have to=needn't)

e.g.You mustn't tell George.(=Don't tell George.)

You don't have to tell George.(=You needn't tell George.)

The Fourth Period

I．Teaching Aims:

1.Learn the following words and phrases:reminder,care about,respect,cycle,fool,play tricks on,take in,invitation

2.Review the language points and modal verbs in this unit.

3.Train the students' intergating skills,especially writing skill.

II．Teaching Important Points:

1.Useful expressions:care about,play tricks on,take in

2.Practise expressing and supporting an opinion.

3.Write an invitation.

III．Teaching Difficult Points:

1.How to create a festival and describe it.

2.How to write an invitation.

IV．Teaching Methods:

1.Review method to consolidate the language points of this unit.

2.Individual,pair or group work to finish the reading and writing tasks.

V．Teaching Aids:

1.a projector 2.some slides

VI．Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday,we learned to use “must”,“have to” and “have got to”.We know all of them can be used to talk about obligation.Do you remember when we should use “must”,when we should use “have to”and when we should use“have got to”?

Ss:Yes.

T:Very good.Zhao Liang,can you tell“must” from “have to”?

S1:You use“must”when you think it is necessary for someone to do something;you use “have to” when someone else thinks it is necessary or there seems to be no other choice.

T:Quite right.Li Hao,can you tell “have to” from “have got to”?

S2:In informal English,“have got to”is used instead of “have to”.

T:You are right.Do the negative forms of them have the same meaning?

Ss:No,quite different,“Mustn't” means “don't do something”;“dont't have to”means “you can do it if you like,but it is not necessary”.

T:Can you tell any other differences between them?

Ss:Yes.“Have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using “had to”.

T:Very good.So much for revision.Today we are going to read about some other festivals.Besides,you can create a festival and then write an invitation to invite your guests to your festival.First,let's learn the new words.(Teacher deals with the new words with the whole class.)

Step Ⅲ. Reading

T:Now,please turn to Page 9.Read the passage carefully.Try to remember some information about each festival.(The Ss begin to read.After a few minutes,the teacher begins to ask them questions about the passage.)

T:OK.Now I want to ask you some questions about the festivals in the passage.Listen carefully!What is the purpose of Earth Day?Any volunteer?

S1:To celebrate life and our planet;to remind us to care about the world we live in and to respect life and nature.

T:Right.The next question:When is Martin Luther King.Jr Day?

S2:On the third Monday of January.

T:Quite right.Next one:What does the Day of the Dead celebrate in Mexico?

S3:The festival celebrates both the living and the dead.It is not a sad day,but rather a time to celebrate the cycle of life.

T:You are right.The last question:What kind of things may happen on April Fool's Day?

S4:Strange things may happen.People play tricks on each other and try to fool each other.Whatever the trick is,if a person is taken in,he or she is called “April Fool!”

T:Correct.You all did very well!You've understood the passage better.Now let's learn some useful expressions in it.Look at the screen.(Teacher shows the screen and explains the use of them to the Ss.)

1.care about

e.g.He doesn't seem to care about his failure in the exam.

He didn't care about his kingdom or his people.

2.play tricks on/play a trick on

e.g.He plays tricks on others in that way.

Jack planned to play a trick on this giant.

3.take in

e.g.She took me in completely with her story.

You won't take me in that easily

(Bb:care about,play tricks on,take in)

T:(After the useful phrases)OK.Now I give you some more time to re-read the passage and discuss the questions after the passage with your partner.After a while,I'll check your work.

(The Ss begin to carry out the task.Several minutes later,the teacher says the following.)

T:Well.Now I want to know your opinions about these questions.Who'd like to talk about the first one?Volunteers?

S1:We can plant trees.

S2:We can tell stories about the creation of the earth.

S3:We can draw pictures to show our beautiful world or draw pictures to warn people not to do harm to the earth.

S4:…

T:Your ways are all very good.The world we live in must become more and more beautiful so that we can live more comfortably.Are there any similar festivals in China?

S5:Yes.Like Tree-planting Day.

T:Quite right.Next question:Have you heard of an April Fool's Day?What happened?

S6:Yes.People played tricks on each other and a lot of people were taken in.

T:The third question:Why do so many festivals honour our ancestors?

S7:I think it's because our ancestors created and developed our history and culture.This way,we'll remember the history and culture created by them;we'll go on creating new history and developing our culture;we'll understand what we are,remember where we come from and share our hopes for a happy future.

T:Excellent!We all know that some festivals are to celebrate the memory of a great man or woman.How would you celebrate?

S8:We tell stories about them or their deeds.We get together to discuss what we should learn from and what we should do in the future.Besides,we do something useful for the society to honour them.

T:Who are some great men and great women you think we should celebrate?

Ss:Chairman Mao,Zhou Enlai,Deng Xiaoping,Song Qingling,Liu Hulan…

T:The last question:What do you think“A day on,not a day off”mean?

Ss:It means that the holiday is not just a day off from work or school,but a day on and a time to get involved in community service initiatives.

T:Quite right!So much for these questions.

Step Ⅳ. Writing

T:Up to now,we've read a lot about festivals.We've read about the principles of Kwanzaa and how the festival was created.Can you tell me what we should write about to creat a festival?

Ss:First we should give the name of the festival,and then give its date,its meaning,its principles as well as the way of our celebrating it and the symbol of it.

(Teacher writes the contents above on the Bb.)

T:You are right.Now it's your turn to create a festival.First please finish the contents mentioned on the blackboard.Then write a short description of your festival.At the end,tell your classmates about your festival.You can begin now.One possible sample.

Girls' Day

Apart from Women's Day and your birthday celebrated every year,have you ever dreamed of possessing a special day belonging to girls?Yes,I have.I hope there'll be a Girls' Day,and it will be celebrated on July 18.On that day,all the girls will gather at a party to celebrate their being more independent and confident than before.At the party,every girl will tell others one story about herself which she was most proud of.In the end,they will choose one to be the model at the party,from whom they should learn.

The principles of Girls' Day are:

1.Self-esteem.Only when we respect ourselves,can we get respect from others.

2.Self-independence.We have to build our own lives,work for ourselves,study for ourselves.

3.Self-confidence.We have to establish our own faith of overcoming difficulties before us,never easily give up without trying.

I hope people will remember this day,and people will have a renewed opinion about girls and treat them as equally as boys.I hope all the girls will like this day and become more and more independent and confident.

(After a short time,teacher says the following.)

T:OK.Now you've created your festival.Maybe you want to invite some guests to celebrate it with you.How will you invite them?

Ss:Send an invitation letter.

T:A good idea.Then how do you write an invitation letter?What should you tell them about the festival and what should be included in it?Now please read the tips at Page 10,which will tell you how to write an invitation.After that,please write your invitation by yourself.At the end,exchange your papers to comment and correct it.

One possible sample:

Invitation to Girls' Day

Miss…，

We are here honoured to invite you to take part in the party specially held for Girls' Day,which will be celebrated for girls' becoming more independent and confident.At the party,each girl will be asked to tell a story about herself which she is most proud of,and a model will be chosen at the end of the party.I think this will help to further improve the girls' qualities.The party will be held from 2：30 p.m. to 4:30 p.m. on July 18 at the auditorium of Xinhua School.Hope to see you at that time.

Sincerely

×××

July 3, 2003

Step Ⅴ. Checkpoint

T:At the beginning of the class,we've revised the use of the modal verbs“must”“have to”and“have got to”.Now I want you to make some sentences with them or their negative forms.OK?

Ss:OK.

T:Any volunteer?

S1:You don't have to take this medicine,but your head may hurt less if you do so.

S2:You must not smoke in this part of the hospital.

S3:She will have to remain in hospital until she was better.

S4:I have to ask for a day off because my mother is ill.

S5:I have got to leave now,or I'll be late.

T:Excerllent!Besides,we've also learned some useful expressions in this unit.Can you tell me what they are?

Ss:They are dress up,care about,play tricks on,take in…

T:I'd like you to make some sentences with them.Volunteers?

S6:Don't bother to dress up-come as you are.

S7:I don't care much about music.

S8:They played a trick on me.

S9:Don't be taken in by his charming manner;he's completely ruthless.

S10:…

…

T:Perfect!I think the others must have good sentences,too.Please write in your exercise-books and check them each other after class.

Step Ⅵ. Summary and Homework

T:Now let's see what we've learnt in this class and then what we've learnt in this unit.In this class,we mainly did some reading and writing about festivals.After class,you should practise more.In this unit,we've learnt a lot about festivals.We should know that festivals play an important part in learning about a country's history and culture.So it is also very important in learning a nation's language.After class,try to learn more about festivals,customs and habits of foreign countries as well as those of our own country.So much for today.See you next day.

Ss:See you next day.

Step Ⅶ. The Design of the Writing on the Blackboard

Ⅰ.How to create a festival

Name of the festival:

Date:

Meaning:

Principles:

How is the festival celebrated:

What is the symbol of the festival

Ⅱ.How to write an invitation

What:

When:

Where:

Who:

Why:

Ⅲ.Useful Expressions:

dress up,care about,play tricks on,take in

The Fifth-Sixth Period

Modal Verbs(Ⅰ)

I．Teaching Aims:

1.Review the usages of modal verbs which express“obligation”.

2.Sum up some other main usages of these modal verbs.

II．Teaching Important Points:

1.How to correctly use modal verbs which express“obligation”.

2.How do tell the differences between“must”and“have to”and between“mustn't”and “don't have to”.

3.How to understand the meaning of the structure“should/ought to+have+p.p.”.

4.How to correctly use the negative forms of“had better”,“ought to” and “have to”.

III．Teaching difficult Points:

How to correctly choose modal verbs in different situations.

IV．Teaching Methods:

1.Review method and inductive method to enable the students to make clear what they've learned.

2.Practice to make the students master what they've learned correctly.

V．Teaching Aids:

a projector and some slides;a multimedia

VI．Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Lead-in

T:In these two units,we learned to use some modal verbs to express“obligation and duty”and to give advice about something.Please tell me what they are?

Ss:They are must,have(got)to,had better,should and ought to.

(Teacher writes them on the Bb.)

T:Yes.Now let's do an exercise.(Teacher shows the screen.)

1.When travelling,you__________take care of your health.

2.In some parts of the world,you__________boil the water before drinking it.

3.If you have a stomach pain,you__________drink hot weak tea.

4.You__________take this medicine,but your head may hurt less if you do so.

5.You__________swim immediatly after a heavy meal.

6.You__________not wake me up when you come in.

Now look at the sentences on the screen and fill in each blank with the modal verbs on the blackboard.Let's finish them together orally.

Suggested answers:

1.should/must 2.must/have to 3.should/ought to 4.don't have to 5.should not/ought not to/must not 6.had better

Step Ⅲ. Revision of the Usages of the Modal Verbs

T:Well done.As we all know,“must,should and ought to”all express obligation and duty.When“must”expresses obligation and duty,it is much more forceful than“should”and“ought to”.It expresses very emphatic advice.For example:The work must be finished before dark.“Must”is only used in affirmative sentence and an interrogative sentence to express obligation and duty.Then what should we use in a negative sentence?

Ss:Don't have to,needn't or don't need to.

T:Why don't we use“mustn't”?

Ss:“Mustn't”expresses“be forbidden”.

(Bb:must,don't have to,needn't,mustn't)

T:Now please look at the exercise on the screen and choose the best answer.(Teacher shows the screen.)

-Must I do it now?

-No,you__________.

A.needn't B.don't have to

C.mustn't D.A or B

Ss:D.

T:Yes.It is D.We can't use “mustn't”to express obligation and duty.Are you clear about that?

Ss:Yes.

T:Do you know the difference between“must”and“have to”?

S1:Yes.“Must”expresses an obligation imposed by the speaker,while“have to”expresses an external obligation.

S2:Besides,“have to”can be used in all tenses,while“must” can only be used to express the present tense and the future tense.

T:Then how about the difference between“have to”and “have got to”?

S3In informal English,“have got to”is used instead of“have to”.

T:Quite right.Now please look at the sentences on the screen.(Teacher uses multimedia to show the sentences on the screen and study them with the students.)

1.That boy has to practise the piano every day.

2.You will have to keep your dog on a lead when you are travelling.

3.He lost all his money and I had to lend him $5.

4.Children must obey their parents.

5.I must go home to look after my mother.

(Bb:has to,will have to,had to,must.)

T:OK.“Must”can also express“guess”when we want to say that we are sure about something.“Must”is only used in this way in affirmative sentences.In questions and negatives,we use“can”and“can't”instead.We can use“must/can't +be+doing”to express the present continuous situation and can use“must/can't +have done”to express the situation which has already happened.Let't look at some sentences on the screen.(Teacher shows the screen and help the Ss understand them.)

He must be ill,for he looks so pale.

It must be raining outside.

It must have rained last night.The ground is wet.

He can't be ill.I saw him playing basketball just now.

What do you think this letter can mean?

(Bb:must/can't+do/be doing have done.)

(After that,teacher goes on to revise the usages of“should”“ought to”and “had better” with the Ss.)

T:Next,let's revise the usages of “had better”“should”and“ought to”.All of them can be used to talk about obligation and duty,but they are much less forceful than“must”.They can be used to give advice or opinion about something,in general to say what we think it is right or good for people to do.We know“had better”is less strong than“should”or “ought to”.Then who can tell me if there is any difference between“should”and“ought to”?

S4:In most cases,both“should”and“ought to”can be used with more or less the same meaning.There is,however,a very slight difference.“Should”generally means“in my opinion,it is your duty.”“Ought to”can be slightly stronger than“should”when it is used to refer to regulations or duties imposed from the outside.

T:Quite right.Do you know the negative forms of them?

Ss:Their negative forms are separately“shouldn't”, “ought not to”and“had better not”.

(Teacher writes the negative forms on the Bb.)

T:Correct.Now let's look at some sentences on the screen.

You should study first aid with a teacher.

You ought not to write so carelessly.

Oughtn't we to give him a chance to try?

You'd better hurry up if you want to get home before dark.

You'd better not look at this.

T:(After the above.)Besides,we use“should”or“ought to”with the perfect infinitive to talk about things which did not happen,although they were supposed to,and we use their negative forms with the perfect infinitive to talk about things which happened,although they were not supposed to.Please look at the sentences on the screen.

I ought to have taken those books back to the library last night.

You should have realized that she was joking.

She ought not to have sold the ring.

You shouldn't have given him the money.

(Bb:should(not)/ought(not)to+have done)

T:Moreover,“should”and“ought to”can also be used to talk about strong probability.Look at the examples on the screen.

It's nice o'clock.He should be at home,I think.

I've bought thirty pints of beer-that ought to be enough.

Note that“should”and“ought to”are used to talk about the present and future,not the past.

Step Ⅳ. Practice

T:OK.Now let's do some exercises to consolidate what we have learned.Please look at the screen.

Ⅰ.Fill in the blanks using have to,must,should,ought to,had better.

1.You__________not get down until the bus has stopped.

2.They__________be encouraged to speak English after class.

3.You often__________ __________wait a long time for a bus.

4.We__________ __________go and see Mary tomorrow,but I don't think we will.

5.I __________ __________ not miss my train.

Suggested answers:

1.must 2.should 3.have to 4.ought to 5.had better

Ⅱ.Correct the mistake in each sentence.

1.You have better hurry up.

2.The taxi should arrive to 8:30,but it didn't turn up.

3.That mustn't be the postman-it's only seven o'clock.

4.People ought vote even if they don't agree with any of the candidates.

Suggested answers:

1.have-had 2.should arrive-should have arrived 3.mustn't-can't 4.ought-ought to

Step Ⅴ. Summary and Homework

T:Today we've revised the usages of modal verbs“must,have to,had better,should and ought to”.All of them can be used to talk about obligation and duty,to give advice or opinion.Also we have revised their other main usages,such as,the difference between“must”and“have to”,the difference between“should”and “ought to”,the usages to express possibility and the structure“should(not)/ought(not)to have done”.You must remember them correctly and practise more.That's all for today.Bye.

Ss:Bye.

Step Ⅵ. The Design of the Writing on the Blackboard

Ⅰ.must,have to,have got to

1.must/will have to/had to/has to

2.mustn't/needn't/don't need to/don't have to

3.must/can't+do/being done/have done

Ⅱ.should,ought to,had better

1.shouldn't/ought not to/had better not

2.should/ought to have done

should not/ought not to have done

Step Ⅶ. Record after Teaching

_____________________________________

Reference for Teaching

一、异域风情

1. Valentine's Day

Valentine's Day(情人节)is named for Saint Valentine,an early Christian churchman who reportedly helped young lovers.Valentine was killed for his Christian beliefs on February 14 more than 1 700 years ago,but the day that has his name is even earlier than that.

More than 2 000 years ago,the ancient Romans celebrated(庆祝)a holiday for lovers.As part of the celebration,girls wrote their names on pieces of paper and put them in a large container.Boys reached into the container and pulled one out.The girl whose name was written on the paper became his lover or sweetheart for a year.

Lovers still put their names on pieces of paper and they send each other Valentine's Day cards that tell of their love.Sometimes they also send gifts,like flowers or chocolate candy.Americans usually send these gifts and cards through the mail system.But some use another way to send this message.They have it printed in a newspaper.The cost is usually a few dollars.Some of the messages are simple and short,“Jane,I love you very much.”Others say more.This one,for example,“Don,roses are red.Violets(紫罗兰)are blue.I hope you love me as much as I love you.Forever,Mary.”

Most of the newspapers that print such messages are local,but USA Today is sold throughout the United States and 90 other countries as well.This means someone can send a Valentine message to a lover in a far-away city or town almost anywhere in the world.These messages cost 80 dollars and more.An employee(职员)of USA Today says readers can have a small heart or rose printed along with their messages this year.Will this kind of Valentine's Day message reach the one you love?Well,just make sure he or she reads the newspaper.

2. Cluster-of-lights Festival

People travel enormous distances just to be home with their families for this happiest and most important of Hindu holidays.And the homes look inviting,too,throughout the late-autumn week of Diwali,especially at night,as celebrants line window sills,porches,and garden walls with long rows of tiny earthenware oil lamps,whose cotton wicks give off a soft,pulsating glow.Diwali is a sort of New Year,at which time people strive to settle old feuds and quarrels and,if they can afford it,buy brand-new clothes in which to celebrate.In the mountain region,bonfires devour the year's accumulation of combustible garbage;in many cities,fireworks dance across the sky.

The festivities honor the victory of Rama-an avatar of the love-god Vishnu-over the ten-headed demon who had stolen Rama's wife,Sita.Devotional music and lamp-lighting ceremonies give way to vegetarian feasts,games of chance,and the exchanging of gifts,usually fruits or sweets.Some Hindu temples display towers of pastries fifteen feet high.

二、知识归纳

1.春节常用表达归纳

春节 the Spring Festival

正月 the first month of the lunar year

除夕 New Year's Eve

正月初一 the lunar New Year's Day

元宵节 the Lantern Festival

过年 celebrate the Spring Festival

春联 Spring Festival couplets

剪纸 paper-cuts

年画 New Year paintings

买年货 do Spring Festival shopping

敬酒 propose a toast

灯笼 lantern

烟花 fireworks

爆竹 firecrackers

灯谜 riddles written on lanterns

灯会 exhibit of lanterns

守岁 staying-up

拜年 pay New Year call;give New Year's greetings;New Year's visit

压岁钱 gift money

辞旧岁 bid farewell to the old year

扫房 spring cleaning;general house-cleaning

年糕 Nian-gao;rice cake;New Year's cake

团圆饭 family reunion dinner

年夜饭 the dinner on New Year's Eve

饺子 Jiao-zi;dumpling

汤圆 Tang-yuan;dumplings made of sweet rice,rolled into balls and stuffed with either sweet or spicy fillings

金玉满堂 Treasures fill the home.

生意兴隆 Business flourishes.

岁岁平安 Peace all year round.

恭喜发财 Wish you prosperity.

和气生财 Harmoney brings wealth.

心想事成 May all your wishes come true.

吉祥如意 Everything goes well.

招财进宝 Money and treasures will be plentiful.

祝你一帆风顺！ Wish you every success!

事业成功，家庭美满！ Wish you success in your career and happiness of your family!

祝你在新的一年里快乐幸福！

Wish you happiness and prosperity in the coming year!

祝你幸福一年胜似一年！

May each year bring you greater happiness!

祝你新年快乐，万事如意！

Wish you a happy New Year and the best of everything!

祝你新年大吉！

Wish you good luck in the New Year!

祝你在新的一年里百尺竿头，更进一步！

Wish you further progress in the New Year!

愿数不尽的幸福和成功与岁同增！

May each year bring you greater happiness and greater success!

2.表示“目的”的方法归纳

(1)用“介词或介词短语”来表示目的：

A.用介词for表“目的”，因for有“为了”之意。

e.g.go for a walk去散步

run for one's life逃命

read for pleasure读书以求乐趣

-Why do you come?你来干什么？

-For a dictionary.找本字典。

B.用“what…for”句型，表示“为什么，为何目的”？

e.g.What do you study English for?

你为什么学习英语？

What didn't you come for?

你不来的目的是什么？

C.用with/for the purpose of,for the sake of,in the hope of等短语表示目的，因为这些短语本身就是“为了”之意。

e.g.Today's advertisements often start with a question,or a puzzle,with the purpose of attracting the reader's attraction.

今天的广告常常以一个问句或一个谜语开头，目的是引起读者的注意。

He therefore loaded the ship with liters of winegar for the purpose of cleaning the inside of the ship.

因此，他在船上装了好几升的醋，用来清洗船舱内部。

(2)用“不定式或不定式短语”来表示目的：

to/in order to/so as to do sth.均可表目的，但in order to和so as to 比to语气更强烈，目的更明确。in order to可以放在句首，而so as to一般不放于句首，若否定目的状语时，可在to 前加not。

e.g.We got up early to catch the bus.

为了赶车，我们起得很早。

Soapy broke the window in order to/so as to/to run away.

为了逃跑，苏比打破了窗子。

In order to fetch wood,people had to walk many kilometres.

要打柴，村民们得走好多公里的路程。

(3)用“从句”来表示目的。

so that 和in order that可以引导目的状语从句。从句中常用can,could,may,might等情态动词，两者常可互换，但in order that 可放于句首，so that不行。但so that后面不跟情态动词时，可引导结果状语从句。

e.g.Speak clearly so that/in order that they may/can understand you.

讲清楚些，好让他们听懂。

She learns English so that she may get more knowledge.

她学英语是为了获得更多的知识。

Everybody lent a hand,so that the work was finished on time.

人人动手，结果按时完成了任务。

注：in order to/so as to作目的状语常可和in order that/so that引导的目的状语从句互换，但主语必须一致，如主语不一致，不定式就要用for引出其逻辑主语。

e.g.He has to work hard so that/in order that he'll be able to exam.=He has to work hard to/in order to/so as to pass the exam.

她努力学习，以便能通过考试。

I'll water the plants so that they will grow.=I'll water the plants for them to grow.

我浇灌植物，以便他们生长。

3.dress用法归纳

(1)vt.A.给……穿衣服。表示自己穿衣服这个动作时，接反身代词作宾语或者用作不及物动词；表示替别人穿衣服时，接表示人的名词或代词作宾语。构成dress sb./oneself结构。

e.g.After the bath,he dressed himself.

洗完澡后，他穿上衣服。

She hurriedly dressed her son and took him to the kindergarten.

她匆匆忙忙地给她儿子穿好衣服，然后带他到幼儿园。

B.用过去分词作表语，表示穿着状况。

e.g.He is well dressed. 他穿得很好。

The man is poorly dressed.

那人衣衫褴褛。

C.be/get dressed in表示穿着……的衣服，后面接表示衣服或者颜色的词。

e.g.She was dressed in white.

她穿着白衣服。

The two foreign students were both dressed in Chinese style clothes.

那两个外国学生都穿着中式衣服。

(2)vi.A.穿衣；穿(夜)礼服，后面常接副词或表示目的、场合的介词短语。

e.g.Get up and dress quickly.

快起床穿衣。

I'll be ready in a moment;I'm dressing.

我一会儿就准备好；我正在穿衣服。

Few people dress for dinner now.

现在很少有人穿礼服赴宴了。

They all dressed well(badly).

他们穿得都不错(不好)。

B.dress up穿上盛装，乔装打扮(指欧美人在化装舞会或演戏时穿的特殊服装)。

e.g.Don't bother to dress up-come as you are.

用不着穿讲究衣服--就穿平常的衣服来吧。

(3)n.女服；礼服；服装

dress作“女服”“礼服”解时是可数名词，作“服装”讲时，是不可数名词。

e.g.At the palace ball,all the women wore their smartest dresses.

在宫廷舞会上，所有的妇女都穿着最漂亮的衣(礼)服。

In this old play,the actors wear the dress of 100 years ago.

在这出旧戏中，演员们都穿着一百年前人们穿的服装。

He doesn't care much about dress.

他不太注意衣着。

Exercise: 单句改错(make+复合宾语)

1.He will make me to try again.

答案：把to去掉。当不定式作make的宾语时，一般不能带“to”。

2.I make the distance be about 40 miles.

答案：把be去掉或者在be 前加to。当make作“估计，认为”讲时，宾补中的to be一般省去，有时也不省。但不可只省去“to”。如：What bird do you make that to be?

3.He has been made recite the text.

答案：在recite之前加to。make用于被动语态，其后的不定式不能省去“to”。

4.A heavy rain made the river overflowing its banks.

答案：把overflowing改为overflow。

make后不能用现在分词作宾补。

5.You must try your best to make yourself understand.

答案：把understand改为understood。

在复合宾语中的逻辑谓语应含被动意义，故用过去分词。

6.She made a lot of noise go upstairs.

答案：把go改为going。这里的make意为“发出(声音)”，后不接宾补。

应改为现在分词going。这一分词短语作状语。可见，当make作“使役动词”时，后面才可接复合宾语。

课

后

记

篇9：高一新教材17单元详细教案(新课标版高一英语教案教学设计)

Teaching Aims and Demands

Words and Phrases

Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with

Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame

Spoken English:

Describe people

She seems tome to be the kind of woman who …

The impression she makes on me is …

I think she is the kind of person who …

She could be … She looks as if …

She might be … You can see that …

People like her… She doesn’t seem …

Grammar:

Subject-verb agreement

(1) The boy’s team has some good players, but the girl’s is a better team.

(2) My dog team weren’t with me to pull the sled.

But changes were just around the corner.

Use of Language:

Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.

Important points: to get the students to learn something about Subject-Verb Agreement.

Difficult points: The use of Subjective agreement

Teaching aids: Computer, tape-recorder

Way of Teaching: 交际法教学

Lesson1

Step 1 Warming Up

First ,say something about women in the world.

Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.

Step 2 Presentation

Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.

Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.

Mother Teresa of Calcutta (1910-1997) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In 2003, she was honoured with the name of Blessed Teresa.

Step 3 Listening

Listen to the tape and answer the questions.

Step 4 Speaking

Tell your opinion that you think what women should do ---stay at home or go to work.

Step 5 Homework

Prepare a short passage for tomorrow as an oral report.

Lesson2

Step 1 Revision

Get one or two students to give their reports.

Step 2 Presentation

First show the students some pictures of Antarctica in order to arouse the student’s interest there.

Then ask some questions about the lonely continent.

1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?

2. Can you name out some typical animals or plants there?

3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?

Step 3 Reading

Students read the text fast to find the answer to the questions in the part --- Post-Reading.

The answers are: 1. B 2. B 3. B 4. D 5. C

Step 4 Language points

Explain the language points in the text.

Be about to 正要;

Find sb. doing发现某人做某事

Threaten to do sth 威胁要做某事

Somehow 以某种方法

Step 5 Interview

Ask the students to work in pairs --- one plays as the writer, one as the reporter.

The reporter may ask the following questions:

1. why do you plan a trip to Antarctica?

2. what’s the weather like there?

3. how do you celebrate your birthday?

4. have you had any bad accident?

5. what do you think of your trip to Antarctic?

Step 6 Homework

Finish the exercises in the Post-reading part.

Lesson 3

Step 1.Revision

Check the homework.

Step 2 Word Study

Finish the exercise in the Language study part.

The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value

And then finish the similar exercises in their workbook.

Step 3 Grammar

First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.

The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has

Step 4 Practice

Check the answers to exercise 2:

1. They/We are preparing for a party.

2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.

3. Yes, if they finish the work today.

4. Tell them there will be a meeting this morning.

5. Tell them to phone this number.

Step 5 Workbook

Finish the two exercises in the workbook.

Step 6 Homework

Prepare some information about Oprah Winfrey.

Lesson 4

Step 1 Revision

Get the students to give their reports about Oprah Winfrey.

Step 2 Presentation

First, give an introduction about Oprah Winfrey:

Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.

Step 3 Reading

Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.

Step 4 Writing

First give some basic features about a letter to some famous person that you admire very much.

Step 5 Homework

Read the passage in the workbook.

篇10：高二第四单元教案(新课标版高二英语教案教学设计)

Period 1 Warming up & Listening

Teaching aims:

1. To develop students' listening ability through some listening activities.

2. To get students to learn about expressions to describe poems.

Suggestions for teaching:

1. Important and difficult points;

(1) To listen to the given materials and do listening practice.

(2) To encourage students to practice describing poems.

2. Suggested teaching methods:

A. Pre-listening

Task 1 Lead-in

To get students to think about this question:

If you go to the library to borrow a book, but you forget the name of the book, how can you make it clear to the assistant?

B. Listening

Task 1 Listening comprehension

(1) What is the dialogue about?

(2) What kind of book is A Garden of Poems ?

(3) Which period is meant when we say “between the World Wars”?

(4) How should you read a book such as 1001 Songs and Poems in English ?

(5) Which topic for poetry does the student like?

Task 2 Discussion

Topic: In collections of poetry, how are poems put together?

C. Post-listening

Task Pair work

Suppose one is a shop assistant, the other one is a student. The student wants to buy a book, yet he doesn't remember the name of the book. Try to explain it in another way.

Homework: Share your favorite poems with your classmates.

Teaching log:

Period 2 Speaking

Teaching aims:

1. To improve students' speaking ability by talking about some poems and poets.

2. To develop students' interest in poetry.

Suggestions for teaching:

1. Important and difficult points:

(1) Learning how to talk about poetry and how to comment on poems and poets.

(2) Learning the expressions:

I'm interested to ... but ...

I'm interested in ... so ...

I think it will be too difficult to ...

I don't know much about ... but ...

2. Suggested teaching methods:

Task 1 Lead-in

Ask students to name some famous poets and their poems.

Sample:

A: I know a great poet Li Bai. He wrote many famous poems, such as To Wang Lun, and Seeing a Friend Off.

B: When we were still young, we learned Grass and Spring Sleep written by Bai Juyi.

Task 2 Discussion

Ask students to say something about the favorite poets or poems.

Sample:

A: I like Du Fu very much. His poems are mainly about the reality of the society. I can not only enjoy the poem itself, but also learn a lot of things.

B: I prefer poems by Byron. His poems are romantic.

Task 3 Debate

Topic: Which one do you like better, Chinese poetry or English poetry?

Sample:

A: I like English poetry. I can improve my English while enjoying the poems.

B: I haven't read any English poems and I think it would be too difficult for me to understand. So I like Chinese poetry better. It's easier for to understand the meaning and enjoy the poems.

Task 4 Dialogue

Ask the students to choose one word from each of the four circles in the textbook to make up a dialogue, asking each other what kind of poem they like and why they would like to read a poem like that.

Homework :Practice the dialogue with your partners.

Teaching log:

Period 3 Reading

Teaching aims:

1. To improve students' reading abilities of skimming and scanning.

2. To learn something about the history of poetry and get to know some important poets.

Suggestions for teaching:

1. Important and difficult points;

(1) The history of English poetry.

(2) Knowledge of important western poets.

2. Suggested teaching methods;

A. Pre-reading

Task 1 Brainstorm

Ask students the following question:

When talking about poetry, what comes to your mind?

B. Reading

Task 1 Listening

Listen to the tape and decide whether each sentence is True or False.

(1) Poetry often follows special patterns of rhythm and rhyme.

(2) English poetry has a long history.

(3) Modern English came into being around the middle of the seventeenth century.

(4) Marvell's work became famous for the absence of rhyme at the end of each line.

(5) Lu Xun and Guo Moruo played an important role in introducing English poetry to China.

Suggested answers:

(1) T (2) F (3) F (4) F (5) T

Task 2 Skimming

Ask students to read the passage fast with the following questions in their mind.

(1) Is it difficult to write a poem? Why or why not?

(2) What are the important features that all good Chinese poetry shares?

(3) What are the advantages and disadvantages of reading English poetry in Chinese translation?

Suggested answers:

Time Poets Characteristics

16th Shakespeare sonnets

17th Donne and Marvell surprising images

John Milton absence of rhyme

18th Pope and Johnson (remembered for

other work)

19th Wordsworth nature poems

Byron, Shelly and

Keats romantic poems

20th Auden and Robert

Frost modern poems stand

close to us

C. Post-reading

Task Group discussion

Topic; Which one do you prefer to read, original English poems and novels or their Chinese versions?

Homework: Read the text after class more to understand it better and try to retell it.

Teaching log:

Period 4 Language Learning

Teaching aims:

1. To learn the useful words, expressions and sentence structures in the reading passage.

2. To enable students to learn to use these language points in both spoken and written English.

Important and difficult points:

词语学习:

1.intention n. 意图;目的

intention of doing sth./ that…

I came with the intention of staying, but now I’ve decided to leave.

我来时一心想留下，但现在我已决定离开。

intend v. 想要 ;打算

intend sth./ to do sth./ doing sth.

I hear they intend to marry/intend marrying.听说他们要结婚了。

He intends you no harm .他对你并无恶意。

intend sb. to do sth., that

I intend you to take over the business.

= I intend that you should take over the business.我有意让你来接管公司。

intend sth.as sth.

I intended the remark as a joke. 我把那句话当作笑话来说的。

intended adj. 打算中的;预期的.

the intended meaning/result/effect

原来的意思、想要的结果、预期的效果

2.more than

(1)超过，多于(over)

The overcoat cost me more than 2OO Yuan. 这件外套花了我 200 多元。

(2)不仅仅(not just)

Our English teacher is more than a teacher. She is also our friend.我们的英语老师不仅是我们的老师，她还是我们的朋友。

(3)more than happy/glad/willing (to do sth.) 非常乐意(做某事)

I'm more than happy to take you there in my car. 我非常愿意用汽车把你送去。

拓展

not more than 至多，不超过(at most)

no more than 仅仅，只有 ;两者都不(only)

Not more than sixteen people attended the meeting.最多16个人参加了那个会议。

No more than sixteen people attended the meeting.只有16个人参加了那个会议。

He is not taller than his brother. (His brother is taller than him.)他不比他弟弟高。 He is no taller than his brother. (Both of them are not tall.)他和他弟弟都不高。

3.call up

(1)给某人打电话

He called me up the moment he arrived.他刚到就给我打了个电话。

(2)想起某事，回忆某事

The sound of happy laughter recalled up memories of his childhood. 这欢笑声使他回忆起童年时的情景。

拓展关于 call的其他词组 :

call on/ upon

(1)call on/upon sb.拜访某人

Let's call on John his weekend. 我们周末去拜访约翰吧。

(2)要求某人(讲话)，恳求某人做某事

We are calling upon you to help us.我们恳求你帮助我们。

call at (sp.)去某人家

Let's call at John's house this weekend.我们周末去拜访约翰吧。

call for

(1)去接某人(与他一起去某处) “

I”ll call for you at seven o'clock tomorrow morning.我明天早上七点来接你。

(2.)需要

Success calls for hard work and perseverance.成功需要努力和坚持不懈。

cal[off取消某事

The basketball match was called off because of the heavy rain.由于下大雨，篮球赛被取消了。

4.stand out突出，显眼

Her work stands out from the rest as easily the best.她的工作成绩远比其他人好。

5.despite pre休尽管，不管

He attended the meeting despite his illness.尽管他生病了，他还是参加了会议。

Despite wanting to see him again，she refused to reply to his letter .尽管她想再见到他，她还是拒绝给他回信。

Despite what others say, she thinks that he is an honest person.不管其他人怎么说，她仍认为他是个诚实的人。

比较 despite 和 although, though的区别 :

despite 是介词，后面要加名词，动名词，或名词性从句。

although 和 though 是连词，后面要加从句。

6. admire vt. 钦佩，赞美，羡慕

They admired our garden. 他们称赞我们的花园。

I admire him for his success in business.我佩服他事业有成。

7.remind vt.使想起 ;提醒

remind sb.of sb./sth.使某人回想起某人/某事

The old French song reminds me of France.我一听到那首法语老歌就想起了法国。

These photos remind me of my happy childhood.这些照片使我想起了我的快乐童年。

Remind sb. to do sth.提醒某人做某事

Don't forget to remind me to answer this letter.别忘了提醒我回复那封信。

8.lead to 通往，导致

This road leads to the train station.这条路通往火车站。

As is known to all, hard work leads to success.众所周知,努力带来成功。

His carelessness led to his failure in the final exam.他的粗心导致他期末考试不及格。

9.comparison n.比较;对照

make a comparison between A and B

My parents often make a comparison between my sister and me.我父母总是拿我和我姐姐做比较。

in comparison with sb / sth

The tallest buildings in London are small in comparison with those in New York.伦敦最高的建筑物与纽约的一比就矮多了。

10.be interested in sth 对某事感兴趣

be interested to do sth饶有兴趣地做某事

I have always been interested in history.我一直对历史感兴趣。

I couldn't make out why he was so interested to know all about you.我始终不明白他为什么对你的一切那么感兴趣。

难句分析:

1.That makes poetry difficult to write，but very interesting to read.那使诗歌写起来难，但读起来却很有趣。

本句为“make+ 宾语十宾语补足语”结构，相当于“That makes it difficult to write poetry, but very interesting to read poetry ” 在句中，”poetry“ 既是谓语动词”make“的宾语，又是补足语中”write“的宾语。

2.Once published, his work became famous for the absence of rhyme at the end of each line.出版后，他的作品因行末不压韵而闻名。

”Once published“ 过去分词短语作状语。完整的表达为:

”Once it was published“, ”it was“ 被省略了。

3.Besides, no matter how well translated, something of the spirit of the original work is lost. 另外，不管翻译得多么好，原作的某种精神却丧失了。

”no matter how well translated“ 过去分词短语作状语。

完整的表达为: ”no matter how well(it was) translated”.

Homework:

课堂反馈：

1.用下列词语的正确形式填空。

interest more than stand out despite

admire call up call for call off

(1) When I asked them for help, they were ______glad to come.

(2) Everybody_______ him for his great sense of humor.

(3) I will be most _______to hear your views on the station there.

(4) The project________ a lot of time and money.

(5) Fred is very tail and________ in the crowd.

(6) Many memories of old times were_________ by the conversation we had together that evening.

(7) ________mistakes and weakness, it did a great deal of good work inside the trade unions.

(8) When the fog got thicker, the search was_________.

2.翻译下列句子。

(1)尽管他年纪大了，他仍然坚持学习英语。

(2)那首古老的法国歌曲使她回忆起在法国度过的美好童年。

(3)海伦和玛丽不仅仅是同班同学她们还是知心朋友。

(4)伦敦的建筑物与纽约的一比就矮了。

(5)水在加热时可以变成水蒸气。

Suggested answers:

1. (1)more than (2) admires/ admired (3) interested

(4) calls for (5) stands out (6) called up

(7) Despite (8)called off

2. (1) He kept on studying English, despite his old age.

(2)The old French song calls up good memories of her happy childhood in France.

(3) Helen and Mary are more than classmates. They are close friends.

(4)The tallest buildings in London are small in comparison with those in New York.

(5) When heated, water can be turned into vapor.

Teaching log:

Period 5 Language Study

Teaching aims:

1. To review the words and expressions learned in the reading passage.

2. To learn the grammar the Past Participle used as Adverbial.

Suggestions for teaching:

1. Important and difficult points:

(1) Important words and expressions learned in this unit.

(2) Grammar: The Past Participle used as adverbial.

2. Suggested teaching methods:

A. Word study

Task 1 Dictation

Have a dictation of the important words and expressions learned in this unit.

Task 2 Exercise

Complete the exercise of the word study in this unit.

B. Grammar: The Past Participle used as Adverbial

Task 1 Lead-in

The teacher writes the following sentences on the blackboard.

(1) The person who was invited to speak at the meeting is my friend.

(2) He won't go to the party, unless he is invited.

Ask students to decide whether each clause is an attributive clause or adverbial clause.

Task 2 Explanation

Help students to analyze the two sentences above.

In an attributive clause or adverbial clause, if the clause shares the same subject with the main clause and the verb is “be”, usually we can omit both the subject and “be”. Sometimes we may also omit the conjunction. That is, we may simply use the Past Participle as Attributive or Adverbial.

(1) The person (who was) invited to speak at the meeting is my friend.

(2) He won't go to the party, unless (he is) invited.

Task 3 Practice

Ask students to take away some parts from the following sentences if possible.

(1) When it is heated, water can be turned into vapor.

(2) When you are asked why you are late again, you may say what I told you.

(3) Once it is done, it cannot be changed again.

(4) She never speaks to anyone, unless she is spoken to.

(5) If we are united, we will stand; if we are divided, we will fall.

Suggested answers:

(1) (when) it is (2) (when) you are (3) it is (4) she is (5) (if) we are, (if) we are

Task 4 Exercise

Ask students to finish the exercises in the grammar part in this unit.

Extension

过去分词(3)

1.构成谓语

Have you ever been abroad before?

Smoking is not allowed here.

2.过去分词作表语

He became annoyed with the students.

She id interested in everything she sees.

3.过去分词作定语

She had a worried look on her face.

The boy (who was) injured in the accident was taken to hospital.

用作定语的过去分词通常指已经完成的动作;如表示正在进行的动作要用过去分词的进行形式;如指未来的情况，则用不定式的被动形式。例如:

We must keep a secret of the things being discussed.

They were not interested in the election to be held next month.

4.过去分词作状语

Viewed from the top of the mountain, the city is very beautiful.

(=When it is viewed…)

Compared with her sister, she was very fortunate.

(=When she was compared with…)

5.过去分词构成复合结构

You should have your television repaired.

I don’t want anything said about this.

All afternoon he worked with the door closed.

Homework:

Feedback

1. My father encouraged me in my painting, but never liked to see any of my works _____ in public.

A. exhibiting B. exhibited

C. having exhibited D. to exhibited

2.The computer center, _____ last year, is popular among the students in this school.

A. open B. opening

C. having opened D. opened

3._____ more time, the trees could have grown better.

A. Given B. To give

C. Giving D. Having given

4._____, the players tried their best to win the game for their country.

A. Greatly encouraged

B. Having greatly encouraged

C. To be greatly encouraged

D. Greatly encouraging

5.He thought over the math’s problem, with his eyes

_____ upon the window.

A. fix B. to fix

C. fixed D. fixing

6._____ in 1886, so the car was the oldest one in the race.

A. Built B. Being built

C. It was built D. Having been built

7. The old man was taking a walk, _____ by his grandson.

A. supporting B. supported

C. being supported D. having supported

8. _____ away by the boss, he went home sadly.

A. Driving B. To drive

C. Drive D. Driven

9. _____ his homework, he went out of school.

A. Having done B. Done

C. Doing D. To do

10. There was so much noise that the speaker couldn't make himself _____.

A. hearing B. hear

C. heard D. being heard

Suggested answers:

1. B 2. D 3. A 4. A 5. C 6. C 7. B

8. D 9. A 10. C

Teaching log:

Period 6 Integrating Skills

Teaching aims:

1. To talk about functions of songs and poems.

2. To help students understand some simple poems.

3. To instruct students to write a review of a poem.

Suggestions for teaching:

1. Important and difficult points:

(1) Learning some language points in the passage.

(2) Writing a review of a poem.

2. Suggested teaching methods:

A. Reading

Task 1 Lead-in

Ask students whether they like listening to music or singing songs. Why?

Task 2 Reading

Ask students to read the passage carefully and answer the following questions:

(1) Why does the writer like songs?

(2) What kind of song words does he like?

(3) When we come across some difficult words and idioms, what should we do?

(4) When the writer has a bad day at school, what does he usually do?

(5) When the writer is sad, what does he do?

Suggested answers:

(1) Songs can make him feel good. His feelings are special when he sings his favorite songs.

(2) He likes song words about love and friendship.

(3) We should just forget about them.

(4) He may read Keats and forget all the stupidity of that day.

(5) He reads Wordsworth by the light of a candle. When the poem is finished, he closes the book and his sadness is gone.

Task 3 Dealing with language points

(1) get through

a)用完，消耗掉

He gets through twenty cigarettes a day.他一天抽20支香烟。

b)（设法）做或完成某事

Let's start; there is a lot of work to get through.开始吧，有大批工作要做呢。

c)（考试、测验等）及格

Tom failed but his sister got through.汤姆考试不及格，但他妹妹却通过了。

(2) fall into

a)分为

The lecture falls naturally into three parts.该讲座自然分为三部分。

b)养成（习惯），落入（圈套）

fall into bad habits 养成坏习惯

B. Writing

Task 1 Individual work

Ask students to listen to two simple poems and then ask them to practice reading to let them enjoy poems.

Task 2 Group work

Ask students to talk about the poems and their feelings after reading the poems. Then ask representatives from each group to present their discussion.

Task 3 Writing

Ask students to choose a poem to read. And write a review of the poem.

C. Revision

Review the grammar: The Past Participle used as Adverbial.

Rewrite the following sentences, using the Past Participle as Adverbial。

(1) As he was encouraged by the teacher, he worked still harder.

(2) Since he was born into a poor family, he had to do odd jobs when he was at school.

(3) The metal expands, when it is heated.

(4) If it is looked at in another way, it is a problem of great importance.

(5) If it is taken in time, the medicine will be quite effective.

(6) Molly was given a medal because it was regarded as the best one in the school.

(7) As they were deeply moved by the heroes’ deeds, they did a lot of things neighbors.

(8) The books can be easily found bee properly marked with numbers.

Suggested answers:

(1) Encouraged by the teacher, he worked still harder.

(2) Born into a poor family, he had to do odd jobs when he was at school.

(3) Heated, the metal expands.

(4) Looked at in another way, it is a problem of great importance.

(5) Taken in time, the medicine will be quite effective.

(6) Regarded as the best one in the school, Molly was given a medal.

(7) Deeply moved by the heroes' deeds, they did a lot of things to help their neighbors.

(8) Properly marked with numbers, the books can be easily found.

Homework: Find an English poem and write a review: Explain what the poem is about, what you think it means and what feelings you have when you read it.

Teaching log:

篇11：Unit1-5 复习教案(新课标版高一英语教案教学设计)

广州南武中学

朱琼

I. Topics

Unit 1:

Friends and friendship; interpersonal relationships.

Unit 2:

English language and its development; different kinds of English

Unit 3:

Traveling; describing a journey

Unit 4:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

Unit 5:

The qualities of a great person;

The lives of some great people.

II. Words and expressions

Unit 1:

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

Unit 2:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

play a role in, because of, come up, such as, give a command, play a part

Unit 3:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

Unit 4:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

Unit 5:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

III. Functional items

Unit 1:

Agreement and disagreement

I agree. I don’t agree.

I think so. I don’t think so.

Exactly. I’ m afraid not.

Unit 2:

1. Language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

Unit 3:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

Unit 4:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Unit 5:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

IV. Structures

Unit 1:

Direct speech and indirect speech

Statements:

“I don’t want to set down a series of facts in a diary,” said Anne.

-- Anne said that she didn’t want to set down a series of facts in a diary.

Questions

“ When did you go to bed last night?” Father said to Anne.

-- Father asked Anne when she went to bed the night before.

Unit 2:

Imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Unit 3:

现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Unit 4:

The attributive clause (I)

由that, which, who, whose引导的定语从句

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

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

Unit 5:

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

篇12：高一英语Unit8教案(新课标版高一英语教案教学设计)

Teaching aims and demands

类别课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇 continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The people of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the people of Beijing.

Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up reading materials

Period 1 listening Period 2,3

speaking language focus

listening (WB) complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing) assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

Step1. Lead-in(10 mins)

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of 2000 Olympics Sydney Australia

Host city of 2004 Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

Sort Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading(10 mins)

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,

the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation(10 mins)

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year Location China’s gold medals competitors

old Greece

no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion(15 mins)

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

… …

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

Step1. Extensive reading (WB) (15 mins)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking(5 mins)

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus (25 mins)

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice.

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars

Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

Step1.Listening(5 mins)

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking (10 mins)

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing.

Step3.Writing (30 mins)

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.

Teaching procedures of period 5

Step1.Listening(10 mins)

Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)

Purpose: to make Ss get used to listening to English sports news in daily life.

Step2.Speaking(10 mins)

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

Purpose: to revise the language focus in this unit.

Step3.Reading(10 mins)

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)

Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing(15 mins)

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer

Objective:

Shoot the ball into the other

Team’s goal

Number of players:

Two teams of eleven players:ten outfielders and a goalkeepers

Sports field:

Grass playing field

Equipment:

Football,two goals

Basic rules:

1. Players are not allowed to use their hands.

2. … Sport: Table tennis

Objective:

Number of players:

Sports field:

Equipment:

Basic rules: Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit.

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit.

Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?

f. How do you plan to reach them?

g. Will you ask some of your classmates for ideas and try new ways of learning?

The Olympic Games

Our country will

篇13：unit 11 语法(新课标版高一英语教案教学设计)

Step I Greeting

Step II Grammar

Word formation构词法

按照语言一定的规律创造新词的方法，叫构词法

International = inter + national

Telephone = tele- + phone

Mankind = man + kind

Broadband = broad + band

Extremely = extreme + -ly

Manned = man + -ed

Hi-tech = high + technology

e-school = electronic + school

IT = information technology

CSA = Chinese Space Agency

Study the ways of forming a word and explain their differences

Step III 构词法的分类

1、合成法

把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法

(1)合成名词

Spaceship highway afternoon

(2) 合成形容词

Cold-blooded hand-made hard-working

(3)合成动词

Safe-guard ill-treat

(4)合成副词

However anywhere anyway

(5)合成代词

Some, any, no可以和 -thing, -one, -body合成代词

2、转换法

转换是指由一种词类转化为另一种词类。

(1)动词转化为名词

He visited the Summer Palace yesterday. 动词

He paid a visit to the scientist last week. 名词

英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。

give a a shout take a seat have a swim make a decision

(2)名词转化为动词

They have booked their plane tickets.

(3)形容词转化为动词

The room gradually quieted down.

(4)形容词转化为副词

How long is the line? 形容词

How long have you lived there? 副词

(5)形容词转化为名词

Something has gone wrong with the machine.

形容词

He didn’t know the difference between right and wrong. 名词

3、派生法

派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。

前缀

a- （形容词、副词） asleep

dis- （否定） discourage

in-i-im-ir- （不、非） impossible

en- (使可能) enable

mis- (误) mistake

re- ( 重复、再) return

tele- （远程） telephone

un-on- (不、非) unfair

后缀

名词

-er -ese -ian -ist -ment -ness -or -tion

形容词

-al -an -ern -ful -ble -ish -ive -y -less

动词

-ly -iza

副词

-ly -ward(s)

形容词

-teen -ty -th

4、缩略法

缩略法就是将原词缩短，在读音和写法上成为新的形式。

Bicycle ------- cycle

Examination-------- exam

Refrigeration-------- fridge

U.N------- the United Nations

USA------ the United States of America

Step Ⅳ Finish the exercises in the book.

Step V: Homework

篇14：高一unit13.6 integrating skills(新课标版高一英语教案教学设计)

Period 6

一、Teaching Content

Unit 13 Integrating skills

二、Teaching Goals

1. Review the words and phrases learnt in this unit.

2. Know about the way of cooking snacks through reading, practise writing the recipe.

三、Teaching Important Points:

1. How to master some words according to the given sentences.

Words: Ingredients, chop, peel, slice, dice, stir, mix, etc

2. Cooking is an art; try to enjoy the pleasure of cooking.

3. Let students know how to write recipe for their favourite dishes by reading “ snacks” and two examples of recipes.

四、Teaching Difficult Points

1. How to help the students to master reading about snacks’ writing.

2. How to develop the students’ writing skills.

五、Teaching Methods:

1. Asking-and-answering activity to go through the reading material.

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

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Warming up

T: We’ve learned something about diets. As I all know, you usually eat the snack at noon. Do you like these snacks?

T: Do you think they are good snacks or bad snacks? Why?

Step3 Reading

T: Ok. Please open your books on page 6. read through the text quickly and try to answer these questions.

1unit13.6. (2)

T: Why do you think fruits are good snacks?

What’s the difference between fruits and other snacks such as dumplings and roll-ups?

Ss: We can eat fruits just the way they are.

All we have to do is clean or peel them. But for other snacks, we should prepare and cook.

Step3 Learn to master the reading’ s writing

T: Do you want to know how to make Shaomai

T: Let’s see the recipe on the textbook. What shall we prepare in order to make shaomai?

Ss: pork, black mushroom, chopped green onions, Green beans, shaomai skin.

T: Who want to be the cook, and show us how to make shaomai?

1. (Invite two students, one reads it and the other acts it out.)T: Ok. Let’s

T: Now let’s see how the make chicken roll-ups. Please underline all the verbs. What’s the meaning of them?.

Step 4 Writing

1.Pre-writing

T: Before we write our recipes, let’s learn some words about cooking.

The way of cooking: boil, steam, fry, stir-fry, bake

The way to put sth together: mix, stir, add

The way of cutting: chop, slice, dice, cut

Other words: peel, spoon, pound…into pieces

2. Writing

T:You can write the recipe foryour favourite dish, or you can write the recipe for corn salad.

Sample:

Corn salad

Ingredients:

Corn, rice, green pepper, chili, tomato, banana, peanut, the leaves of the celery, olive oil, lemon juice

Cook the corn and rice, and cool them down. Dice the green pepper and chili. Peel the tomato and dice it. Peel the banana and chop it small. Pound the peanut into pieces. Chop the leaves of the celery, stir the olive oil and the lemon juice for later use. Mix the corn, rice, and all the other things together in the plate, pour the mixture of the olive oil and the lemon juice on them. Put the chopped leaves of the celery above.

Unit13.6. (3)

3. Post- writing

T: Read your recipe again, correct mistakes in it.

Evaluate the student’s recipe

Evaluating (points) Score

Format (2)

Vocabulary: the correct use of cooking terms (2)

No mistakes in spelling (1)

Grammar: imperative sentence (3)

Content: contain all the steps (2)

Step5 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we’ve learned how to write a recipe.

T: We’ve also learned something about snacks and recipes. After class, go over all the important points learned in this unit and try to write more better recipes.

Homework

1. Copy your recipe into your exercise book.

2. Review unit 13

3. Do exercise on page 75

八．黑板板书设计Blackboard:

(L)

The way of cooking: boil, steam, fry, stir-fry, bake

The way to put sth together: mix, stir, add

The way of cutting: chop, slice, dice, cut

Other words: peel, spoon, pound…into pieces

(M)

Corn salad

Ingredients:

Cook method:

(R)

Evaluate the student’s recipe

九、Evaluation

篇15：高一unit13.1 warming up(新课标版高一英语教案教学设计)

Period 1

一、Teaching Content

Unit 1 Words and phrases; Warming up;

二、Teaching Goals

1. Improve the students’ speaking ability by describing and discussion.

2. Learn and master the new words and phrases

三、Teaching Important Points:

1. Master the new words and make the student use these words to make sentences.

2. Train the students’ speaking ability.

四、Teaching Difficult Points

1. How to finish the task of speaking or discussion.

2. How to master the words

五、Teaching Methods:

1. Individual, pair or group discussion before filling information in the blank.

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

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1

Words study (see Page162)

Greetings and lead- in

Good morning! My boys and girls!

Sit down, please!

T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?

Ss: Western dinner party and Chinese dinner Party.

T: Sure. Last year, we’ve learned Unit6 Good manners.

1unit13.1(2)

1.How is the table laid ?(Western-style food)

2. What are good table manners? (P.P.)

Step2 Warming up

T: Number the follow dishes be served at a Western dinner party with the right order.

dessert drinks main course starter soup

CORRECT: starter soup main course dessert drinks

Step3.

T: Look four kinds of food (Pictures)

T: We found the two kinds of food are Chinese food. And the next are Western food.

T: Tell me some names of Chinese food and Western food.

Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.

Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meat

T: What is a healthy dieteating?

1.Which is the better diet,

the Chinese food or the Western food?

2.What is a healthy diet?

T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.

Western diet: Too much fat meat ,potato crisps/chips, butter,

cream and chocolate)Too much sugar (cakes,soft drinks,sweets and so on)

Step4. Speaking

T: OK, let’s see the two language points.

I think that…. because….

. be rich high low poor in

T: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.

name Breakfast snacks lunch Dinner

1unit13.1(3)

Step5 Listening and dictation

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

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

Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.

Step6 Summary and Homework

1.Review the new words and phrases in Unit 13.

2.Preview the Listening and Speaking on Page2.

3.Do the exercise of Listening on Page 71.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇16：新高一UNIT16 (新课标版高一英语教案教学设计)

-----By Michelle 李芳芳

Teaching Material :“Franklin’s kite experiment”in Unit 16, Senior English Book 1 B.

Teaching Aims:

1. Learn and master the following:

Words: thunderstorm, string, ribbon, condenser, handkerchief.

2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same.

3. Improve the Ss’reading ability through reading activities.

Teaching Important Points:

1. Learn the words above.

2. Train the Ss to improve their reading comprehension.

Teaching Difficult Point:

How to help the Ss understand the passage better.

Teaching Methods:

1. Question-and –answer method to make Ss interested in what they will learn.

2. Fast reading to get the general idea of the text.

3. Careful reading to answer some detailed questions.

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

Teaching Aids:

1. A tape recorder 2. A computer

Teaching Procedures:

Step 1. Revision and Lead-in.

Ask the Ss whether they know some scientists and their discoveries, and then name who invented the plane?

Step 2. Pre-reading.

Get the Ss know some famous scientists and their discoveries.

Step 3. Presentation.

Tell the Ss that today we’re going to read a passage about Franklin’s famous kite experiment.

Step 4. Reading.

1. Learn the new words.

2. Ask the Ss to skim the passage for:

---- What does this experiment prove?

---- What materials are needed to do this experiment?

3. Get the Ss to scan the passage and finish Exx.1.( True or False ) in Post-reading.

4. Have the Ss read the passage in a low voice after the tape.

5. Get the Ss to finish Exx.3. Pick out the correct pictures.

6. Ask the Ss to make a report of the kite experiment.

Title Experimenter’s name Time

Purpose

Things needed

Process

Results

Conclusion

7. Let the Ss work in groups and discuss two questions on the screen.

----- Do you think Franklin’s experiment was dangerous? Explain.

----- What can you learn from the experiment and also Franklin?

Step 5. Summary and Homework.

1. Retell the experiment in your own words.

2. Write down the report of the kite experiment.

★ 高一unit13.3 reading1(新课标版高一英语教案教学设计)

★ 第九单元教案(新课标版高二英语教案教学设计)

★ 高一新教材备课资料(U4)(新课标版高一英语教案教学设计)

★ 新教材unit1 Good Friends(新课标版高一英语教案教学设计)

★ unit 1 Good friend教案(新课标版高一英语教案教学设计)

★ 高一英语 Unit 3 Going Places(新课标版高一英语教案教学设计)

★ unit 10 the world around us(新课标版高一英语教案教学设计)

★ 高一英语重点词语用法《6》(新课标版高一英语教案教学设计)

★ Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)

★ 高一上期末词组复习(新课标版高一英语上册教案教学设计)

unit21单元的词组和重要句型(新课标版高一英语教案教学设计)（共16篇）

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