人教版 高一Unit 12 Art and literature单元整体教案

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篇1：人教版 高一 Unit 11 Music 单元整体教案

Unit 11 Music

Teaching Aims and Demands

Words and Phrases

Four Skills: suggestion perform performer characteristic contain traditional spread variety universal satisfy desire process express

Three Skills: musical instrument blues slave jazz folk guitar record inner emotion musician totally intelligence chant

Spoken English:

Asking for suggestions and giving advice:

What can you suggest? Maybe we could …

Can I ask you for some advice? I suggest (that) …

Can you help me decide …? May be it would be better to …

That’s a good ides.

Well, but what about …?

Have you considering doing …?

Grammar:

Revise the different forms of different tenses:

一般现在时被动语态

The classroom is cleaned every day.

现在进行时被动语态

The plants is being watered.

现在完成时被动语态

The work has been finished.

一般过去时被动语态

The door was locked (by the boy).

过去进行时被动语态

The meals were being severed.

过去完成时被动语态

Over 10 songs had been learned (by us) by the end of last week.

一般将来时被动语态

A lecture on birds will be given.

Use of Language:

1. Master the function use of language as defined above.

2. 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 learned.

Learn the text about music and encourage the students to learn more about music esp. Chinese traditional folk music in order to expand the students’ vision.

Important points: 1. Talk about different kinds of music

2. Ask for suggestions and give advice.

3. Talk about famous musicians

4. Compare modern and tradition music

Difficult points: The pattern of the passive voice of different tenses

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

Get the students to listen to some songs and try to guess where the music come from.

Answers to Exercise 1:

Music1: Russian Music 2: South America Music3:Asian

Music4:African

Step 2 Listening

Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers: Where do you think the music comes from? That is about the characteristic of each folk song. Here the students may get a general impression about the sounds of the world.

Get the students to find a song they like best and tell why.

Step 3 Speaking

First ask the students to get themselves prepared for Exercise 2 on p72, then ask them to perform it out.

Step 4 Homework

Prepare for the next class.

Lesson 2

Step 1 Introduction

The teacher may ask the questions in the Pre-reading part as an introduction of the text and in this way to arouse the students’ interest.

Step 2 Fast-reading

Students read the text quickly and make an outline of the text:

1. Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.

2. Blues music has a long history and is an important part of African –American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock..

3. Modern American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.

4. Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.

5. There are many other styles of music we can discover and enjoy if we explore the sounds of the world.

Step 3 Carefully-reading

(1) Ask the students to read the text again and be prepared to answer the questions in the Post-reading part.

The answers:

1 Blue music came from African music that was brought

to the United States by slaves.

2 To rap is to speak the words of a song along with the beat.

3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking –population, but also because of the success of such artists as Santana and Ricky Martin.

4 The students may answer in any way.

2. False: 1,2,3,5 True: 4,6

(2) Explain the language points if necessary.

Step 4 Homework

Finish the exercises 1-3 on P146

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Word-study

Give the students several minutes to get prepared for the exercise, then check the answers with the students.

The answers are:

beat

vi. To strike repeatedly (esp. the heart)

n. a regular, rhythmical unit of time

vt. Defeat

pick

1.v. to gather, harvest

(pick up) v. to take on passengers

(pick out) v. to carefully select

rock

vt. To upset

a./n. akind of music, rock’roll

n. hard and large stones

style

n. the fashion of the moment

n. type, kind

n. a way of doing something

Step 3 Grammar

List several sentences in which the Passive Voice is used and other sentences which is of Active Voice structure, then ask the students to find the formation of Passive Voice.

Dinner is served from 5:00 to 8:00

Mary serves dinner from 5:00 to 8:00.

Five houses were destroyed by the tornado last night.

The tornado destroyed five houses last night.

The formation of the Passive sentences is: be and the past participle of the main verb.

Step 4 Consolidation

Get the students to finish the exercises1 and exercise 2 in the Grammar part.

Step 5 Workbook

Finish the exercises on P147 as well as a kind of consolidation.

Step 6 Homework

Be prepared for a song so as to give an presentation and learn more about music.

Lesson 4

Step 1 Revision

Let some students give their talk about the music they learned after class.

Step 2 Discussion

Fill the form:

1

Comparison Pop music Rock music

Why is music important to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.

How are songs written? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song

What are the songs about? Most pop songs are simple stories about love that make people feel easy and forger about the real world. Rock music expresses true feelings about society, friendship and even war.

2

Comparison Traditional Chinese Music Modern Chinese Music

What instruments are used? Pipa, erhu, suona, guqin, zheng, drums, luo, etc. Drums, fuita, keyboard, sometimes traditional instruments

What is the music played? At weddings, during festivals, and in the royal courts Every day, on TV and radio

Who write the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year

What are songs about? Love, life, news, legends Love, life, society

Step 3 Writing

Choose one of the two writing tasks below.

1 Write about a Chinese or English song that you like. Try to describe the song and how it makes you feel. Explain why you like the song and what the song makes you think of.

2 We write songs to say something about ourselves and the world. If you write a song, what will you say? What will your message be? Work in pairs and try to write a song --- you can use the music of a song you already know or you can make up your own.

Step 4 Homework

Finish the Checkpoint.

篇2：人教版 高一 Unit 9 Technology单元整体教案

Unit 9 Technology

Teaching Aims and Demands

Words and Phrases

item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over teenager image latest calendar clone planet wonder peaceful skip

Spoken English:

Agreement and disagreement:

Absolutely

That’s exactly what I was thinking.

That’s a good point.

That’s just how I see it.

That’s worth thinking about.

I disagree. /Well, yes, but …

I’m afraid I don’t agree.

You can’t be serious.

I would have to disagree with that.

I would have to disagree with that.

Well, I am not so sure about that.

Grammar:

The Present Continuous Passive Voice:

1．用英语描述事物正受到某种影响或某种处理――使用现在进行时被动语态（is/are being +过去分词）。例如：

New functions are being added to the phones.

Michael is being interviewed for the job.

Modern cellphones are being used as cameras and radios.

2．用英语描述人物正受到某种影响或某种处理――使用现在进行时被动语态（is /am/are being+过去分词）。例如：

The new student is being introduced to the class.

Look! The children are being led into the garden.

Use of Language:

1. Master the function use of language as defined above.

2. 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 learned.

Learn the text about technology and finish the related exercises.

Important points: the use of the Present Continuous Passive Voice.

Difficult points: the use of the Present Continuous Passive Voice.

Teaching aids: tape-recorder and computer.

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part.

Step 2 Listening

Listen to the tape and finish the exercise in the listening part.

Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing.

Step 3 Speaking

Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which.

In the meanwhile, list the key sentences they can use to show others their opinion.

Agreement

Absolutely.

That’s exactly what I was thinking.

That’s a good point.

That’s worth thinking about.

Disagreement

I disagree.

I’m afraid I don’t agree.

Well, it depends.

Well, I’m not sure about that.

Step 4 Homework

Ask the students to prepare some information about the development of new technology for the next class.

Lesson 2

Step 1 Introduction

First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life.

Step 2 Reading

Fast-reading

Get the students to read the first paragraph of the text quickly to find the main idea of it.

The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.

Carefully-reading

The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part.

Step 4 Post-reading

Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well.

Step 5 Homework

1). Finish exercise 3 on page 60. the students may use the questions below it as a guide.

2). Translate the sentences in exercise 4 on page 135.

Lesson 3

Step 1 Revision

Ask several students to report their design of the new cellphone.

Step 2 Word-study

Finish the exercise in the word study part.

Finish the exercises 1 and 2 on page 134 as well.

Step 3 Grammar

First ask the students to list the sentences containing the use of Present Continuous Passive Voice.

1.Words and images are being sent throughout the world.

2. … They are being used as cameras and radios, …

3.New functions are being added to the phones.

4.They are being used everywhere – sometimes where they shouldn’t.

Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp.

Step 4 Consolidation

Finish the exercises on page 61.

Step 5 Homework

Finish the exercise about grammar on page 136.

Lesson 4

Step 1 Revision

Check the homework.

Step 2 Reading

Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling.

Step 3 Writing

Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide.

Step 4 Homework

Revise the text in this unit.

篇3：unit3 going palces单元整体教学 (人教版高一英语上册教案教学设计)

）(1)

教学内容分析

本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。

Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。

我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。

教学重点难点：

（一）重点

1． 本单元的生词、短语

2． 有关旅游的一些表达法

3． 掌握游记与来往书信的写法

4． 复习动词的用法以及现在进行时用于将来的表达法

（二）难点

1． 动词时态的综合运用

2． 语法操练与语言交际活动的有机结合

3． 一些开放性话题的实现

4． 课外查阅资料的能力培养

教学目标

1． 语言知识与技能

1） 熟练掌握与话题相关的常用词汇与表达法

2） 培养学生听、说、读、写四技能的综合运用能力

3） 使学生能就given topics较好地完成一些开放性话题

4） 培养学生使用图书馆、网络查阅资料的能力

2． 情感态度与文化意识

1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣

2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势

3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识

4） 带领学生领略世界风光之美的同时，增强他们的环保意识

3． 学习策略

1） 兴趣教学策略,其中包括对话、讨论、表演等

2） 开放式教学策略，如：brainstorm, role play, given situations 等活动

3） 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务：

1）The students are to discuss the means of transportation

2）The students are to describe a place they know

3）The students are expected to know what an adventure travel is like

4） The students are supposed to take a virtual travel

5） The students are to write a travel diary/letter

6） The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。

高一英语新教材备课资料Unit 3 Going Places（说课稿）(2)

*** 本单元的预习作业是：

1. Prepare for the dictation (words & expressions)

2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?

3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)

第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。

第一课时(Listening) 中心任务：The students are to discuss the means of transportation

warming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。

1． 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。

2． Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。

3． Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。

4． 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。

5． 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……

6． （图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。

7． 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！--乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……

我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车-BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路--原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。（因为varieties, fun, imaginative, curious, exciting）。

听的表现形式：学生与学生的对话；听录音；听老师的口头材料

8． 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。

第二课时(Speaking) 中心任务：The students are to describe a place they know

这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。

1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。

2 （图片）过渡到文中要介绍的A Time Machine(时光机器)--人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。

学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。

3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。

4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”

完成步骤：

1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。

2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作补充，即取长补短。

3）互相讨论并由对方记录所描述的内容。

4）口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。

本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力

尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。

5. Homework: 1.Read through the material on P98 in WB

2.To know what an adventure travel is

其实是两个软性作业，巩固今天刚学的，预习明天要学的。

（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。

第三课时Reading（一） 中心任务： The students are expected to know what an adventure travel is like

1 Daily report

2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not?

--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)

学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺激；满足好奇心；探索奥秘等等；

教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。

3 （图表）填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。

4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。

5 设置开放性话题，深化阅读内容。先是讨论：

-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)

-Is the adventure travel worthwhile or not? Any example?

我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。

6 角色扮演（role-play），分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：

Suppose you are going to go rafting/hiking, make possible conversations.

Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )

Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)

Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking

Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)

这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。

7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的练习

2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100

高一英语新教材备课资料Unit 3 Going Places（说课稿）(3)

第四课时Reading（二） 中心任务：The students are supposed to take a virtual travel l

上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料（配图）。

阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。

1 先是作Daily report，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。

2 （图片）看图预测阅读内容 教师展示四幅不同地方的地形地貌图，让学生描述：What place is it like? 并猜测：Where is it? 最后才被告知，这四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。

3 教师先问：Where would you like to go? 接着投票，四（图）选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条--与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人（担任secretary）记录讨论结果。讨论的话题是（板书）：

--Why do you go there?

--What is it like?

--What necessary things do you need to carry ? Why?

--What can you do there?

--What will be your challenging about your trip?

4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。

5 最后，教师提问，组与组之间交叉回答：What do you learn from their report?

班级评价：Which group is the best one?

应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。

第二个阅读任务也结束。

(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：make notes, complete sentences, fill in the form等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。

第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter

1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调；再分角色（Jane 和Betty）朗读文章; 接下去分组讨论不同的任务。

Group A: Try to find out the expressions of good wishes. Can you add more?

Group B: Try to find out all the sentences with verb tenses

Group C: Find out how many sentences with the present continuous tenses

Group D: Try to explain and conclude the use of the present continuous tenses

2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单元的多种时态混用与现在进行时表将来的用法），教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：

--What are you doing?(现在进行表某动作正在进行)

--What are you doing tonight?(现在进行表将来)

重要的是在语境中的反复运用，在用中学。

3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。

4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：

You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.

Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves）

显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子 -- 学习了日记的书写。

5文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。

6挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。

7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。

第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report

前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。

1 Daily report 我框定的范围是想象Sue 在讲述（也可与人对话形式）旅游中发现的一些不文明现象。由此引入课文。

2 做warming-up部分的练习1：作picture-talking, 看图完成句子，说出人们的不文明行为。

3 转入Integrating skills提供的关于eco-travel 的阅读，先是完成eco-travel 这一概念的理解。

1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism?在此提供两个词汇（Hints: ecology 生态学 ecologist生态学家）帮助学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)

2) 再细读（careful-reading），通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel?

4 换位思考（role play），让学生从另一角度去熟悉课文材料。

Suppose:

A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain

B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .

到此，学生应该已经很熟悉文中的材料，为下文的further discussion与课题（project）的完成埋下伏笔

5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：

1） 某旅游区现状如何

2） 目前存在的问题

3） 提出一些建设性的意见

这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告（leaflet）（如图）。

这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。

教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表

Assessment of Oral Presentations

Speech Value Scores

Volume 2

Pronunciation 3

Intonation 2

Fluency 2

Eye contact 2

Interesting 2

Main plots 5

Other aids 1

Timing 1

Total 20

篇4：Unit 18 New Zealand 单元整体教案(人教版高一英语下册教案教学设计)

-. 教学目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about New Zealand

II: Functions

表达位置与方向(Describing location and direction)

It is in the north /south/ east/ west of …

It is to the north /south/ east/ west of …

It is in the northern/ southern/eastern/western part of…

northeastern/ northwestern/ southeastern/ southwestern Sichuan…

III: Vocabulary

1. Words:

Fisherman, great-grandfather, great-grandmother, northeastern, central, coast, surround, mild, bay, harbor, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, camp

2. Phrases: take possession of, make up, turn to, go sailing, go camping

IV: Grammar The use of IT (1):-- 形式主语和无人称代词等

1． 能够用英语表达做某事的重要性，难易程度、可能性或个人感受-----形式主语it

It is interesting to visit New Zealand.

It is a good thing the New Zealand helps the Maori to keep their own language and culture.

2． 能够用英语谈论时间、距离和天气----无人称代词It

It is winter here but summer in New Zealand.

It was getting dark.

It is some 3500 kilometers from Polynesia to New Zealand.

It is April 1st today.

二. 能力训练 (Ability training )

1. Through the learning of Warming Up, Listening, Speaking, and Reading, let Ss know to talk about location and direction.

2. Through the learning of the passage, let Ss know more about New Zealand

3. Improve the Ss’ abilities of analyzing and settling problems

三. 德育渗透 (Moral training teaching)

通过课文的学习,让学生了新西兰的地理，风土人情、习俗文化等，使他们初步具备国际间交流和合作的意识。

四. 美育渗透 (Art training teaching )

阅读课文后,让学生通过对新西兰美丽风景的了解，更加热爱大自然，在自然中陶冶情操。

五. 课时安排 (The arrangement of teaching periods )

The First Period New words and Warming Up

The Second Period Listening and Speaking

The Third Period Reading (1)

The Fourth Period Reading (2) Language points

The Fifth Period Language Study and Grammar

The Sixth Period Integrating Skills

The Seventh Period Workbook and Unit Test (Dictation on words and expressions)

The Eighth Period Unit Test (课课练讲解)

The Ninth Period Unit Test ( 英文报纸讲解)

六. 教学步骤 (Teaching Procedures)

Period 1 New words and Warming Up

备课时间: April 9th

上课时间: April

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up to arouse the Ss’ love in talking.

Important Points in Teaching

1. The use of some words: surround, settle, possession, relation, sign, cattle, turn to,

2. Talk about the four great women mentioned in the textbook.

3. Difficult Points in Teaching

(1). the use of the words

(2). talking in English

Teaching Methods

1. Reading and speaking

2. Pair/group work, individual work, class work

Teaching Aids

Textbook, blackboard tape-recorder, computer

Teaching Procedures

Step 1 Learning

I. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

II. Explain some uses of the words.

1. surround [v]. be, go all round ,shut in all sides 包围；围绕

They live in the house surrounded by tall trees.

We are surrounded by with dangers. 我们危机四伏。

*surrounding [adj] 仅用作前置定语，周围的，附近的

Oxford and the surrounding area 牛津及其周遍地区

*surroundings [n] everything that is around or near sb/sth (同义词 environment)

I like to work in pleasant surroundings.

The buildings have been designed to blend in with their surroundings.

2. settle[v] --①make one’s home in 定居，安家于

They plan to settle in Hong Kong.

The couple decided to move to London and settle there.

②come to rest (on), stay for some time (on)停留，暂时栖息

The bird settled on a branch.

The dust settled on the desk.

③solve 解决

They had all the problems settled at the meeting.

④settler [n]定居者，殖民者

⑤settlement[n] 新殖民地，定居地

3. possession n.

①[u]having/owning具有，拥有

The gang was caught in possession of stolen goods. 这个人被逮住，人赃俱获。

The possession of a passport is essential for foreign travel.出国旅行必须持有护照。

On her father’s death, she came into possession of a vast fortune.

② [c. usually pl.]something that you own or have at a particular time= belongs 个人财产，私人物品

The ring is one of her most treasured possessions.

③ take possession of 拿到，占有，占领

You can’t take possession of the house until the papers have been signed.

4. relation [n]

①[pl.]关系，联系，交往

US-Chinese relations

Relations with neighboring countries are under strain at present. We seek to improve relations between our two countries.

②[u.c]（事物之间的）关系，关联，联系-

~ between A and B / ~ to sth

the relation between rainfall and crop yields

the relation of the farmer to the land

③ in relation to

I have some comments to make in relation to this matter.

Its brain is small in relation to its body

④ 亲戚，亲属= relative

He is called Brady too, but we are no relation.

5. cattle [n] 牛，家养牲畜（集合名词，任何情况下都后接动词复数形式，同类词还有 people /police）

He has fifty cattle on the farm.

All the cattle are in. 所有的牛都入栏了。

Ten cattle/ ten head of cattle

6. turn to转向，转而去做 后接名词和动名词

Some farmers have turned to keeping deer.

His attention turned to the pretty young girl.

After he left the university he became a teacher, but later he turned to journalism.

7. sign [v]

She forgot to sign the check. 签名（于），签署，签字雇佣

She signed with the company.

He signed to them to be quiet. 打手势，示意

The police signed for me to stop.

[ n] 标记，符号，征兆

Can’t you see the sign?

A red sky at sunset is a sign of good weather.日落时的晚霞是好天气的前兆。

All the signs are that she is getting better.

as a sign of 作为 ……的象征

Step 2 Presentation

Show the students a map of China and ask them to find out several places and tell the others the location of these places. →{powerpoint}

Step 3 Warming Up

I. Get the Ss to look at a map of China and name the countries , islands and seas beyond China. Divide the students into groups of four and talk about the positions of the different places and waters in relation to China.

Step 4 Homework

1.Read and recite the new words and expressions.

2.Finish the Ex. in （课课练）Page 59 Ex.1. “在空格内填入适当的词”

3.Get ready for the next period. 4. 《课课练》完形填空 P 65-66

Practice:翻译下列句子：

1． 这个学校周围原来围着一道篱笆。（ fence）

The school used to be surrounded by/ with a fence.

2． 他们来自周围的村庄。

They came from the surrounding villages.

3． 咱们把下次开会的时间定下来吧。

Let’s settle the date of the next meeting.

4． 他在农村安了家。

He settled his house in the countryside.

5． 拥有财富就会有幸福吗？

Does the possession bring happiness?

6． 他在乡下有一栋别墅（villa）

He is in possession of a villa in the country.

7． 那个岛上没有生物存在的迹象。

There is no signs of life on the island.

8． 政府当了5年职员后， 他转而去开公司了。

After working as a clerk for 5 years in the government, he turned to running a company.

Period 2 Listening and speaking

备课时间: April 9th

上课时间: April

Teaching aims :

1. Do some listening to improve the Ss’ listening ability.

2. Do the speaking to train the Ss’ speaking ability.

Important points in teaching

1. the listening ex.

2. the speaking ex.

Difficult points in teaching

1. Speaking in English.

Teaching methods

1. Listening and speaking

2. Pair work , class work

Teaching aids

Textbook, blackboard, tape-recorder, computer

Teaching Procedures

Step 1 Revision

1. Check the homework.

2. Check the new words and expressions.

Step 2 Listening

Ask the students to look at the map on page 37.this is the map of Dolphin island. Play the tape for the first time for the students to finish exercise 1. Play the tape again. This time the students are required to do Exercise 2.

Step 3 Speaking

Describe the location of China

India/Russia/ Mongolia/Pakistan/Nepal/Thailand/Vietnam/Japan

Philippines/Taiwan/ Jiangsu/

To/on/in the east/west/south/north of

Step 4 Consolidation

(A)随堂练习

1）用适当的介词填空：

1. He lives in a town ___ on _ the east coast.

2. Hainan Island id ___ to _ the south of Guangdong province.

3. Henan province lie _ in ____ central china.

4. The ship hi t rock __ off _ the west coast of the pacific:

2）将下了句子译成英语。

1. 我父亲出生在这个城市以西30公里处的一个小村庄。

My father was born in a small village, which is about 30 kilometers west of this city.

2. 我来自安庆，安徽西南部的一个小城市。

I’m from Anqing a small city in southwestern Anhui province.

3. 安徽省位于江苏省的西边，河北省的南边。

Anhui province lies on the west of Jiangsu, but to the south of Hebei.

(B)Do some Ex. in Workbook Page 91 .Ex.2 .

Step 5 Homework

1. Write out the advantages and the disadvantages of computers.

2. Get ready for the next period.

教后感

Period 3 Reading (1)

备课时间: April 10th

上课时间:

Teaching Aims:

General reading: Understanding of the reading material.

Develop the students’ reading ability, especially their skimming and scanning ability.

Enable the students to know something about New Zealand.

Teaching difficulty: inferring according to the reading material.

Teaching methods: 阅读、归纳、推理、判断

Teaching procedures

Step 1. Revision

Check the homework

Step 2 Pre-reading

Show some pictures of New Zealand and at last show the map of New Zealand to let the students talk about the country and its location.

Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)

Step 3 Fast reading

Ask the students to read the text silently and fast to get general idea of each paragraph

Paragraph 1 geography Paragraph 2; climate

Paragraph 3: natural resource Paragraph 4 history

Step 4 Careful-reading

(A) What does the word in bold refer to

It : New Zealand

Which :Hot springs

This heat :The heat near the earth’s surface

These settlers European & British settlers

It England

(B)Answer the following questions:

(1)How many islands is New Zealand made up of?

Two islands: the North Island &the South Island

(2)What do you know about weather in New Zealand?

A mild sea, subtropical climate in the north.

(3)What animal do you think only lives in New Zealand?

A little bird---Kiwi

(4)Who were the earliest people of New Zealand and how did they get there?

The Maori; in narrow boats

III Read the text for the third time to fill in the forms below.

location off the eastern coast of Australia

Size the same as Japan

Capital Wellington on the North Island

Key cities Auckland, Christchurch, Queenstown

Ocean/sea the Pacific Ocean

A mild sea subtropical in the north

rainfall rain a lot

season two: summer (Dec -- Feb)

winter ( June-- Aug)

seas deep blue

cities lie on a bay with a natural deep island

beaches clean

mountains be famous for their beautiful natural landscapes

Hot springs in the North Island

Plants /animals a national bird : Kiwi

Earliest settlers the Maori

discoverers Chinese sailors (1421);

the Dutchman Abel Tasman (1642);

Captain James Cook (1769)

Later settlers Europeans (British)

National Day 6th.February

Step 5. Read the text again and then fill in the blanks:

New Zealand is an island made of two main lands in the Pacific Ocean, with its capital Wellington .The Maori ,the earliest people brought plants, dogs and rats with them. They settled mainly in the North Island. Europeans, mainly British had come to New Zealand. And the Maori signed an agreement with the settlers, that day is still celebrated as a national holiday. New Zealand has a warm climate and many animals and plants living there ,eg, the national bird called–--Kiwi .The North Island is famous for hot springs and some of this heat is used to make electricity.

Step 6. Discussion.

Compare the climate in China with that in New Zealand.

What is the same and what is different ?

Can you explain the differences?

the North Island; Southern China ;rainfall ; subtropical; mild ;south-western China; the South Island ;the northern hemisphere(半球)

Ask one from each group will be asked to give a presentation.

Step 7 Homework

1. Read the text fluently and try to recite paragraph two and three

2. Get ready for the next period.

3．根据提示，写一篇介绍台湾的短文。词数：120左右。

1．台湾的地理位置。

2．台湾是我国最大的岛屿，面积36,000平方公里，人口两千多万主要城市有台北、台中、台南和基隆。

3．自然资源丰富，香蕉、稻米、茶叶等农产品驰名中外。

4．风景优美，气候宜人，世界各地的游客纷至沓来。

5．台湾自古以来就是我国的一部分。岛内绝大多数居民来自福建、广东。海峡两岸人民都有统一祖国的强烈愿望。

New words: 古代 ancient time南海 South China Sea台湾海峡 the Taiwan Strait统一 unite

Period 4 Reading (2) Language points

备课时间：Apr. 11th

上课时间：

Teaching Aims

1. Improve students’ knowledge

2. Consolidate the understanding of the text

Important Points in Teaching

1. Retell the text

2. Learn some useful words and phrases

Difficult Points in Teaching

The usage of the words and phrases

Teaching Methods

1. individual work , class work

2 practice

Teaching Aids

Textbook, blackboard, lead-learning plan

Teaching procedures

Step1 Review

1. check assignment

Step2 Language points:

1 beyond prep. 在（到）… 较远的一边，超过，那一边。 adv 在远处 n 远处、未知之事（未知的事物或达到高于知识或经验之外的东西）

如： The boy threw his basketball beyond the fence.

She wanted her share but nothing beyond.

Putnik was the first satellite to enter the great beyond of space.

2 water/ waters

不可数名词的复数形式表示 （1）数量之多； （2）若干类

如：water水； waters海域；河水；湖水 （ the distant waters 远海海域； the waters of the Huanghe River 黄河河水）

sand 沙 sands 沙漠、沙滩

sea 海 seas 海域

wind 风 winds 大风；季风

rain 雨 rains 大雨；季雨

3 relation n.

“关系，联系”解，不可数名词，“亲戚，亲属”解是可数名词，如：

The relation between mother and child is the closest in the world.

We have no business relations with them.

He is a near relation/relative of mine.

One of my relations/ relatives is coming for dinner.

注意： 1 在表示“亲戚，亲属”时，既可以用relation也可以用relative，现在用relative更多些。2 be related to : “和……有关”； in relation to “关于，涉及，与……相比”

4.It id made up of two large islands: North Island and South Island. 新西兰是由两大岛----南岛和北岛组成的。Make up 的被动语态结构是 be made up of

These three stories make up the whole book.

The whole book is made up of these three stories.

5.It is about the same size as Japan

The same …as… 中as后接从句，从句中谓语常省略，如：

In area Australia is about the same size as the USA ( without Alaska), which has more than thirteen times as many people.

6.The North Island is famous for an area of hot springs, some of which throw hot water high into the air.北岛是著名的温泉胜地，其中有些温泉的热水能高高地喷向半空。

Some of which throw hot water into the air 是非限制性定语从句。 Of which 表示“其中的…（整体中的部分）， 用来修饰springs一词。在定语从句中，基本属于意义上的

需要，可在some,any ,few,several,many,most,all,both,none,nither,each,enough,half,one,two等词和形容词最高级之后接of which或of whom，例如：

New Zealand has a population of about 3.8million people, of which about 14percent are Maori.

He told us many stories about Long March, of which this is an example.

The car ran into a crowd of people, several of whom were sent to hospital immediately,

The oranges, half of which were bought by Uncle Wang, have gone bad in the basket.

7 .When they discovered it about 1000 ago, they called it Ao-tea-roa, which means “ Land of the long white cloud”. 在约一千年前发现新西兰时，他们把它叫做奥蒂蜀，意思是“长白云之乡”

Step 3 Exercise: I: Translate the phrases into English

1.日本以西150公里处__________________ 2 在澳大利亚东海岸的海里_____________

3 温和的海洋性气候 ____________ 4 占领，拥有 _______________

5 与……签署协议 _________ 6.与…… 有关的 _____________

7.保持自己的生活方式 ______________ 8. 在节日里 ________________

9 转而养鹿 _________________ 10 高质量的 ________________

II: Correct the mistake

1. New Zealand, which is made of two large islands, lies off the eastern coast of Australia.

2. Some of this heat near the earth’s surface is used to making electricity.

3. They settled mainly in the North Island on where the weather is warmer.

4. Many people still call England “ the home country” , though it is a place where they have never been to.

5. New Zealand, with Wellington as its capital, is about the same size like Japan.

6. This was not surprising that he failed his maths exam.

7. It has a population of 3.8 million people, of them about 14 percent are Maori.

8. All street signs and names of cities and places must be writing in both language.

9. The common meeting place for Maori is on the marae, an area of lands with a meeting house.

10. Maori children are taught at an early age what to do it when they come to the marae.

Keys(优化设计p112)

Step4 Homework

1. Read the text and try to retell it and act out the play

2 Finish off lead-learning plan

3. 完成课课练Ⅲ Ⅳ

Period 5 Language Study and Grammar

备课时间：Apr. 12th

上课时间：

Teaching Aims

1. Review the important words and expressions in this unit

2. Learn one word formation--compounds.

Important Points in Teaching

1. Consolidate the usage of the important words and expressions

2. Learn the use of “IT”

Difficult Points in Teaching

Teaching Methods

1.Individual work , class work 2. Practice

Teaching Aids

Textbook, blackboard, lead-learning plan

Teaching procedures

Step 1 Revision

Check the homework

Step 2 Word Study

Look at the word webs below and make sentences with all of the words. Can you combine the nouns and the adjectives into sentences.

Step 3 “ It”

一 it 作指示代词

1 it可作指示代词代替上文中提到的事情或情况。如：

My pen is missing, I can’t find it anywhere

Tom has failed in the exam. Have you heard about it?

2 it 的这种用法要注意和关系代词which引导的非限制性定语从句用法的区别。关系代词which引导的非限制性定语从句与被修饰的主语之间要用逗号分开，且不用连词连接；而it作替代次时，it所在的句子与被替代的句子分别为两个独立的句子，或者用并列连接词加以连接。试比较：

He failed in the exam, and it worried him.

He failed in the exam. It worried him.

He failed in the exam, which worried him.

二 it作形式主语或形式宾语

1 it作形式主语或形式宾语，代替不定式 、动名词、主语从句、或宾语从句。It这一用法一直是高考命题的热点。如：

It is interesting to listen to the popular music.

It is no use learning a theory without practice

It is not yet known where she has gone.

I find it very easy to surf the Internet.

I think it my duty to serve the people.

I think it necessary that students should master a foreign language at school.

2 it 作形式主语所构成的某些惯用句型是高考的常考考点，如：

It doesn’t matter …, It looks as if …, It seems that/ as if …, It appears that…, It happened that…, It makes no difference…

It looks as if it is going to snow.

It doesn’t matter whether you will come or not.

It happened that I had seen the film.

It seems that he is learning Russian,

3 it 作形式主语，代替主语从句是，要注意和as引导的引导的定语从句的区别。试比较：

It was reported that the US was under the terrorist attack.

It作形式主语。That引导一个主语从句，中间无逗号隔开。

As was reported, the US was under the terrorist attack.

as 引导一个定语从句，先行词为 the US was under the terrorist attack. 整个句子所表达的内容，中间有逗号隔开。

Step4. Practice…

历届高考英语题“it”的用法检测精选

1.Was it during the Second World War_____ he died?

A.that B.while C.in which D.then (88)

2.Is ____ necessary to complete the design before National Day?

A.this B.that C.it D .he (89)

3.I don't think ____ possible to master a foreign language without much memory work.

A.this B.that C.its D.it (91)

4.Does ______ matter if he can't finish the job on time?

A.this B.that C.he D.it (91)

5.It was not _____ she took off her glasses _____ I realized she was a famous film star.

A.when , that B.until , that C.until , that D.when , then (92)

6.I was disappointed with the film . I had expected ______ to be much better.

A.that B.this C.one D.it (93)

7.It was not until 1920 ______ regular radio broadcasts began.

A.while B.which C.that D.since (94)

8.______is a fact that English is being accepted as an international language.

A.There B.This C.That D.It (95)

9.It was only when I reread this poems recently _____ I began to appreciate their beauty.

A.until B.that C.then D.so (97)

10.I hate_____when people talk with their mouths full.

A.it B.that C.these D.them (98)

11.It is the ability to do the job _____ matters not where you come from or what you are.

A.one B.that C.what D.it (2000)

KEYS: 1-5 ACDDB 6-10 DCDBA 11

Step 6 Homework

1. Finish the grammar exercises in Page 36 课课练

Period 6 Integrating Skills

备课时间：Apr. 13th

上课时间：

上课内容：Integrating Skills

课 型：Reading and writing

课堂目的：1.Improve the Ss’ abilities of reading and comprehending;

2.Improve the Ss’ abilities of writing;

3.Discuss “Are we allowed to use animals for such experiments?”

教学重点：1. How to write an argument essay

教学难点：1.words and phrases:

percent, make up, marae, wedding, burial, conference, relation, agriculture, cattle, export, lamb, ship, sail, cottage, seaside, camp ,region has a population of , be marked with, turn to, be of high quality, go sailing, go camping, ethnic group,

Teaching Procedures

Step 1. Revision

Check assignment

Step 2. Lead-in

We have learned something about New Zealand. Today we’ll learn more about it. Now open your books and turn to page 41. Let’s read the passage ----- Life In New Zealand.

Step 3. Reading

Read the passage quietly to do the following exercise.

1. Choose the main idea for each paragraph of Reading Text 2.

a. people and language b. customs

c. agriculture and sports d. belief

A. 1 – a, 2 – c, 3 – d, 4 – b B. 1 – a, 2 – b, 3 – d, 4 – c

C. 1 – a, 2 – d, 3 – b, 4 – c D. 1 – a, 2 – c, 3 – b, 4 – d

2. The word “hui” means _____ .

A. a special day for Maori B. a special place for Maori

C. a special event for Maori D. a special service for Maori

3. Which of the following is wrong?

A. Maori is an official language in New Zealand.

B. New Zealand is an important agricultural country.

C. New Zealand, with its modern cities, attracts tourists from all over the world.

D. Maori people believe that the spirit stays with the dead person for 3 days.

4. When is the summer in New Zealand?

A. from March to June B. from June till August

C. from September till December D. from December till February

5. “Maori children are taught at an early age what to do when they come to the marae.” Shows that _____ .

A. They are good at education.

B. They hope to keep their way of life alive.

C. They want their children to behave properly in the society.

D. They want to keep their children away from the white people.

答案：BACDB

Step 4. Listening

Listen to the tape and pay attention to the pronunciation, stress and intonation.

Step 5. Reading aloud

Let the Ss read the text aloud and find out something they don’t understand.

Then explain it to the Ss.

Step 6. Language points

1. population n.

What’s the population of China ?

The population of China is larger than that of Japan.

The city has a population of 1,000,000.

2. take place

happen

come about

3. share sth. with sb.

share sth. between sb.

eg: I share a room with Tom.

Tom and Bill shared the sweets equally between them.

4. with + 宾语 + 宾补

The teacher came in with a book in his hand.

I like sleeping with all the windows open.

With all the clothes to wash, I will be very busy today.

With the boy leading the way, they had no difficulty in finding the house.

With his homework finished, the boy went out to play.

5. while conj.

eg: She is strong while her brother is weak.

Strike while the iron is hot.

While he loves his students, he is very strick with them.

6. turn to

a， 转向（从事或献身某事，如一门学问）如：

Unsuccessful in mathematics, the student turned to biology

b， 开始工作，如：

If you stop playing and just turn to, the cleaning will be done in a day

c， 向……求助，如：

If you have any difficulty, please turn to your teacher for advice.

7. be of quality

eg: This watch is of high quality.

good / poor / high / low quality

be of + 名词 = be + 相应的形容词

be of + use / help / hope / value

= be of useful / helpful / hopeful / valuable

Step 7 Writing

After discussing ask the Ss to write out their essays..

Step 6 Homework

1. Review the whole unit (Prepare the dictation on words and expressions )

2.Finish the Ex. in Workbook.

Get ready for the next period

Exercise:

Multiple choices

1 Keeping pigs is not difficult, _____ many farmers have made a lot of money.

A. by which B out of that C how D which

2 A ship sank 20 miles _____ the coast of France and more than 60 people lost their lives.

A at B on C off D to

3 Some people waste food, _____ other people haven’t got enough to eat.

A when B until C since D while

4 Do finish off the chicken soup; it won’t _____ in such hot weather.

A last B keep C continue D remain

5 You didn’t really believe me when I said I was going to America, did you ? I _____.

A was a fool B am foolish C only fooled D was only

6 I hate it _____ my parents argue!

A once B if C when D that

7 ---- How’s your daughter _____ at school?

----- Quite well.

A getting B doing C living D looking

8 What one thinks and feels is _____ due to tradition, habit and education.

A mainly B importantly C ordinarily D quickly

9 After 3 months of sailing eastwards they arrived in Australia, a place _____ westerners had never been.

A which B that C where D /

10 I’ve brought an English dictionary which you can _____ if you don’t know the meaning of words.

A get to B come to C take to D refer to

11 With a lot of difficult problems _____, the newly-elected president is having a hard time.

A settled B settling C to settle D being settled

12 The farmer keeps 12 _____ of cattle. The cattle _____ fed on grass and corns.

A heads; is B head; are C heads; are D head; is

13 On the other side of the street stand more than 180 houses, _____ are in poor condition now.

A of which half B which half of C half of them D of them half

14 As is natural, a man as old as he _____ be very forgetful.

A can B must C should D would

15 --- Pual, I’d like to have a talk with you at tea break.

---- _____ Have what with me ?

A Yes, please B Sorry? C Thanks D You’re welcome

Keys: ACDBD/ CBACD/ CBAAB

Period 7 Workbook and Unit test

备课时间：Apr. 14th

上课时间：

课 型： 复习课

堂课目的： 复习巩固已学本单元知识和语言点

教学重点： 单词和词组.

教学难点： 单词和词组的灵活运用.

教学过程:

Step 1 Revision

Check the homework .

Step 2 Workbook

Check the answers in workbook and explain the difficult points.

Step 3 Dictation on Words

1. fisherman 2.northeastern 3.central 4.coast

渔民;钓鱼人 东北的;向东北的 中央的;中心的 海岸

5.surround 6. mild 7.bay 8.harbour

包围;围绕 温和的;不严厉的 海湾 海港

9.landscape 10.volcano 11.spring 12.heat

风景;山水画 火山 泉 热;加热

13.surface 14.settle 15.mainly 16.voyage

17.possession 18.bold 19.paragraph 20.location

21.grassland 22.mountainous 23.surpring 24.secretary

25wedding 26.burial 27.conference 28.relation

29.cattle 30.export 31.lamb 32.cottage

33.seaside 34camp 35.region 36.ethnic

篇5：Unit 19 Modern agriculture 单元整体教案(人教版高一英语下册教案教学设计)

-. 教学目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about modern agriculture and its effects on people’s life.

II: Functions

提建议和作决定（Giving advice and making decisions）

In my opinion you should ….. I think he is right……

If I were you…… Wouldn’t it be better if …. ?

We can’t do both, so …… The other idea sounds better to me…..

As far as I can see the best thing would be to…. We have to make a choice…

III: Vocabulary

1. Words:

protection technique irrigation pump seed technical import production root insect tobacco golden method tie discovery garden gardening gardener wisdom practical guide firstly sow condition soil weed remove sunflower generation

2. Phrases:

over the years; have effects on sb./sth.; raise pigs/sheep… go against; bring in;

be harmful to; depend on; as well as; stand for; in other words; a variety of;

IV: Grammar The use of IT (2):-- 强调句中某一成份

能够运用英语的强调结构,引起他人对下列内容的注意:

1.事情的执行者----强调句子的主语:

The children often help the parents do the farm work. →

It is the children who often help the parents do the farm work.

2.动作的对象或内容------强调句子的宾语（包括介词的宾语）。例如：

Future agriculture should depend on high technology. →

It is high technology that future agriculture should depend on.

3.事情发生的地点、时间----强调句子的地点、时间等状语。例如：

The farmers produce food for the whole population of China on this arable land.→

It was on this arable land that the farmers produce food for the whole population of China.

二. 能力训练 (Ability training )

1. 学习词组，然后让学生用自己的语言分析其意义。

2．通过本单元听、说、读、写方面材料的学习，使学生掌握一些有关决定和建议方面的表达方式。

3．通过本课文的学习，使学生了解更多的现代农业的信息以及其对人们生活的影响，如，人们吃的习惯等等。

三. 德育渗透 (Moral training teaching)

1．让学生认识到保护自然的重要性

2． 培养学生关注农业与自然的关系。

四. 美育渗透 (Art training teaching )

阅读课文后,让学生通过对课文的了解，更加热爱农业，关心农业的发展。

五. 课时安排 (The arrangement of teaching periods )

The First Period New words and Warming Up

The Second Period Listening and Speaking

The Third Period Reading (1)

The Fourth Period Reading (2) Language points

The Fifth Period Language Study and Grammar

The Sixth Period Integrating Skills

The Seventh Period Workbook and Unit Test (Dictation on words and expressions)

The Eighth Period Unit Test (课课练讲解)

The Ninth Period Unit Test ( 英文报纸讲解)

六．教学步骤 (Teaching Procedures)

Period 1 New words and Warming Up

备课时间:

上课时间:

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up and learn to read statistical graphs.

Important Points in Teaching

The use of some words: over the years; produce; cause; effect;

raise pigs/sheep/cattle; feed;

Difficult Points in Teaching

(1). the use of the words

(2). talking in English

Teaching Methods

1. Reading and speaking

2. Pair/group work, individual work, class work

Teaching Aids

Textbook, blackboard tape-recorder, computer

Teaching Procedures

Step 1 Learning

I. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

II. Explain some uses of the words.

Step 2 Presentation

With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have changed a lot. Today we are going to know some details about it by watching the graphs.

Step 3 Warming Up

一． Questions about the topic of modern agriculture.

1. Can you name some farm products? How many of them do you often eat?

2. What ways are usually used to increase agricultural production? Are these ways harmful to the environment?

二． Talk about the graph and try to get what it tells you. Find what people produce most and what people produce least. And why?

三. Discuss the three questions and then answer.

答案见“教参”P.160---161

Step 4 Language Points:

1. over the year over prep

(1)(指时间) 在----中，度过（一段时间）

Over the years he has become much more careful.

Can you stay over Christmas ?

(2) 超过，多于（=more than）

The table is over 4 meters long. He is well over thirty.

(3) 在-----上方，从-----上方（经过）

The sky is over our heads. The bridge over the river is wide.

(4) 在------上面（越过、跳过等）

If we can’t go over the mountain we must go round it.

The dog jumped over the table.

Can you climb over that hill ?

2. produce product production

1) produce vt. 生产、产生 n. 农产品，集合名词，无复数，不与a/an 连用。

The factory hasn’t begun to produce yet.

Wheat, rice ,fruits are all produce.

2) product n. 产品，产物。比较具体。

Its main products are cattle, sheep, wheat, corn and fruits.

3) production n. 生产，产量。比较抽象。

Many men are employed in the production of coal.

Production is up this month.

3. cause reason

1) cause (造成一种事实或现象的)原因，起因。用于表示具有明显因果关系的原因。

Every effect must have a proper cause.

Cigarette ends are the usual cause of fires.

2) reason (说明一种看法或行为的)理由 the reason for sth. ---- 的原因

They are trying to find out the reason (or cause) of the terrible fire.

Give me your reasons for refusing.

4. effect affect

1) effect n. 效果、影响。 常用在 have a(n)--- effect on sb. 的词组中。

The medicine has little effect on the old man.

The children were suffering from the effects of the hot weather.

2) affect v. ①“影响”，通常指对身体、思想或情绪带来不良影响。

Some plants are quickly affected by cold.

The climate affected his health.

② “感动、触动”，相当于move.

Music affects some people very strongly. He was much affected by the sad news.

③ “感染、侵袭”，一般指感染疾病。

The disease affects millions of people in the world every year.

His throat is affected by cold.

5. raise keep support feed 这四者均有“抚养、养家、赡养”之意，但有区别：

1）raise, keep 抚养人，饲养动物，种植、栽培农作物。

He made a living by keeping/raising bees.

He had a larger family to keep.

They raised chicken, ducks, sheep and fish.

2) support 养活人口，不用于饲养动物。

She supports her old mother.

He will support himself after graduation from college.

3) feed 喂养、饲养，指具体的喂养动作（to give food to）; 指养活（人）时可与keep换用。

Have you fed the baby/cow yet ? She fed meat to her dog.

This land has fed/kept six generations.

Step 4 Homework

1.Read and recite the new words and expressions.

2.Finish the Ex. in （课课练）Page 72 Ex.1. “在空格内填入适当的词”

3.Get ready for the next period.

4. 《课课练》完形填空 P.79

教后感

Period 2 Listening and speaking

备课时间:

上课时间:

Teaching aims :

1. Do some listening to improve the Ss’ listening ability.

2. Do the speaking to train the Ss’ speaking ability.

Important points in teaching

1. the listening ex.

2. the speaking ex.

Difficult points in teaching

1. Speaking in English.

Teaching methods

1. Listening and speaking

2. Pair work , class work

Teaching aids

Textbook, blackboard, tape-recorder, computer

Teaching Procedures

Step 1 Revision

1. Check the homework.

2. Check the new words and expressions.

Step 2 Listening

Task 1: Listen to the tape. Tick the answer (on page 43)to decide which topic(s) may be talked about in it and which of the sentences(on page 44) are true or false.

答案见“教参”P.162

Task 2: Listen to the tape again and complete the sentences on page 44

答案见“教参”P.162

Step 3 Speaking

I. Try to understand what to do by going through this part and the useful expressions below.

In my opinion you should ….. I think he is right……

If I were you…… Wouldn’t it be better if …. ?

We can’t do both, so …… The other idea sounds better to me…..

As far as I can see the best thing would be to…. We have to make a choice…

II. Practise making decisions in groups, using these expressions.

III Several students report to the whole class.

Step 4 Language points

1. go against 违背,违反; 对-----不利

These actions went against the will of the people

What he did went against his teacher’s wishes.

The game is going against us. 比赛情况对我们不利.

试比较 be against fight against play against

1) be against(与be for 相反)也表 “反对”, 指状态.

He has been against the decision. 他一直反对这个决定.

go against 属终止性, be against 属延续性, 二者均无被动式.

2) fight against 同----作斗争, 反对-----, 多指战场上, 强调主动进攻.

Man is fighting a battle against pollution.

3) play against 含有意识地“同----对着干/比赛”.

Who did you play against ?

2. If I were you,----- 这是表示与现在事实相反的虚拟语气结构.

If 从句表示与现实相反的非真实条件句时要用虚拟语气, 从句中的谓语动词用过去式(如果是be则不论人称,一般用were),主句中的谓语动词用would/could/might +动词原形.

If I were you, I would go to the party.

If he knew the secret, he would tell me.

3. As far as I can see----

1) as far as 作“远到, 到-----为止”解.

Jack walked as far as the riverside.

2) as/so far as 后接表示程度的状语从句,意为“据----; 尽-----可能; 就----而言”.

They returned at nine, as far as we know. As far as I know, he has gone to town

They will help you as far as they can.

3) so far 表示“至今”,常用于现在完成时.

We haven’t completed the project so far.Step 4 Consolidation

(A)随堂练习

1). 用适当的词填空.

1. _____ the years people’s ______ _________ are changing. That’s ____ ___________ produce has changed during these years.

2. Last year the number of the death increased by 2%~~ 3% _________ _____ the year before last.

3. The reason _____ he did not come is quite clear.

4. The desire that they wanted to make good money ______ ____ a disaster.

5. Do you think the medicine will have a good _________ _____ the boy ?

6.The villagers didn’t take care about the _________ of nature. They cut down as many trees as _______, in time, the area was ________ ______ a desert.

7. Never ____ _________ nature or you can’t escape _______ punished.

8. If I ______ a bird, I ______ fly to the moon.----- doesn’t it sound ______?

Keys:1.Over eating habits why agricultural 2.compared to/with

3.why 4.led to 5.effect on 6.protection possible changed into 7.go against being 8.were would nice

2）将下了句子译成英语。

1. 我认为你不应该出国,是吗? 不,我应该出国.

I don’t think you should go abroad, do you ? Yes. I do.

2. 违背自然是不对的.

It’s not right to go against nature.

3. 假如我是你, 我会去参加晚会.

If I were you, I would go to the party.

4. 你认为他该去哪儿?

Where do you think he should go?

5. 继续跟他争论是浪费时间.

It is a waste of time to go on arguing with him.

6. 这条路通往我妈工作的工厂.

This road leads to the factory where my mother works.

Step 5 Homework

1.Read and recite the new words and expressions.

2.Get ready for the next period.

教后感

Period 3 Reading (1)

备课时间:

上课时间:

Teaching Aims:

1. Enable the students to learn sth. about modern agriculture from the text.

2. Get the students to have the ability to grasp the general idea.

3. Improve the students’ ability in reading and understanding.

Teaching difficulty: inferring according to the reading material.

Teaching methods: 阅读、归纳、推理、判断

Teaching procedures

Step 1. Revision

Check the homework

Step 2 Pre-reading

Look at the pictures and compare traditional and modern farming [ power point]

In the past, farmers grow crops in the traditional way. Using cattle to plough the field. farmers work most of the day all year around, but they could not produce enough food for the whole population.

At present, they use modern techniques in their fields to improve agricultural production such as chemical fertilizers, greenhouses and so on. Great changes have taken place in agriculture.

答案详见“教参”P.164---165

Step 3 Fast reading

Read the text quickly and silently and answer the following questions:1.How much land can be used for farming in China?

Only 7% of the land can be used for farming in China.

2.What should future agriculture depend on?

Future agriculture should depend on high technology as well as traditional methods.

Step 4 Careful-reading

I: Read the text carefully and choose the best answers:

1.In China only seven percent of the land is used for farming. This is ________.

A because farmers don't need more land to produce food for the whole population

B because China needs more and more land to build cities

C because there are not enough farmers to work on the land

D because the other land cannot be used for agriculture

2. Fertilisation is a technique that is used to _______.

A.make poor soil better B.make wet land drier

C.make dry land wetter D.grow vegetables with their roots in water instead of earth3. Modern agriculture means finding ways to _____.

A. increase irrigation and stop using fertilisers

B. stop irrigation and using fertilisers

C. increase production and be friendly to the environment

D. produce the same amount while taking better care of nature

4. In the sentence“...they are protected from the wind, rain and insects”, “they” means _________.

A. greenhouses B. roots

C. vegetables D. tomatoes

5. In GM “M” stands for “modified”, which means “changed”. What changes is _________.

A. the way in which poor soil is made better

B. the way in which Chinese farmers work on their land

C. the way in which crops develop from seed

D. the way in which farmers take care of the environment

Keys: DACCC

II: Read the text again and divide the text into four parts.

Part I (Para 1) A brief introduction to agriculture and arable land in China.Part II (Para 2) How to use advanced techniques to improve agricultural productionPart III (Para 3) Scientists started to develop new techniques to increase agricultural production without harming the environmentPart IV (Para 4-6) Using the latest technologies to settle the problem with the shortage of arable land

Step 5 Post-Reading Modern agriculture has developed through periods according to the text. What was mainly developed in each period ?

Period 1 : More advanced technical information was brought in from abroad in the 1980s.Period 2 : Scientists started to develop new techniques to increase agricultural production without harming the environment from---Period 3 : Using the latest technologies to grow vege-tables, such as greenhouses, GM.

Step 6. Consolidation

Listen to the tape and fill in the blanks with proper words according to the passage.

With the development of m________ agriculture, farmers are realizing more and more the importance of protecting nature. Since the early 1990s, scientists have been trying to develop new t________ to increase agricultural p_________ and protect the e_____________ at the same time. Some c________ can help to produce better crops but are very h_________to our environment. Some have a very good e__________on removing weeds but they damage crops at the same time. So new techniques should not only help increase production but also be f__________ to the environment. We should depend on high technology and t_____________ methods as well to develop our agriculture because food production and taking care of the environment are of the same i____________.

Step 7. Discussion.

How can we develop modern agriculture to meet the change of people's eating habits without destroying or damaging the environment? 1.Modern agriculture should not go against nature.

2.We can develop Eco-agriculture.

3. Use less chemical fertilizers, pesticide.

4. Protect the soil from being lost. Improve the soil conditions.

5. Grow different plants in different areas.

Summary The text tells us something about the situation of agriculture of our country. For example, its past and present, especially its future. At the same time, we also know that we must take care of the environment while we develop our agriculture. From now on, we should study hard and be ready to make greater contributions to the development of our agriculture.

Step 9 Homework

1. The text doesn't have an ending , please imagine an ending for it.

2. Preview the language points in the text.

教后感

Period 4 Reading (2) Language points

备课时间：

上课时间：

Teaching Aims

1. Improve students’ knowledge

2. Consolidate the understanding of the text

Important Points in Teaching

1. Retell the text

2. Learn some useful words and phrases

Difficult Points in Teaching

The usage of the words and phrases

Teaching Methods

1. individual work , class work

2 practice

Teaching Aids

Textbook, blackboard, lead-learning plan

Teaching procedures

Step1 Review

1. check assignment

Step2 Language points:

1. Most farms were one-family businesses.

business (1) 生意, 行业, 营业额

It’s a pleasure to do business with you.

Our business hours are from 9 to 5 .

(2) 买卖, 店铺,商号

They sold their business for 1 million dollars.

He is the manager of 3 different businesses.

(3) 职责

My business is selling cars; yours is studying at school.

(4) 事物,事情

My personal life is none of your business.

get down to business 认真干起来, 开始谈正经事

on business 办事, 因公出差 He will go to Europe on business.

2. Over time, many farming techniques have been modernized.

在此期间, 许多耕作技术已是现代化.

有关time 的常见词组:

ahead of time 提前 behind the times 落在时代后面

all the time 总是,一直 for the first time 第一次

at a time 一次,每次 have a good time 过得很愉快

at one time 从前,曾经,同时 in three day’s time 三天以后

at all times 在任何时候,总是,始终 in no time 立刻

at the same time 同时 once upon a time 从前

at one’s(this) time of 在(这个)---时候 take one’s time 慢慢来,别着急

from time to time 有时 time and (time)again 一遍又一遍

at times 有时 time is up 时间到了

3.To make as much use of the land as possible, two or more crops are planted each year where possible.

为了尽量利用土地,每年都要在可能的地方种上两种或更多的农作物

1) make use of 利用,使用

He is making full use of her opportunity.

2) as much/many as possible 尽可能多.

as early as possible 尽早 as soon as possible 尽快,尽早

3) where possible 是省略句,全句应为where it is possible. 类似的有: if possible,when possible

4. More advanced technical information was brought in from abroad in the 1980s.

1) bring in 带来,引进,提出,争得

We should bring in new technology.

He’ll bring in an important topic. He brings in 800 dollars a month.

2) 1980s =1980’s

5. Future agriculture should depend on high technology as well as traditional methods.

1) depend on/upon

①(=rely on for support) 依靠, 取决于, 随----而定.

②(place trust in, be sure of ) 相信, 信赖. 后接名词、代词、动名词、wh-clause 或it that clause.

Whether the game will be played depends on the weather.

You may depend on it that he will help you.

2) as well as conj. 也, 又, 以及, 和----- 一样, 除-----外还.

The child is lively as well as healthy. 这孩子既健康又活泼.

表示“不但----而且----”, 连接并列主语时,侧重强调前者,谓语与前者一致. 而“not only ---but also” 则侧重强调后者,谓语与后者一致.

I as well as you am a lawyer. 不仅你是位律师, 我也是位律师.

Not only I but also he has been to Macao.

6.In other words, the way tomatoes grow from a natural seed is changed.

换句话说,改变了天然西红柿种子生长的方式.

1)in other words 换句话说(=that is, that is to say) 用以对上文所说的内容作补充说明.

与word 有关的常用词组:

address a few words to sb. 对某人讲几句话 keep one’s word 守信用,遵守诺言

break one’s word 失信,食言 match words with deeds 言行一致

eat one’s words 收回前言,承认说错 waste one’s words 白费口舌

get word 获得消息,听说,得知 the last words 临终遗言

give one’s word 保证,担保,允诺 sharp words 苛刻的话

have a word with sb. 和某人谈谈 soft words 甜言蜜语

have words with sb. 和某人争吵 in words 口头上,用语言/文字

in a(one) word 总之,简而言之 word for word 一字不变地

word by word 逐字地

2) grow from 生长,长成,来自,源于. 不用被动式

Both are easy roses to grow from cutting. 两种玫瑰都容易扦插成活.

His interest in writing grows from reading.

Step 3 Exercise: I: Translate the phrases into English

1.从国外引进___________________ 2.高科技以及传统方法___________________

3.缺乏耕地 ____________________ 4.各种各样的 ______________________

5.花时间研究农业_______________

6.造酒的指导 ______________________

7.一本实用的农业指导用书__________________________

8.在每年适当的时间___________________

9.违背自然规律_______________________ 10.年复一年___________________

Keys(优化设计p113)

II: Put the following into English :

1.好好利用你的时间．

2．尽可能经常去看望他．

3．由于种种原因．

4．已请来许多专家为这项工程提建议．

5．在太阳底下看书对你的眼睛有害．

6．这取决于你是否对这本书感兴趣．

7．我不但会讲法语，而且会讲德语．

8．房间里有许多东西，比如桌子、椅子、床等．

Keys

1. Make good use of your time. 2. Go to visit him as often as possible.

3. for a variety of reasons.

4. Many experts have been brought in to advise on the project.

5. Reading in the sun does harm to your eyes.

6. It depends on whether you are interested in the book.

7. I can speak German as well as French.

I can speak not only French but also German.

8. There are many things, such as tables, chairs and a bed in the room.

Step4 Homework

1. Read the text and try to retell it and act out the play

2 Finish off lead-learning plan

3. 完成课课练Ⅲ Ⅳ

教后感

Period 5 Language Study and Grammar

备课时间：

上课时间：

Teaching Aims

1. Raise awareness of the communicative approach to grammar.

2.Familiarize the students with the English word formation.

3.Give the students practice in the use of “it” for emphasis..

Important Points in Teaching

1.Consolidate the usage of the important words and expressions

2.Learn the use of “IT” for emphasis

Difficult Points in Teaching

The use of “It”.

Teaching Methods

1. Individual work , class work. 2. Practice

Teaching Aids

Textbook, blackboard, lead-learning plan

Teaching procedures

Step 1 Revision

Check the homework

Step 2 Word Study

1. Get students to know something about word formation and some suffixes forming nouns.

2. Finish the Ex in the textbook P.47.

3. Check the answers and correct the mistakes if there is any.

Step 3 Grammar

The use of “It” for emphasis.

强调句,其结构形式为: It is/was +强调部分+ that/who + 其它. 例如:

1.It is the Party that leads us from victory to victory. (强调主语)

2. It is me that/who/whom you should help. (强调宾语)

3. It was at the gate that he told me the news. (强调地点状语)

4. It is by bus that Wang Gang often goes to work. (强调方式状语)

5. It was in order to catch the first bus that he got up earlier. (强调目的状语)

一. 强调人, 引导词用who/whom/that. 强调其它均用that.

It is I who am to visit Hangzhou tomorrow.

It must be Jim that/who will go to the concert.

二. 强调时间,地点状语时勿与定语从句相混.

It was in this room that he was born.

It was this room where he was born.

It was in 2003 that the Iraqi War broke out.

It was 2003 when the Iraqi War broke out.

三. 强调原因状语从句时, 该从句必须是because引导.

It was because he was ill that he didn’t go to school yesterday.

四. 强调not….until 句型的时间状语时, 要把not 与until 放在一起。not until置于句首时须部分倒装。

[误] It was until 1920 that regular radio broadcasts didn’t began.

[正] It was not until 1920 that regular radio broadcasts began.

It was not until that she took off her dark glasses that I realized she was a famous film star.

=Not until she took off her dark glasses did I realize she was a famous film star.

=I didn’t realize she was a famous film star until she took off her dark glasses

Step 4 Practice

I: Choose the best answer.

1.It ____people who ___ the makers of history.

A. was are B. is is C. was were D. is are

2. It is I who ______.

A. is to be praised B. am to praise.

C. am to be praised D. is to praise

3. ____ this evening _____ Mr. Wang is going to give us a talk?

A. Was it when B. Is that that C. Is it when D. Is it that

4.______ they don’t like him ?

A. Why was it that B. Why is it

C. Why it is that D. Why is it that

5. Could it be in the reading room _____ he met the new teacher ?

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

6.Which of the following is right ?

A. It is students who do not ask questions.

B. It is not stupid students who ask questions.

C. It was stupid students who do not ask questions.

D. It is not stupid students who asked questions.

7. ____ make history, but history _____ makes heroes.

A. It is not heroes that that

B. They are not heroes who that

C. It was not heroes who which

D. There are not heroes that that

8. It _____ Mary _____ the first place.

A. is who have won B. is that has won

C. was whom has won D. was whom won

9. It is not you _____.

A. who is next B. whom are next C. who are next D. who were next

10. It ____ Mr. Zhang and Mr. Wang _____.

A. is whom did it B. was who did it

C. are that do it D. were that did it

11. It _____ I helped yesterday.

A. was him B. was he who C. is he who D. is him

12. It was _____ the students came at nine.

A. to the meeting that B. the meeting that

C. to the meeting where D. the meeting which

13. It was in Washington D.C. ______ Lincoln was murdered.

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

14. It was nine years ago _____ he returned from America.

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

15. When ____ you saw her in the street ?

A. was it which B. was it that C do it D. did

16. It was _____ this cow ____ he and his family depended for a living.

A. by that B. on that C. of who D. at which

17. ______ he bought ?

A. What is that B. What was it that

C. What it was that D What it was all

18. Why ____ he called on us yesterday ?

A. was it that B. is it C. was it D. it was that

19. It ____ in December 1775 _____ Mr. Manette was kidnapped.

A. can’t be when B. coldn’t be when

C. couldn’t be that D. mustn’t be that

20. Which of the following is right ?

A. It was until I saw him that I got the news.

B. It was not until I saw him that I got the news.

C. It was until I saw him that I did not get the news.

D. It was not until I saw him when I got the news.

Keys: DCDDC BABCB AAAAB BBACB

II: Put the following into English: ( Using “it” for emphasis)

1. 是那位老人几天前在剧场丢了皮夹。

2．他们在谈论的是一部电视剧。

3．是通过经常说他已提高了他的口语水平。

4．你出生在何时何地？

5．他到四十几岁才结婚。

6．这件事发生在法国吗？

Keys:

1.It was the old man that /who lost his wallet in the theatre the other day.

2. It is a TV play that they are talking about.

3.It is by often speaking it that he has improved his spoken English.

4. Where and when was it that you were born ?

5. It was not until he was in his forties that he got married.

6. Was it in France that it happened ?

Step 6 Homework

1. Finish the grammar exercises in Page 36 课课练

Period 6 Integrating Skills

备课时间：

上课时间：

上课内容：Integrating Skills

课 型：Reading and writing

课堂目的： 1.Improve the Ss’ abilities of reading and comprehending;

2.Get the students to realize the great contribution Chinese people did to the science of farming.

3.Improve the Ss’ abilities of writing;

教学重点：.Train students’ ability of writing.

教学难点：1.words and phrases:

2.Writing

Teaching Procedures

Step 1. Revision

Check the homework

Step 2. Lead-in

Task I: 1. Have you heard the name Jia Sixie before?

2. What was he famous for?

3. What was the great (work) book he wrote?

4. Do you know what it was about?

Task II: Encourage the students to find out any popular problems about the weather or farming they have know。

Step 3. Reading

Read the passage quietly to do the following exercise. Choose the best answer.

1. Which of the following is true according to the passage ?

A. Jia Sixie was the earliest agricultural scientist.

B. The knowledge in Qimin Yaoshu is not useful for farmers today.

C. Jia Sixie’s book is a practical guide to farming.

D. Jia Sixie’s book deals with only farming.

2.Jia Sixie’s book includes advice on the following subjects except _____.

A. making wine B. keeping cows, sheep and fish

C. growing vegetables and trees D. making food

3. The passage is mainly about _____.

A. farming in China B.gardening in China

C. the history of agriculture in China D.Jia Sixie and his Qimin Yaoshu

4 From the text we can see that ______.

A. traditional methods are still of great use.

B. traditional methods should be given up .

C. traditional methods are of no use.

D. traditional methods are out of date.

Keys: CDDA

Step 4. Listening

Listen to the tape and pay attention to the pronunciation, stress and intonation.

Step 5. Reading aloud

Let the Ss read the text aloud and find out something they don’t understand.

Then explain it to the Ss.

Step 6 Writing

Task I: Write a brief introduction to Jia Sixie and his work.

TaskⅡ: Imagine you own a vegetable garden on something like that, try to write a plan for it.

Step 7 Homework

1. Review the whole unit (Prepare the dictation on words and expressions)

2. Finish the Ex. in Workbook.

3. Get ready for the next period

Multiple choices

1. Air travel has many advantages ____ train travel; it can save time and be more comfortable.

A. than B. in C. over D. above

2.New safety measures are to be ______ after 3 students were killed in a car accident during their spring outing.

A. turned up B. brought in C. turned down D. brought up

3._____ are the future ! The dawn is close upon us.

A. It’s us that B. That’s us C. It’s we who D. That’s we

4.Not only _____ French correctly, but also _____ fluently.

A. did he speak he spoke B. he spoke did he speak

C. he spoke he spoke D. did he speak did he speak

5..Carl had to be called two or three times ____ he would come to his dinner, ____ made mum unhappy with him.

A. after it B. until that C. once this D. before which

6.Don’t leave the medicine ____ kids can get at it.

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

7.Sorry to ____ you waiting. Let’s go inside ____ we can sit down.

A. keep which B. keep where

C. have kept which D. have kept where

8.I’d like you to ____ my name from your list; I don’t want to be involved in the matter.

A. modify B. guide C. remove D. weed

9.A college degree in agriculture is not very useful without ____ experience of working on a farm.

A. industrial B practical C. technical D. golden

10. That sports car _____ 100 miles an hour when it ran into ours last night.

A. might have done B. must do

C. must have been doing D. must be doing

11. China, ____ the largest population in the world , also ranks first in agricultural population.

A. has B. as C. with D. to have

12. Ann is patient and loves to be with kids, she has what it ______ to be a good primary teacher.

A. pays B. takes C. costs D. spends

13. _____ more money , some farmers change their focus from growing grain to fish farming or growing fruit.

A. Bringing up B. To bring in C. Bringing down D. To bring on

14. ____ I can see, the best thing to do would be to plant the field with sugarcane.

A. As long as B. As much as C. As far as D. As soon as

15. In which play of Shakespeare’s _____ the role of Viola appears ?

A. is it B. it is C. is it that D. it is that

Keys: CBCAD ADCBC CBBCC

Period 7 Workbook and Unit test

备课时间：

上课时间：

课 型： 复习课

堂课目的： 复习巩固已学本单元知识和语言点

教学重点： 单词和词组.

教学难点： 单词和词组的灵活运用.

教学过程:

Step 1 Revision

Check the homework .

Step 2 Workbook

Check the answers in workbook and explain the difficult points.

Step 3 Dictation on Words

篇6：人教版高一英语第三单元教案

一、教学内容分析

本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。

Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。

Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。

Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.

二.教学目标和要求

根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1.知识目标(Knowledge)

① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。

2.能力目标(Ability)

能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。

3. 情感目标Affect

学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。

三.教学重点和难点

1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare

2语法：The Attributive Clause

3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。

四.课时安排

本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。

Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。

Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。

Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。

Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。

五.教学步骤

Warming-up & Listening

Teaching goals:

1. Get a general idea of earthquakes and some other natural disasters;

2. Train students’ listening ability and try to improve their pronunciation;

3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.

Teaching important points:

Train the students’ listening ability and improve pronunciation.

Teaching aids:

A tape recorder; the blackboard; CIA课件

Teaching procedures:

Step1. Lead-in

----video of different natural disasters

T: Our hometown is a place full of a kind of disasters. What is it?

Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.

Q. what damage will they bring about?

---- everything in ruins/ death/ losses…

Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)

Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?

Q: How to avoid being hurt?? ----through games

Q: Have you heard of any land earthquakes?

----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.

Q: What do you know about these two earthquakes?

Step3: Listening

1. Pre-listening

----brief introduction of San Francisco Earthquake

Q: When did the quake happen?

---- 1906

Q: what damage did bring about?

---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…

2. While-Listening

----according to the exercises in the text book

3. Post-listening

----How can we reduce the damage of earthquake? What can we do?

Step4: Homework

---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit

Reading

Teaching goals:

1. Target language 目标语言

Learn and master the new words and expressions in this period.

2. Ability goals 能力目标

Train the students’ reading and speaking ability.

Train the students’ ability to use the Internet to search for some useful information.

Train the students’ ability to cooperate with others.

Teaching important points:

Train the students’ reading ability—skimming and scanning.

Teaching difficult points:

Describe the disasters.

Teaching aids:

CIA课件

Teaching procedures:

Step1. Lead-in

T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.

T: At the very beginning, I want to know how much you know about an quake.

Q1: What would you take with you if a quake happened?

Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?

Q3: What kind of damage can an earthquake cause?

S: buildings are destroyed; people are killed; families are broken…

T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)

T: (The last picture is monument of Tangshan quake.) Do you know what this is?

Step2. Pre-Reading

T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?

T: Let’s read a news report about the famous quake.

Step3. While-reading

I. Skimming & scaring

Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.

T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.

II. While reading, divide the whole passage into 3parts and find out the main idea of each part.

Para.1 before the quake

Para.2-3 during the quake

Para.4 after the quake

II. Careful-reading

Read the passage again and try to get more detailed information.

T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)

T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)

T: here are some more work for you. You can work in groups.

T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.

Step 4 Post-reading (discussing)

T: After read the news report, and see so many pictures, what impresses you most? Why?

Or what do you learn from such a disaster?

(Self-rescue, environment protection, rebuilt, love and help)

I: self-rescue (a video game)

T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)

Let’s do little game to see how much you know about self-rescue.

II. What did they suffer and feel?

T: Can you understand what they suffer and what they feel after such a disaster?

T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?

III. Rebuilding

T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.

IV: environment protection

T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.

Look at these pictures. What can we students do to save the earth?

T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.

Step 5 Homework

1. Find more news reports about earthquake.

2. Write a piece of news about Tangshan. You can use the information in the passage.

News Writing

Teaching aims:

1. Get students to learn how to write news;

2. Train students the ability to cooperate with each other and to search for information;

3. Learn more about Tangshan earthquake and honor the people of Tangshan.

Teaching difficulties:

1. How to make students learn writing in a more practical and effective way;

2. How to help students understand the tips for writing.

Teaching procedure:

Step 1: Lead-in

----The 30th anniversary of Tangshan earthquake (news)

T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?

Step 2: Presentation of students’ news writing (homework of last class)

----point out the mistakes in news writing according to three aspects

T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.

----Three aspects: headline; content and language

T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?

Step 3: Tips for writing

1. Preparation ---- an outline

Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.

Outline: A headline; a list of main ideas; A list of important details

2. Headline

⑴ Appreciation of headlines

New business regulations;

New tax on housing sales A Night the Earth didn’t Sleep;

Cyclists Ready to Go on the Road for Blind Kids;

China Marks 30th Anniversary of Tangshan Earthquake;

Does Beijing snack change its flavor?

Memories of quake die hard for Tangshan survivors;

Chao Chien-ming released.

篇7：人教版高一英语第一单元教案

StepILeadin

Showthepicture，talkaboutthefollowingthequestions?

1)Whatmighthappeniftheoilgetstoohot?

2)Whatwouldyoudoifthepanofoilcatchesfire?

StepIIListening

PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.

1)WhatdidJennyaskYangPeitodofirst?

2)DidYangPeicarrythepanoutofthekitchenatonce?

Key：

1)JennyaskedYangPeitoturnoffthegasandcoverthepan.

2)No，shedidn't.

StepIIIReading

AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：

1.ShouldIstayinmyroom?(No)

2.ShouldIleavethebuildingatonce?(Yes)

3.ShouldItakemyroomkey?(Yes)

4.ShouldItakethelift?(No)

StepIVPlayarole

TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：

1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out

ThentheTasksonepairtoactthesceneinfrontoftheclass.

StepVLanguagefocus

1.Takecare：becareful.

2.Isthefireout?Iftherearenoflames，thefireisout.

3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.

StepVIExamination

Completethedialogueswithsuitablewords.

1.A：Be_______!Thepanisvery_______.Youmightget_______.

B：Thanks，Mum.Butwhat_______Ido?

A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.

2.A：Look_______!Yourcoathas_______fire.

B：Ohdear!

A：Takeit_______andputit_______thewater.

3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.

B：Oh，I'mterribly________.

4.A：_______careful!Yourclothes_______getcaughtinthatmachine……

B：Thankyou.Ididn'tknowIwassoclose________it.

StepVIIHomework

1.FinishofftheWorkbookexercises.

2.PreparationtheLesson62.

篇8：人教版高一英语第一单元教案

教材内容分析;本单元的交际功能项目为“问路”及“路线的指引”。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。

二、学情分析：

本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。

三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。

四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。

知识与技能：

A:学习、掌握下列新单词和词组:

kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch

cafe

B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:

询问方向：

Excuseme.Canyoutellmethewaytothe…?

Whichisthewaytothe…

Istherea…nearhere?

Whereisthenearest…..

CanyoutellmehowIcangetthewayto…

…

指路：

Walk/Goalongthisroadand…

Goupthisroadtotheend./Goonuntil…

Turnleftatthe…crossing.

Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.

…

过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用关于方向的询问和应答。

情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。

重、难点：

1.新词汇的熟练掌握。

2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:

五、教学方法：

教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。

学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。

六、教学过程：

Step1.Leading-in

1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)

A.Ifwewanttoseethefilms,wecangotothecinema.

B.Ifwewanttogoboating,wecangotothepark.

C.Ifweareill,wehavetogotohospital.

D.Ifwewanttoborrowbooks,wecangotothelibrary.

E.Ifwewanttodrinkcoffee,wecangotothecafe.

F.Ifwewanttopostletters,wecangotothepostoffice.

(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)

2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。

(通过问答练习，复习关于方位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)

Step2.Presentation

1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。

(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)

2、教师领读---生生合作探究---教师补充总结问路指路句型

教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。

(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)

Step3.Practicing

Askformoredirections

使用方框里的句型，来对第一部分图片里的其他位置进行问答练习

Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?

Goalongthisroadand…

Goupthisroadtotheend.

Goonuntilyoureachtheend.

Turnleftatthe…crossing.

Takethesecondturningontheleft.

Goacrossthebridge.

It’sbetweenthe…andthe…

Youwillsee…infrontofyou.

Youcan’tmissit.

人教版高一英语第一单元教案

篇9：人教版高一英语第三单元教案

(一) 明确目标

1. Get the students to know the importance of body language.

2. Train the students integrating skills.

(二)整体感知

Step 1

Show more gestures and let the students guess the meanings.

Step 2

Read the integrating skills.

(三) 教学过程

Step 3

Introduce Shuang huang.

Step 4

Work in pairs and make up a funny story.

Step 5

Practice Writing.

(四)总结扩展

Step 6

Compare the meanings of body language in China and the USA.

Meaning in China Body language Meaning in the USA

welcome a smile and a handshake welcome

Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!

disagreement shaking the head disagreement

agreement nodding the head agreement

May I ask a question? putting up a hand May I ask a question.?

love kissing love

no such a gesture keeping ones fingers crassed hoping sth. good will happen

proud holding up ones head not afraid/proud

feeling sorry for having done hanging ones head feeling sorry for having done

feeling very happy waving ones arm feeling very happy

dislike, disagreement or pain making a face dislike, disagreement or pain

Im full/ I v eat stomachache touching ones stomach having a stomachache

(五)随堂练习

1. Choose the best answers according to the situations.

When you meet a foreign guest for the first time, you should say:

A. How do you do? B. How are you?

C. Hi! D. Hello! What can I do for you?

2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:

A. Of course, you can. B. Thats a good idea.

C. Yes, go ahead. D. Thanks. Thats very kind of you.

3. If you can carry the boxes yourself and don’t need his help, you should say to him:

A. No. I don’t need your help. B. Its none of your business.

C. No, thanks. I can manage it myself. D. Sorry, you can’t

4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:

A. Excuse me, madam. Would you like me to crazy it for you?

B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.

C. Hi, Granny! Let me carry the heavy bag for you. You are old.

D. Excuse me. Is there anything else I can do for you?

2. Choose the right words for the blanks, using the right verb forms.

proud juice dining room realize were type comfortable.

(1) I hope you feel as __ as you are at home.

(2)The speaker ____ to the people in the hall before he left.

(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.

(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.

(5)The students neednt go home for lunch, because there is a _____ in the school.

(6)I didnt _____ they were a couple (夫妻) until the party was over.

(7) She looked so __ at the party that few people talked to her.

3. Make gestures and guess what they mean.

(1) Raise your hand. (5) Kiss your hand to someone.

(2)Put up your hands. (6)Thumbs (大拇指) up.

(3)Wave your hand. (7)Thumbs down.

(4) Cup your ear. (8) Bite your nails ( 指甲 ).

参考答案：

1. (1)A (2)D (3)C (4)A

2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud

3.

(1) To ask or answer a question. / To attract attention. / To say hello.

(2)To give up. / To surrender.

(3)To say goodbye.

(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”

(5)To say “Goodbye” to a dear friend or relative.

(6)To say “Great! / Wonderful! / Well done! / Congratulations !”

(7)To say “No good! / Terrible!”

(8)To mean “thinking” or “worrying”.

人教版高一英语第三单元教案

篇10：人教版高一英语第三单元教案

Teaching aims：

1.improve the students’reading ability

2.let students learn to get the main idea of the text /each paragraph

3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.

Teaching important points：

1.how to improve the students’reading ability

2.how to let students join the class

Teaching difficult points

1.how to let students join the class

2.how to get the main idea

Teaching aids：

1. a recorder

2. pictures

Teaching procedure：

step 1. free talk

What is the English for“运动会”?

What is the greatest sports meeting in the world?

Step 2. lead-in

Ask students questions：

1. How many Olympic games have already been held ?

2. brain storms to think of something about the Olympic games.

Step 3 fast reading：

Make a list of the Olympic games mentioned in the text

1.the ancient Olympic games

2.the first Olympic games (the 1896 Athens Olympic games)

3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)

4.the 27th Olympic games in Sydney (the 2000 Sydney Olympic games)

5.the 29th Olympic games in Beijing (the 2008 Beijing Olympic games)

step 4

Step 5 listen to the tape and get the main idea

Para 1. The Olympic games are held every four year

Para 2. It is about the ancient Olympic games

Para 3. It is about the first Olympic games

Para 4. The Olympic motto and the 1984 Olympic games

Para 5. It is about the 2008 Beijing Olympic games

The passage is about the development of the Olympic games

Step 6 homework：

In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!

篇11：人教版高一unit 2全单元教案

Step I : Warming Up介绍世界英语，要求学生 区分英美语单词。

Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。

Step III: Reading

Task 1:Reading and choose the correct answers.

Task 2:Read and summarize the main idea of each

Paragraph. ( work in groups of four )

Para.1 the extension of English in the world

Para.2 Native speaker can understand each other but not everything.

Para.3 the development of English as native language

Para.4 English is spoken as a foreign or second language in many countries.

Task 3: Analyze the text

Part one (Para.1): the extension of English in the world

Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.

Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading

Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）

Step I. Check the words and expressions .

(P11&12 Discovering useful words and phrases part 1,2,3&4)

Step II. Listen and find the British and American

Which are different but have the same meaning.

( work in pairs)P12 part 5

Step III. Pre-reading

Step IV. Reading and talking( P13)

Task1 : Read and answer questions:

Task2: Read and fill in the map.

辩别southeast ,northeast ,southwest, northwest,south,east, west, north.

Step IV. Homework:

Read the passage on P52 and fill in the table.The third period: Listening

Teaching materials:

Step I. Check the homework.( the passage on P52 and fill in the table.)

Step II. Listen and answer questions.(P14)

Step III. Listen and write AE words.( P48)

Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in

So many places.(p51 Listening task)

Step IV. Homework:write a short list of reasons why English is spoken in So many places.

The fourth period: Grammar

Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking

Step I.

The fifth period:Speaking

Teaching materials:Talking on P48-49

project on p53--54The sixth period: Writing

Teaching materials: Speaking task on P52

Writing task on P53The seventh period: Summing up

讲评作文

3.Do some exercises about sentence transformation.

Teaching Important Points:

1.How to improve the students' listening ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries and regions are there in the world?

(About two hundred.)

T: How many languages are there in the world?

(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)

It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says“ bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers

1. ”Don't drink too much,“ he said.

2. Jack told his brother to turn off the light before he slept.

3. ”Will you please help me to make a kite?“ the little girl said.

4. He asked Tom to buy a pen for him.

5. He told me to be quiet.

StepVII. Summary and Homework

Listen to some materials and do some exercises about sentence transformation. Please learn the sentences by heart.

(Pointing to the blackboard. )After class, do more practice as we did in class and try to speak more English as you can. That's all for today. Class

Unit2 Second Teaching Aims

1. Learn the text” English around the world“.

2. Get the students to master the useful expressions in the text.

3. Train the students to read the text

4. correct pronunciation and intonation.

5. How to improve the students' ability to read an article.

6. How to get the students to master the useful expressions.

Teaching Difficult Point:

The use of some useful expressions.

1. Fast-reading to train students' reading speed.

2. Reading comprehension getting the students to grasp the main idea

3. Practise what they've learned.

Teaching Procedures

Step I ~ Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' homework and gives explanations

Step 1I ~ Preparation for reading

(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them . )

Please answer my questions.

The first question is:

What language has the largest number of speakers?

The second question: What language is the most widely spoken and used?

English. How many languages do you say ? I speak Chinese and English.

:Which is your native language?

(SB: My native language is Chinese. )

T If you speak more than one language, in what situations do you use the languages? : (I'm learning English. I can speak English and Chinese. I'll speak English in everyday life and use it as much as I can. As long as the person I speak to understand English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I'll speak Chinese to anyone who can only speak Chinese.)

Step III. Fast-reading

As we know, English is the most widely used language. In this period, we'll talk about English. Please open your books at Page 10. Read the text” English around the world “fast and think about the three questions on the screen. ( The teacher shows the

screen. ) Do it by yourselves and write the answers on a piece of paper. I'll collect the first five pieces and see who can answer them quickly and correctly. Do you understand what I mean?

Answer the following questions:

1. How many countries are there where the majority of the people speak English?

2. How is English used in Hongkong?

3. What language should we use on Internet so that we can communicate with people around the world?

(The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students. While doing this. Point out any mistakes the students make and let them correct the mistakes by themselves. We can use English to communicate with people everywhere around the world through the Internet.

Are there any different ideas?

Step IV. Reading

Now read the text carefully and discuss the questions on the screen.

(Show the screen. )

answer the following questions:

1.How many people use English their mother tongue?

2.How many people learn English as a second language?

3.In which countries do we find most native speakers of English? Give the names of five countries.

4.How is English used in countries such:: as India, Pakistan, Nigeria and Philippines?

5.How many people learn English as a foreign language?

6.Why is it becoming more and morel important to have a good knowledge: of English?

Living in China you can use English every day in different situations. Give two examples.

One student, one question. Volunteers !

1. More than 375 million people use English as their mother tongue.

2. The number of people learning English as a second language and the number of people using it as mother tongue are almost the same.

3. In England, America, Canada, Australia, South Africa etc. , we can find most native speakers of English.

4. In those countries, people perhaps speak the language of their own country at home with their family, but the language of the government, schools, newspapers and TV is English.

5. More than 750 million people learn English as a foreign language.

6. Because English has developed into the language most widely spoken and used in the world. It is the working language of most international organizations, international trade and tourism. We can listen to English songs on the radio or use English to communicate with people around the world through the Internet.

Well done! That shows you have a clear understanding of the text. Look at the screen again. I'll explain some expressions and language points all around the world.,

all over the world

the majority of..

the greater number /amount (esp. of people) the number of ” number: figures“

e. g. The number of students absent is 6. a number of: several, many e. g. A number of students were absent yesterday.

in total: when all have been added up.

In total, there must have been 20 000 people one's mother tongue: one's native language.

communicate with: communicate, to::

make ( news, opinions, feelings, etc. ) known. (The teacher answer the raised by the students. )

Step V. Listening and Read Aloud

Let's listen to the tape. I'll play the tape twice. When I first play it, just listen. When I play it for the second time, listen and repeat it. After that, read the text aloud. Are you clear?

(The teacher plays the tape for the students to listen and repeat. While the students read, the teacher goes among the students to correct the students' mistakes in pronunciation, intonation and stress. )

Step VI. Post-reading and Practice

Please turn to Page 11. Let's do Part 2, Complete the following summary with proper words. Pair work. Write your answers on a piece of paper. Later, we'll check the answers.

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase”

all around the world“.

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world such as the majority of develop into in total without doing

one's mother tongue communicate with the number of through the Internet

a number of have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely ”tell/order sb. to do sth. “and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth.” reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write “Order' in your exercise books. If it's a request, write” Request“. (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, ”sh. told/ordered sh. else to do sth. “If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, ”sb. asked sb. else to do sth. “But we should pay more attention to the negative construction. Its reported orders and requests should be like these. ”sh. told/ordered sb. else not to do sth.“ ”sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the coat in the closet.

“Will you please put your coat closet? ”said the landlady.

The landlady asked him not to on the peg.

“Will you please not put it peg?” asked the landlady.

Please go on.

The commander ordered to stand still.

“Don't move, ”the commander said to the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word “Don'ts”, there are three orders, under them there are three requests. On the right, under the word “Dos”, there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say “Watch the teacher carefully. Don't come into the lab without a teacher. ”In reported order. I can say“ She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher.”

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )

Suggested answers:

Indirect Speech:

1. He told us not to come into the lab

without a teacher.

2. He told us not to touch anything in the tab. 3. He told us not

4. He told us to fully.

5. He told to smoke. watch the teacher dip our fingers

6. He told us to suck our fingers.

7. He asked us not to put anything basin.

8. He asked us not to talk so loudly.

9. He asked us not to leave the books in the lab.

10. He asked us to write our answers on the blackboard.

11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything

Step V. Summary and Homework

In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.

Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~

Step VI. The Design of the Writing

Unit 2 English around the world

The Third Period

Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'“ ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching

Unit2 The Fourth Period

Teaching Aims

Learn the text to get the students know about the differences between American English and British English.

Get the students to master the words and expressions of the text.

Teaching Important Points

Improve the students' reading

Improve the students' writing ability.

Get the students to know about American English and British English.

Teaching Difficult Point

How to improve the students' writing ability. Teaching Methods

Fast-reading and students' reading ability. Practice and pair work or group work.

Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )

(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )

Step ]I. Fast Reading

:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think” ? What did Noah Webster do make American English from British English?

T: Who will give us the first answer?

SA :I'll try. In American English “I guess” is used instead of “I think”.

T: Quite right. What is the second?

SB: He changed the spelling of many words.

Step III. Reading

T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..

1. When did America become an independent country?

2. Where did the word“ fall” (meaning: “autumn”)first come from?

3. Can you give some examples to show spelling differences between American and British English?

4. Is there any difference in written English in the two countries?

5. What differences are there in spoken English in the two countries?

6. Do you think that people from Britain and America can understand each! other?

7. Why do you think so?

8. How did the differences between British and American English come about?

9. Which do you prefer, American English or British English? Why?

(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one

question, Volunteers !

1. In 1776, America became an independent country.

2. The word “fall” first came from England.

3. Yes, I can. For example, the words “colour, centre and travelled' in British English are spelt” color, center and traveled 'in American English.

4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.

5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.

6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.

7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.

8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.

Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

Notes to the text:

1. come about--happen, take place

e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.

2.stay vi. --keep, remain

e. g. The door stayed open all

3. end up with--finish with

e. g. The party ended up singing of Liu Huan.

(The teacher answers any questions asked by the students. )

Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.

Suggested answers ..

1. C~2. B~3. C;4. D~5. D

Step IV. Listening and Reading Aloud

T.. Let's listen to the tape. When I play it for the first time, just listen to it.

When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear?

(The teacher plays the tape for students to listen.) students read the text, the teacher

goes among the students and corrects the students' mistakes in pronunciation Intonation and stress. )

Step V. Reading and Writing

Now look at Reading and Writing on Page 13. Read the paragraph about American English and fill in the chart.

First read the passage, please. Then do it in groups. Write your answers on a

piece of paper. Later, we'll check the answers.

Suggested answers

│Words │Borrowed from

│cent │old French

│Florida │Spanish

│howl │American Indian

│cookbook│German

Do you have anything you don't understand?

(SK raises his hand. )

Step VI. Checkpoint

T: Please turn to Page 14. Look at Check

point 2. The first part should be done like this: For each pair of sentences, complete one of them according to the other. Then find useful expressions from the text and make sentences with them. Group work. Later we'll check the answers(The students prepare the exercises and the teacher helps them to find useful expressions in the text. )

(After a few minutes. )Have you finished?

Complete the sentences. Who'll give us the answers?

the differences between A and B:

There are many differences between Model A and Model B.

come about: How did the come about?

in the same way:

I worked out the problem. And my brother did it in the same way, too.

end up with: We ended with a song.

different from:

more or less:

Mary made some mistakes, but her answers were more or less right.

have difficulty in doing:

I have some difficulty in finishing the exercises. :

a great many:

There are a great many new words in the article. I can't read it.

(The teacher writes the useful expressions on the blackboard. )

Step VI. Summary and Homework

In this class, we've learned the differences between American English and British English. Please sum up them. One student, one item. Think it over In spelling, they are different. ample, colour, centre-.. In spoken English, they For example, dance, not Some words are different. Sp: Americans say “I guess”, while..' T: Are there any differences in written English?

Sq: Written same in English. English is more or less the both British and American (The teacher writes those above on the blackboard. )

T: There are a number of expressions in the text. You should remember them and use them in your everyday life.

Today's homework: Write a short passage, comparing American and British English or

dialects in Chinese. Besides, read the tips on Page 14 carefully and use them when possible. That's all for today....

One possible version:

American English and British English

There are some differences between British English and American English. Where are the differences? Written English is more or less the same in both Britain and America. But in the spoken language the differences are greater. Americans say fast[-fa2st~, while in England they say [-fa:st~. There are some other differences. For example, in America, they say “fall, store, right away”, while people from Britain say “autumn, shop, at once”. However, people from the two countries the Blackboard

Unit 2 English around the

The Fourth Period

Useful expressions:

the difference between A and B;

come about;

in the same way;

end up with;

different from;

more or less;

have difficulty::

in doing sth.

Step IX. Record after Teaching

Names for Americans and Europeans Usually Europeans and Americans take two or three names., the first(given, Christian) name, the middle name and the family (surname) name. The first ( given, Christian) name is that given at baptism, as distinct from the family name(surname). Surname--a name attached to a person, e, g. by reason of his occupation or place of birth or residence, later develops into such a family name.

篇12：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,

a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.

II． Teaching Goals

1. Talk about English poetry.

2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.

4. Write about a poem.

III. Teaching Time: Five periods

IV. Background Information

1. Shakespeare

For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!

Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.

It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.

However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2. About Shakespeare's Plays

William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.

Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)

1590--Henry VI, Part I.

Henry VI, Part II.

1591--Henry VI, Part III.

1592--Richard III.

The Comedy of Errors.

1593--Titus Andronicus.

The Taming of the Shrew.

1594--The Two Gentlemen of Verona.

Love's Labour's Lost.

Romeo and Juliet.

1595--Richard II

A Mid-summer Night's Dream.

1596--King John.

The Merchant of Venice.

1597--Henry IV, Part I.

Henry IV, Part II.

1598--Much Ado About Nothing.

Henry V.

The Merry Wives of Windsor.

1599--Julius Caesar.

As You Like It.

1600--Twelfth Night.

The Second Period( 1601～ 1608) :

1601-- Hamlet.

1602--Troilus and Cressida.

All's Well That Ends Well.

1604--Measure for Measure.

Othello.

1605--King Lear.

Macbeth.

1606--Antony and Cleopatra.

1607--Coriolanus.

Timon of Athens.

1608--Pericles.

The Third period(1609～1612) :

1609--Cymbeline.

1610---The Winter's Tale.

1612--The Tempest.

Henry VIII.

The First Period

Teaching Aims:

1. Talking about poems to raise the students' interest in poems.

2. Listening to improve the students' listening ability.3. Making up dialogues to improve the students' speaking ability.

Teaching Important Points:

1. How to get the students to grasp the main idea of a passage by listening.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities.

2. Discussion to make every student express himself freely.

Teaching Aids:

1. a tape recorder

2. a computer

3. a projector

Teaching Procedures:

Step I Greetings and Revision

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr × !

T: Sit down, please. Have you finished your homework?

Ss: Yes.

T: Please take out your exercise-books. Let's check your homework. Wu Dong, …

(Teacher checks the students' homework. Then the teacher and students learn the new words of this period together. )

Step II Warming up

T: Do you like poetry, SA?

SA: Yes, I do. I like it very much.

T: Why do you like it?

SA: I learn a great deal from poetry. When I was a small child, my mother taught

me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.

T: How about you, SB ?

SB: I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.

T： What English poems, song words or rhymes have you read? Can you recite any?

Sc：I've read some English poems when I was in Junior Middle School. And it is

like this:

I Love the Sun

I love the sun,

I love the spring,

I love the birds,

That gaily sing.

I love my school,

I love my play,

And I love all,

That is nice and gay.

SD: I remember I've read a poem about the names of the months. It is:

Thirty days have September.

April, June and November,

All the rest have thirty-one,

Excepting February alone,

And that has twenty-eight days clear,

And twenty nine in each leap year.

T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?

In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.

(Students read the poems together and at last two students are asked to read them.)

T: What is the pattern of each poem? “pattern” means “格调”.

SE: It's funny. It is written just to make others laugh, I think.

T: Now, please answer the last question on Page 25.

SF :To talk about poets and poetry, we often use the words ：“good, bad,

interesting, funny, dull, meaningful, meaningless, etc”.

Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.

T: What phrases do you think will be useful when you express your intentions

and reach decisions?

SH :When we want to express our intentions, we often say: I'm going to…; I

intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I'd like to… ; I'm ready to…; I would rather not…etc.

SI：When we want to reach decisions, we often use: In my opinion, we should…;

What's your opinion? I think/believe/suppose we should…;I don't think it's

necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.

Step III Listening

T： Now let's do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )

T: Do you know what you should do after you listen to the tape?

Ss: Yes.

T： Now I'll play the tape. When I play it for the first time, do Ex. 1, please.

When I play it for the second time, do Ex. 2. If you have anything you don't

hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?

Ss: Yes.

Step IV Speaking

T: Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.

(Teacher shows the screen.)

Useful expressions

I'm interested to…but…

I think it will be too difficult to…

I think I might want to…

I think it will be boring…

I want to…

I'm very interested in…so…

I'd like to…

I'm not very interested in…so…

I've never heard of…so…

I hope to find…

I've never read any…so…

I don't know much about…

but…

T :( After a few minutes. ) Have you finished?

Ss: Yes. T: Now who will tell us your opinions? Volunteers?

Sa: and Sb : (Standing up. )We'll try. …

Sample dialogue: Sa--A; Sb--B

A: What kind of poetry do you like to read?

B: I like to read poems about nature.

A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.

A: What kind of poems are you not interested in?

B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?

A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.

T: Very good. Who else will do this?

Sc and Sd : We'll try. …

Sample dialogue:

Sc-A; Sd--B

A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?

B: I like the poems by Li Bai, especially the ones to describe nature.

A: For what reason do you like them?

B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.

A: What kind of poems are you not interested in?

B: Poems about broken hearts. They make me sad. What's your opinion?

A: I like the poems about the sea and I don't like the noes about death and broken hearts.

B: Just like me!

Step V Summary and Homework

T: In this period, our topic is about poems. We have talked a lot about

poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That's all for today. Class is over

Step V The Design of the Writing on the Blackboard

Unit 4 A garden of poems The First Period

Useful expressions:

I'm interested to…but…

I think I might want to…

I want to…

I'd like to…

I've never heard of…so…

I've never read any…so…

I think it will be too difficult to…

I think it will be boring…

I'm very interested in…so…

I'm not very interested in… so…

I hope to find…

I don't know much about…but……

Step VII Record after Teaching

____________________________________

____________________________________

____________________________________

篇13：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)

Unit 3 Art and architecture

I. Brief Statements Based on the Unit

In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they

will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.

II .Teaching Goals

1. Talk about art and architecture.

2. Learn to express preferences.

3. Learn about the Past Participle(2) : used as Object Complement.

4. Write a review of a painting.

III. Teaching Time: Four periods

IV. Background Information

1. The Great Wall of China

In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.

The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.

About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.

The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.

To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor's builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.

Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.

2. The Yellow Crane Tower

On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.

The rebuilding of the tower took four years and cost 15 million yuan.

This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.

Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?

There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.

Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.

In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.

In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.

However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.

In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.

Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.

The First Period

Teaching Aims:

1. Improve the students' listening ability.

2. Improve the students' speaking ability.

3. Learn and master some useful words and expressions.

Teaching Important Point:

Train the students' listening and speaking abilities.

Teaching Difficult Points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion to make the students talk about art and architecture.

2. Individual or pair work to make the students practise their speaking ability.

3. Listening practice to improve the students' listening ability.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Warming-up

Greet the whole class as usual.

T: (Walk to one student)Wang Jing,

where do you live?

S: I live at No. 26 Zhonghua Street.

T: What kind of house do you live in? A traditional house or an apartment?

S: I live in an apartment.

T: Do you like living in an apartment?

S: Yes.

T: Can you tell us why?

S: It's clean and safe, and it's easy to keep warm in winter, since it has the

heating system.

T: What's the disadvantage of living in an apartment?

S: It's not convenient for you to carry things home and it's not easy for you

to get sunlight.

T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house

do you live in? Do you live in an apartment, too?

S: No. I live in a traditional house.

T: Do you like living in a traditional house?

S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It's very interesting.

T: Good. I must pay a visit to your house one day. Now, look at the questions on

the screen and have a discussion in pairs.

(Show the following on the screen.)

Questions:

If you were free to design your own dream house, what would your house look like? What materials would you use? Explain why you made certain choices about your dream house.

(After the discussion, collect their answers.)

S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.

S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.

And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.

S5:……

T: All your designs are wonderful. You're all good architects. This unit is about

art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?

S6: I think“pattern, style, modern, material, traditional, be made of, be covered

by” are useful.

T: Good. Who can tell us more?

S7: Let me try. High, low, steel, be famous for, look like, and so on.

T: Very good. Now, work in groups of four and find out the history of art and

architecture, names of artists and architects, famous buildings and works of art in the world.

(A moment later, teacher may ask some students to say their answers.)

Step II Speaking

T: Now, please open your books and turn to Page 17. Look at the two pictures.

What do you see?

Ss: Modern buildings and a traditional house.

T: Just now, we talked about their advantages and disadvantages. Now, please

work in pairs to make a short dialogue. Tell each other which you prefer

and try to explain why you prefer one thing to the other.

(Students prepare for a while.)

T: Are you ready?

Ss: Yes.

T: Which pair volunteers to act our your dialogue?

Ss: Let us try....

(The pair acts out their dialogue. Teacher then shows the following on the screen. )

T: Very good. Now, please look at the screen. What beautiful chairs they are!

Do you like them?

Ss: Yes.

T: Which do you like better?

(Ss may have different answers.)

T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.

(A moment later, ask some students to act out their dialogues.)

Sample dialogue:

A: Do you prefer classical chairs or do you like modern chairs better?

B: I'd rather have modern chairs.

A: Can you tell me why?

B: In my opinion, modern chairs are lighter and more colorful. ] don't like the

hard wooden chairs which I think are uncomfortable.

A: I really prefer classical chairs. I like seeing something old and classical and

I like the different designs of the chairs.

Step III Preparation for Listening

T: OK. We've talked much about art and architecture. And we also designed our

own dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.

(Allow the students a few minutes to prepare for the dialogue and ask one or

two pairs to act out if time permits. )

Step IV Listening

T: Well done. Now, we'll do some listening practice. You'll listen to a talk

between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.

(Help Ss to know what to do and make them guess the answers. )

T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.

(Play the tape twice for Ss to listen and finish the exercises and then play

it a third time for students to check their answers. At last cheek the answers with the whole class. )

Step V Summary and Homework

T: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?

S: Let me try. (Write some on the blackboard. )

T: Good. Who has anything else to add?

S: I'll try. (Write some other expressions on the blackboard. )

T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!

Ss: See you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 3 Art and architecture

The First Period

Useful expressions:

I'd rather…

I don't get excited about…

I'm much more interested…

If you ask me, then…

In my opinion…

I prefer something that…

I really prefer…

I like seeing something…

I wouldn't feel happy if…

What I like is…

I'm not very interested in.…

I can't stand…

Step VII Record after Teaching

篇14：人教版 高一Unit 9 Technology整单元教案

作者：贺 莉

Teaching plan for SB1A Unit 9 Technology

Teaching goals: Talk about science and technology

Describe things and how they work

Express agreement and disagreement

Use the present Continuous Passive Voice

Talk about the advantages and disadvantages of modern technology

Write a letter to Q12 about love and friendship

Time arrangement:

Period 1 Warming up, listening, speaking

Period 2 Pre-reading, reading, post-reading

Period 3 Intensive reading

Period 4 Language study

Period 5 Integrating skills

Period 6 Workbook (Talking and Reading)

Period 7 Test

Period one ( listening and speaking )

Warming up

Step I Brainstorming about Technology

1. Is technology important to us? What will you think of when talking about technology?

2. What qualities shall we have if we want to have advanced technology?

( to be creative , good at solving problems and thinking in new ways )

Step II Activity

( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

(Hold a competition of creativity among groups of students if necessary)

1. Students work in groups to solve the problems

2. Compare different solutions and talk about creativity.

Listening

Step I Introduction

1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

Step II listening

1. First-listening: what is being described?

2. Second-listening: what can the things be used for?

3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?

Step III A riddle-guessing competition

1. Read the instruction and the guided questions

2 Do a demonstration with a student.

Teacher: You seem to have something in your pocket. What does it look like?

Student: It looks like … ….

T: What is it made of ?

S: It’s made of …….

T: What is it used for ?

S: … … …

3 Ss practice in pairs

4 Competition--- Who can guess it ?

One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

Speaking

Step I Brainstorming

1. Present the situation

2. Brainstorming about the advantages and disadvantages about cellphones

Step II Expressions of agreement and disagreement

Teach new expressions

1) Absolutely= Definitely= Exactly

2) It depends.

3) That’s a good point.

4) That’s worth thinking about.

Step III Activity

1. Ss works in groups and prepare a role play.

2. Ss present their dialogues.

3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

Homework: 1. Listening : Workbook P133 Listening Ex 1&2

2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )

3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!

Period Two ( extensive reading )

Revision

Check the listening homework on page 133.

Pre-reading

Step I Discussion (Question 2 of Pre-reading )

1. Check the speaking homework of interview

How did people live 30 years ago?

What did people do at night without electricity?

How have inventions and new technology changed our way of life?

2. Talk about the title---Life on the go

Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

Reading

Step I Presentation

1. Talk about the cellphone and present the new vocabulary.

( Ask Ss to bring cellphones of different brands to class if possible)

Questions: What functions does a cellphone have?

What features does your cellphone have? etc.

Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

2. The top question:

Why are cellphones so popular with teenagers according to the passage?

Step II Reading

1. Skimming for the top question.

2. Some T or F statements to check the general understanding of the passage.

3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post-reading Ex 2 on Page 60 )

Step III Activity

1. Discussion in pairs ( Post-reading Ex 1 on Page 60 ).

2. Design your own cellphone in groups.

Homework: 1. Read the text after the tape, marking the difficulties.

2. Reading comprehension: WB page 136.

Period Three ( intensive reading )

Revision

Revise the text .

Language points

Vocabulary

1. depend v. dependent adj. independent adj.

1) That depends. = It depends. = I’m not completely sure.

2) depend on 依赖，信任，取决于

e.g. His family depends on him.

We’re depending on you to finish the job by Friday.

Happiness often depends on your attitude to life.

2. add v.

1) 增加， 相加， 补充说

e.g. Add a few more names to the list.

If you add 5 and 3 you get 8.

I should like to add that we are pleased with the result.

2) add to = to increase something

e.g. The rise in electricity costs has added to our difficulties.

3) add up to = amount to

e.g. These numbers add up to 100.

3. remind v.

remind sb to do sth.

of sth.

that –clause

e.g. Remind me to write to Dave.

This hotel reminds me of the one we stayed in last year.

She reminded me that Sue was in Paris.

4. touch n.

get in touch with sb. lose touch with sb.

stay in touch with be in touch with

keep in touch with be out of touch with

5. call v.

call for = to demand sth. , to collect sb.

call at some place = visit some place

call on sb. = to visit sb., to ask sb. to do sth.

call in = to ask sb. to come in{

e.g. Students are calling for more spare time and less homework.

I'll call for you at 8 o'clock.

I think we'd better call in a doctor.

I called on my uncle while I was in London.

6. case n.

in case in this case

in case of + n./pron in any case

in case --clause in no case = never

e.g. The meeting will be put off in case it rains.

In case he arrives before I get back, please ask him to wait.

In case of fire, ring the bell.

I don't think I need any money, but I'll bring some in case.

In no case should we give up dreaming about a better future.

7. need n.

[U] 缺乏； 需要

[C] 需要得东西； 必需品

in need of sth.

no need for sth.

e.g. There’s a growing need for new housing in big cities.

She didn’t earn enough money to satisfy all her needs.

We’re collecting money for children in need.

Please come to me if ever you’re in need of help.

There’s no need for you to say sorry to me.

Sentence patterns

1. Cellphones make it possible for us to talk to anyone from anywhere.

e.g. I think it necessary for her to stay in touch with her parents .

He found it possible for them to improve the working condition.

Our school makes it a rule for us to have an English Corner every Friday.

2. We have a need to stay in touch with friends no matter where we are or what we are doing.

e.g. Nobody believed him no matter what he said.

No matter where he goes, the thief can’t escape being caught.

She always goes swimming no matter how cold it is.

3. She says that her cellphone helps her do whatever she wants to do.

e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.

She always goes swimming, however cold it is.

Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4

Period Four ( Language study )

Word study

Step I Page 61 Match the words with their meaning

Step II Check the homework on page 134-135.

Step III Reading for meaning ---guessing the words from the clues.

Page 63 Tips Are you a smart reader?

Grammar

The passive voice (3) --- The Present Continuous Passive Voice

Step I Study the examples

am/ is/ are + being + done

Step II Practice ( page 61 )

Step III Activity

Two students put on a performance of “双簧”.

The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….

Homework: 1. WB page 136 Grammar 1&2

Period Five ( integrating skills )

Reading

Step I Reading

What is the computer Q12 like ?

How does it control human beings?

What other suggestions will you make to solve the problem?

What will the earth be like if Q12 understands love and friendship?

Step II Language points

1 take over 接管

e.g. The company has been taken over by a American firm.

Sarah will take over my job when I leave.

2 break down （机器）不运转；失败；

break up 结束； （关系）破裂

e.g. The car broke down on the motorway.

The peace talks between the two countries have broken down

The meeting broke up after only half an hour.

Their relationship wasn’t working, so they decided to break up.

3 come up with = to think of or suggest an idea 想出办法，提出建议

e.g. He couldn’t come up with an answer.

How have you come up with such a good idea?

4 success in manage to do sth.

sucessful in

succeed in doing sth. fail to do sth.

e.g. We had no success in finding a new flat.

Jane finally succeeded in passing the her driving test.

Writing

Step I Study the outline of the letter

Step II Students have a discussion in pairs.

Step III Ask a student to give a sample letter orally.

Homework: 1. write a letter to Q12

Period Six ( WB talking and reading )

Talking

WB page 134 Talk about modern technology.

Step I Read the situation

Step II Activity

Ss work in groups

First list the advantages and disadvantages of the inventions of cellphones, robots and computers.

Then Ss have a debate in groups.

Step III Debate

Have 3 debates between groups.

( There are speakers representing each group, and the rest are judges)

Reading

WB page 136 Reading Future travel: teleportation

Step I Fast reading and skimming

What does teleportation mean?

Step II Scanning

How is teleportation different from normal transportation?

Why is it so difficult to teleport human beings?

Step III Reading for words

Match the words with the best strategy on page 137.

Step IV Activity

Discussion : Will teleportation be realized?

Think of more impossible things that may be possible in the future.

篇15：英语必修四第五单元教案 (人教版英语高一)

Unit 5 Theme parks

The fifth period Words and expressions

I. Words for Reading (THEME PARKS -FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …, be amused at [by, with]…

amusement n. find much amusement in…, an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.

make big profits (on sth.), sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students., the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE-EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a “creature.” The term literally means “a created thing,” and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer

People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.

篇16：人教版 高一第16单元优秀教案说课

Unit 16 Scientists at work

浙江省宁波市鄞州正始中学 王 勇

一. 教学背景分析

1．学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

2. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

二．教学目标分析

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三. 教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四. 教学重点与难点

重点

（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

（3）.能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。

（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。

2．难点

（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。

（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）.如何能使议论性作文表达的更加完整与流畅。

（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（4）贯彻“教中学，学中用”策略，真正使学生学以致用。

六. 教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学 的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.

2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, we are going to talk something about the subjects you are learning.

Q1: How many subjects are you learning now?

Q2: What are the subjects in which you learn science? Is it easy for you to learn them?

1). Group work

Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.

2). Class work

Enjoy some pictures about the facilities in labs and students doing experiments in labs.

Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?

Step2 Pre-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.

Step 3 Listening

1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.

2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.

3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.

DOS DON’TS

Follow / teacher’s /instructions Don’t come into / without …

Be careful about / when… Don’t touch… / unless…

Always listen carefully to… Don’t throw… / unless…

Clean…away and leave …clean and neat Don’t forget to…

You should tie…up Never put / nose directly into…

Remember that… Never put /fingers into/ and taste…

Make sure that…

Step 4 Post-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.

3). Group work

Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.

Homework:

Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.

Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.

Period 2 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch a video about the successful launch of ShenZhou V manned space flight in China.

Nowadays, more and more new inventions and discoveries are made all over the world.

2). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.

Advantages Disadvantages

It’s good for… It is too expensive

It can help… It is dangerous to…

It is important for… It is unnecessary to..

It brings people… Some people will use it for…

It doesn’t pollute… It is bad / or harmful for…

Step 3 While speaking

1). Group work

Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.

2). Pair work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?

Divide the whole class into two groups to have a debate and see which group will perform better.

2). Imagination

If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?

Homework:

Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.

Compute

A compute is a machine. A computer is interesting.

A machine is useful. I can study a computer.

I can use it.

Who made it? Humans being made it.

I am a human being. am warm. I am wise.

I have empathies for animals and people.

I conductor a computer. A computer does not conductor me.

Task 2 Find out one interesting story about some famous scientists and retell it in your own words.

Period 3 & 4 Reading

Learning Aims

To get to know something about the story of famous scientists.

Enable students to understand the given material better using different reading skills.

To have a better understanding about the importance of experiments in science.

Learning Procedures

Step 1 Warming up

Daily report: Share your poems with the other students.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

Physics chemistry medicine biology

2). Group work

A match competition. Match Column B with Column A correctly.

Column A Column B

Alexander Bell the Theory of Relativity

Thomas Edison the first telephone

Wright Brothers the electric lamp

Madame Curie black holes in Universe

Heinrich Dreser electricity

Franklin the first plane

Steven Hawking the Theory of Gravity

Elbert Einstein Radium

Isaac Newton aspirin

3) Class work

Q1. Is it easy for the scientists to make these inventions and discoveries?

Q2. How could they succeed in their research?

It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Listen with the questions below:

(1). Why did Franklin do this experiment?

(2). Was the experiment successful?

(3). What were needed when it was being done?

(4). How many steps were mentioned?

(5). What should be paid great attentions to when it was being done?

Step 3 Acting

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

2). Class work

Listen to some sentences to judge whether they are true or false.

(1). In 1752 scientists already knew what electricity is.

(2). Franklin was helped by a friend to do the experiment.

(3). Franklin made the kite of silk because wet silk does not conduct electricity.

(4). A condenser was used in the experiment to store electricity.

(5). The key tied to the string was put into the door to stop the kite from flying away.

(6). The experiment can be done at any time.

(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

Discuss the following questions in groups:

(1). Why did Franklin do his experiment with a kite?

(2). Why the kite made of silk is better than the one made of paper?

(3). Is it dangerous for Franklin to do the experiment? Why do think so?

(4). What can you learn from the experiment and also Franklin?

Step 6 Oral practice

1). Individual work

After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.

2). Class work

During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.

Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.

Step 7 Watching, reading and thinking

1). Class work

The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.

Q: Does the mixture taste good? Why do you have a different taste from mine?

2). Individual work

Read the passage titled “Look carefully and Learn” to find out the reason.

Q 1: What do you learn after you read such a story?

Q 2: Do you think what is the most important when you are doing an experiment in the lab?

Q 3: If you want to be a scientist, what do you think are the most important qualities?

Homework:

Read the following passage with the questions below.

Flossie Wong-Staal

An interview with Emilio Alvarez and Ann Crystal Angeles

Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).

Emilio: How did you decide that you wanted to become scientist?

Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.

Emilio: What was your high school like?

Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.

Anne Crystal: Would you explain your research?

Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.

Anne Crystal: Do you always enjoy your job in the laboratory?

Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.

Anne Crystal: What would you tell students who would like to become research scientists?

Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !

1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.

Look back over the reading to find the following information:

(1). Where Wong-Staal was born: (2). What she is studying in her research:

(3). What she was the first person to do:

(4). This article is primarily about______________.

A. the scientist Wong- Staal B. making an AIDS vaccine

C. preventing the spread of disease

(5). Which question is NOT answered in the reading?

What college did Wong- Staal attend B. What type of biology did she specialize in

Where does she work now

(6). You can infer that Wong- Staal

A. didn’t want to become a scientist B. is happy she becomes a research scientist

C. plans to retire soon

Write about the following two questions in your journal.

(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?

(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show a tongue twister to students:

If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?

Practise the tongue twister for some times and see who can say it correctly and fast.

Q: Do all “doctors” in this sentence have the same meaning?

Conclusion: The meaning of the same word varies in different sentences and so does the gender.

Step 2 Reading and thinking

1). Pair work

Read the following sentences to distinguish the different meanings of the same word.

How much do you charge for repairing my CD player?

The frightened animal charged into the toy shop.

It usually takes one hour to get my call phone fully charged.

The man was charged for being irresponsible for the job in the court.

We gave her the charge of the house when we were away for holiday.

What is the charge for using the hall?

The guide conducted the tourists around the museum.

How well does this material conduct electricity or heat?

The concert on this Saturday evening will be conducted by a world famous conductor.

The teacher scolded him because of his bad conduct.

The manager conducted the business carefully.

He was surprise to see so many crosses marked in his Maths homework.

This fruit is a cross between an apple an d appear.

The river was too deep to cross.

The two main roads cross in the center of the town.

He crossed his name off the list.

2). Group work

Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.

Step 3 Imagination

Group work

Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.

Step 4 Compound words

Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:

Blackboard is compounded with two words:

Part 1= a kind of deep color Part 2= a piece of thin wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.

Part 1= part of the body used when we talk Part 2= a round thing to play with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skin

Part 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have a competition about word guessing and see which team can give the most wonderful performance.

Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.

Step 5 Post-learning

Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.

Homework:

Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.

Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.

Period 6 Integrating skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.

Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?)

(2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out.

(3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.

(4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.

(2). Individual work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?

Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.

Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then Write down your answers to the questions listed in the form one by one.

Why are animals used in the experiments?

Are you on which side of them?

Which views do you agree with? Why?

Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future?

(4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.

(5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

比较说明常用词语：

similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…

对比说明常用词语：

nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…

举例常用词语：

for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….

表示总结的常用词语：

in a word, generally speaking, in my opinion, to sum up, on the whole ,

Homework:

Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.

Task 2. Fill in the assessment form below:

Self-assessment

Learner log for unit 16 Class Name No:

In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?

1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable

Skills Comfort level

Talk about science and scientists 1 2 3 4 General assessment

Learn how to give instructions 1 2 3 4

Study some rules of word formation 1 2 3 4

Use new words and expressions 1 2 3 4

Learn to write an argumentative essay 1 2 3 4

Reflection

What is the most important thing you have learned in this unit?

What do you think you did best in this unit?

What do you find the most difficult in this unit?

Where do you see the best improvement?

Where do you need to work hard?

Group assessment

姓 名

小组发言次数

全班发言次数

提出问题个数

解决问题个数

查找资料个数

与人合作次数

总体评价

篇17：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)

Warming up & Listening

Type of lesson: Warming up & listening

Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.

2.To improve the ability of listening.

Teaching aids:Tape recorder, paper sheet, projector

Teaching procedures:

Step I. Warming up.

Task 1:Team work on the topic “cultural relics”.

Q1:What does the topic mean? Have you got any ideas of cultural relics?

Q2:Are there any cultural relics in Beijing? Name some.

Task 2:Talk about the given cultural relics.

Q1:What are they? Where are they?

Q2:Which one would you like to visit? Why?

I would like to visit _________ because ____________.

I think it’s famous for __________________________.

Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.

Step II. Listening.

1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.

2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.

3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)

1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.

A. On the left B .in the centre C. On the right

2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.

3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.

4. Listen to the passage for another two times and try to find out the measures people take to protect the places.

(Do the matching exercise)

Protect the palace build a museum

walk around the house

Protect the temple limit the number of cars

build a wall

Protect the mountain move some to the museum

try to use buses

5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.

6. Discuss the answers in pairs and then check them in class.

Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.

( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)

Speaking:

Type of lesson: Speaking

Teaching aims:1.To learn how to ask for and make suggestions.

2.To help the Ss make dialogues in proper situations.

3. To encourage the Ss to discuss in groups and develop their imagination and creativity.

Key point: To help them use the functional sentences correctly in proper situations.

Teaching aids: Tape recorder, pictures and some real objects.

Teaching procedures:

Step I. Ask the Ss to read the instructions.

Step II. Help the Ss understand the instructions.

. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)

Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)

(No, the object you’ve chosen should represent Chinese culture.)

Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)

2.Ss discuss in groups and fill in the form.

What do you want to put in? Why?

3..Ask the Ss to make up their own dialogue by using the functional sentences.

Step III. Ask the Ss to sum up some useful expressions.

Asking for suggestions:

1)What shall I do …?

2)Can’t we do …?

3)Should we do …?

Making suggestions:

1)What/How about…?

2)Why not…?

3)Why don’t you…?

4)I think you’d better do… .

5)I suggest you (should) do … .

6)Let’s do … .

7)I’d like to do… .

8)Maybe we could do … .

Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).

Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.

Situation:

You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.

Step VI. Ss present their decision.

Step VII. Homework .

Write down the dialogues they have made up.

Reading:

Type of lesson: Reading

Teaching aims:1.To help the students to have a good understanding of the text

2.To train the students’ reading ability

3.To solve their difficulties by reading, discussing and doing exercises

Teaching procedures:

Step I. Lead in.

1. Ask the Ss to say something about the standard of Great cities.

T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)

1) a long history

2) the capital of the country

3) a large population

4) Something important once took place there.

5) many places of interests

6) …….

2. Show the pictures of famous rivers in the world and introduce St.Petersburg.

T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.

Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.

1) The Yangzi River ------Nanjing

2) The Thames River ----- London

3) The Newa River----- St.Petersburg

1) The Yangzi River

2)The Thames River

3) The Newa River

T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.

Step II. Help the Ss to understand the passage.

1. Ask the Ss to read the title and find out what the passage is about.

The text must be about a city which has many heroes.

2. Do fast reading to find out the answers to the following three questions.

Q1:Which city will the text talk about?

Q2:Who are heroes?

Q3:Who is the man on the bronze horse?

3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)

4.Help the Ss to deal with the difficult points.

1) Match the words on the left with their meaning on the right.

cave make something as good as it was before

project to build again; construct anew

ruin artist; person who paints pictures

ancient very old; from a long time ago

.portrait break or harm something

damage a picture that you take with a camera

rebuild a painting or picture of a person

restore a big plan to do something

painter a building that has been deadly damaged

photograph a large hole in the side of a mountain or under the ground

2) Help the Ss to understand the following sentences.

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

b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.

c. The palaces are large and beautiful, and they often look like something out of a fairy tale.

4. Ask the Ss to summarize each paragragh with one or two words.

St.Petersburg

Para 1: the building of the city

Para 2: the decline of the city

Para 3: the rebuilding of the city

Para 4: the present situation of the city

5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.

Work sheet:

the building of the city

position

creator

personality of Peter the Great

the decline of the city (important historical events)

time

how long

intruder

the results of the Nazis’failure

the rebuilding of the city

materials

difficulties

the result of hard work

the present situation of the city

the modern heroes of Russia

the character of people of St.Petersburg

Step III. Ask the Ss to do post-reading exercises.

1.Discuss the questions in pairs.

Q1: Why are the people of St. Petersburg heroes?

Q2: Why do people think St. Petersburg is a great city?

2.Ss present their opinions in class and then the teacher makes a summary.

T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.

Step IV. Communication exercise.

Task: Talk about the celebrations of the city held in the city this July.

Step V. Homework.

1. Find out more information of the city on the Internet. Report it to the class in the written form.

2. Finish Ex.2 on Students’ Book P46.

Answer sheet:

the building of the city

position on the banks of the Newa River

creator the Russion Czar Peter the Great

personality of Peter the Great strong and proud

the decline of the city (important historical events)

time 1941

how long 900 days

intruder Germans (Nazis)

the results of the Nazis’failure 1.fires burned everywhere

2.buildings destroyed

3.paintings and stutues lay in pieces on the ground

the rebuilding of the city

materials 1.pieces of palaces that had hidden before the Nazis came

2.the old paintings and photograghs

difficulties save the buildings and palaces without destroying their old beauty

the result of hard work 1.Parts of statues have been put back together.

2.Missing pieces have been replaced.

3.Old paintings and the old palaces have been made as wonderful as in the past.

the present situation of the city

the modern heroes of Russia the people of St. Petersburg

the character of people of St.Petersburg strong, proud and united

Word Study

Type of lesson: Word study

Teaching aims:1. Help the Ss use some key words and expressions in this unit.

2.Help the Ss to know how to build a word with “re”.

Key point: Master how to use the key words and expressions in different situations.

Teaching procedures:

Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.

Step II. Ask the Ss to read more examples and sum up the usage.

Step III . Ss do the exercises.

Step IV. Check the answers .

Step V. Homework.

1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.

2)Review the whole unit.

I.Word formation “re- “

1.Find out the words with “re-“ in the text and understand the meaning.

A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .

2.Do Ex.1 on P46.

II. Word study.

1. use 的用法 (vt. & n.)

1) Are you using this knife or can I borrow it?

2) This glass has been used. Please fetch me a clean one.

3) Bamboo can be used to build houses.

4) These lights are used for illuminating the playing area.(赛场)

5) This grammar book can be used as a textbook..

6) A food processor has a variety of uses in the kitchen. (n.)

7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)

8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)

9) If you don’t have enough money, You are able to buy a used car instead of a new one.

( A past participle can be used as an adjective.)

Exercise:

1. The old hospital _____________.( 已经不再使用了)

2. Computers should be designed for the people who _______________.(使用它们 )

3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.

4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.

2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)

It was difficult to save the palaces and buildings without changing their old beauty.

1)Is it true that the scientist will give us a lecture next week?

2)It is said that at least ten buildings will be built soon in our city.

3)It is easy to recite the text.

4)It’s a rule in our school to do a good cleaning on Friday.

Complete sentences.

1)据报道，一些外宾明天要到我校参观.( reported )

____ _____ _____ many foreign guests will visit our school.

2)行这次会议，意义重大。（ important; of great importance）

a. To hold the conference is ____ ____ ____.

b.___ ____ ____ to hold the conference.

3.give up /give in

1)She gave up her job to look after her sick mother.

2)He has to give up playing football because of his broken left leg. .

3)You can’t win the game ,so you may as well give in.

Exercise:

1) The doctor told him to _________ smoking because he had coughed for a long time.

2) The enemy is surrounded ,and will soon ____________.

3) He has to _______ drinking whisky because he suffers from heart attack.

4.

look out, look after, look at, look up, look for

1) If you have new words, you should ________ the words in your dictionary.

2) Peter _______ his pen , but he didn’t find it.

3) _________, a car may hit you!

4) A good doctor should _________his patients very carefully.

5) Mary _______ the blackboard , but she could see nothing .

5. try to do/ have to do/ be able to do

1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..

2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.

3)The workers ___________ stay up all night in order to finish the work on time.

6.seem 的用法见教参P145

1) It seems that it’s more difficult for women to get to the top of a company.

2) It seems that he is lying.

3) I seem to have seen her before.

4) It seems that he is angry. =He seems to be angry.

5) It seems as if/though he were in a dream.

6) It seems (as if) there will be an election soon.

Rewrite the following sentences.

1) It seems that he is an expert. He seems _____________________.

2) He seems to know everything. It seems _____________________.

III. Complete the passage with the suitable phrases.

try to, be able to, use, it +be+ important, have to

Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.

Grammar

Type of lesson: Grammar

Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.

Teaching focus: Ss can use the voice in a proper situation.

Teaching aid: Paper sheet, pictures or projector

Teaching procures:

Step I. Lead in.

Show some pictures to help the Ss to understand the meaning of the voice.

1)The window has been broken .

2)A new school building has been built for a month.

3) Look, the dirty table has been cleared.

Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.

Explain these sentences are used :

1) When the doer is unknown (Sentence 1)

2) When the doer is not important (Sentence 2)

3) When we want to highlight the object of the active sentence(Sentence 3)

Step III. Observe the functions of the voice.

Ask the Ss to read more examples and sum up the structures.

1)All the tickets for the International Music Festival have been sold out.

2)Whose homework hasn’t been handed in?

3)Has the building been completed?

肯定式Have/has been done

否定式Have/has not been done

疑问式Have/has…been done

Step IV. Practise using the voice.

1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.

2) Do Ex.2 on P123.

3) Do Ex.2 on P47.

Step IV. Practise the voice.

1) I see a lot of trees on the street .The trees _____ _____ planted for years.

2) Anybody who cuts down young trees _____ ______ punished.

3) I can’t enter the building because it ______ _____ locked on Sunday morning.

4) A museum ____ ____ built for cultural relics in the village.

5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.

Step VI. Homework.

1. Finish Ex.2 on P63 in the workbook.

2. Do Ex.3 on P123.Observe the examples first and then do the exercise.

Integrating skills

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing

Teaching aid: projector, paper sheet, tape recorder

Teaching procedures:

Step I. Ask the Ss to fill in the form after reading the text.

1. Do it individually.

2. Discuss in pairs.

Location feelings problems suggestions

Step II. Ask the Ss to learn to write a letter to an editor.

1. Find out what they want to write about individually.

2.Write it by themselves.

3.Exchange their letters.

4.Present their letters in class.

Step III. A writing task.

The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.

Problems Suggestions

throw about the rubbish take away

kill wild animals, catch birds stop hunting

pick flowers protect plants

do the cooking in the wood take meals, forest fire

Possible version:

Dear Editor,

I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.

As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.

Yours sincerely,

Alice

篇18：必修1Unit 1 Friendship单元教案 (人教版英语高一)

Teaching goals:

*语言知识

1.to talk about friends and friendship, and interpersonal relationship

2.to practise expressing attitudes, agreement and disagreement, and certainty

3.to master some sentences about giving advice

4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions

5.to learn about communication skills

*语言技能和学习策略

1.to develop listening skills by doing exercises in listening task

2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice

3.to develop reading skills through the reading materials in this unit

4.to learn to write a letter of advice

*文化意识

1.to know about friend and the real meaning of friend

2.to learn how to get along with others

*情感态度

1.to arouse the interest in learning English

2.to learn to express their feeling of friends and friendship

Teaching key points:

1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions

3.master some words and expressions

Teaching difficult points:

1.train the students’ speaking, listening, reading and writing abilities

2.how to improve students’ cooperating abilities

Teaching methods:

Student-focus approach and task-based approach

Learning methods:

Cooperative study

Teaching aids:

Computer

The First Period (Warming up &Speaking)

Teaching aims:

1.to know about different kinds of friendship

2.to learn some words of describing friend and friendship

3.to master some useful words and expressions

Teaching methods:

1.discussing

2.cooperative learning

Teaching materials: Warming up

Teaching procedures:

Step One: Leading-in

1.Free talk: Something about friend and friendship

Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.

Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have?

Step Two: Discussion

1.Writing the following statement on the blackboard

We all agree that to have a good friend , you need to be a good friend.

2.Ask the Ss:

What do you think of this statement and how can you be a good friend?

Let the Ss express their views

3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend.

Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…

4. Have a member of each group report on what their lists have and list them on the blackboard

5. Ask the class whether or not they agree with all the qualities listed

Step Three: Doing the survey and explanation

1.Have the Ss do the survey in the textbook and let them work out their score.

2.Teacher explain each item

Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), you do not help your friend.

Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.

Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.

Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.

Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.

Step Four: Language points

Teacher explain language points with some slides

1.add v.

1) to put together with something else so as to increase the number, size, importance, etc. 增加，

添加

eg. Please add something to what I’ve said, John.

2) to join numbers, amount, etc so as to find the total

eg. Add up these figure for me, please.

常用结构：

add up / together sth. 把…加起来，合计

add sth. to sth. 把…加到/进

add to (=increase) 增加了…

add up to 合计，共计

add in 包括…，算进

2.pay to get it repaired 花钱让人去修理

3.upset adj. worried; annoyed 不安的；使心烦意乱的

v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱

eg. He was upset when he heard the news.

His cheating in the exam upset his teacher.

4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬

eg. Ignore the child if he misbehaves and he’ll stop soon.

ignorant adj.无知的；不知的 ignorance n. 无知；愚昧

5. calm vt. to make sth./ sb. become quiet 使镇静；使平静

adj. not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

calm down sb.=calm sb. Down 使某人镇静

sb. calm down(vi.) 某人平静下来

eg. The excited girl quickly calmed down.

He took a few deep breaths to calm himself down.

6.have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事

eg. Since you’re no longer a child now, you have got to make money to support the family.

*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.

have got to前不用情态动词，而have to前则可以。如：

eg. Have you got to writ an assignment for your teacher?

7.be concerned about / for : be worried about

eg. We’re all concerned about her safety.

8.cheat vt.

1) to act in a dishonest way in order to win 欺骗；作弊

eg. Any student caught cheating will have to leave the classroom.

2) to take from (someone) in a dishonest way 骗；骗取

eg. They cheated the old woman (out) of her money by making her sign a document she didn’t understand.

n.1) an act of cheating 作弊行为

2) one who cheats 骗子

Step Five: Speaking

1.Get the Ss to work in groups of 4.

2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.

3.Follow the steps in this part and start the discussion like this:

A: Now let us design a questionnaire to find out what kind of friend one is.

B: OK. First we must think of four questions and three possible answers to each question.

C: What about the first question? Have you got one in mind?

D: Suppose your friend has taken away your book by mistake. What will you do or say to him / her?

…

4. Teacher go around in the classroom and check their discussion.

Step Six: Assignments

1.Ask Ss to consider the following question;

What is / are the most important quality / qualities that a friend needs to have?

2. Prepare for Reading

The Second and Third Period

(reading and language points)

Teaching aims:

1.to know about the story of Anne’s Diary

2.to promote the Ss’ abilities of reading comprehension

3.to learn about the following words and expressions:

radon; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; It’s the first time that…

Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching materials: Reading, Comprehending

Teaching procedures:

Step One: Leading-in

Ask their opinions on the question mentioned in the assignment of last period.

Step Two: Pre-reading

Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.

Step Three: Reading

1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.

2.Get the Ss to skim the passage and answer the following questions:

What’s Anne’s best friend?

What does her diary mainly talk about?

(1. Anne’s best friend is her diary. 2. It’s about Anne’s feeling of hiding away. She especially missed going outside and enjoying nature.

3.Let the Ss read the passage and discuss the following questions:

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

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

3)Try to guess why the windows had to stay closed.

4)Guess the meanings of the word “crazy” and “spellbound” according to the context.

Step Four: Discussing the style

Ask the Ss:

1.What do you think is the purpose of this passage? Why did Anne write it?

2.Do you think it is successful? Do you understand Anne’s feelings?

3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled?

4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?

Step Five: Listen to the text and comprehend it

Step Six: Language points

1. go through

1)to examine carefully 仔细阅读或研究

eg. I went through the students’ papers last night.

2)to experience 经历；遭受或忍受

eg. You really don’t know what we went through while working on this project.

2. hide away

3)vi. to go somewhere where you hope you will not be seen or found 躲避；隐匿

hide away +地点

eg. The thief hid away in a friends’ house for several weeks after the robbery.

4)to put or keep sth. /sb. in a place where they / it can’t be seen or found 藏；隐蔽

hide away sth. / hide sth. away

eg. Why do you hide your thoughts away from me?

3. set down

5)write down 写下；记下

eg. I’ll set down the story as it was told to me.

6)put down 放下；搁下

set down sth. /set sth. down

eg. He set down a basket on the ground.

4. series n.（单复数同形）

a series of 一连串的；一系列的

5 .crazy adj.

7)mad, foolish 疯狂的；愚蠢的

It is crazy of sb. to do sth. = sb be crazy to do sth.

eg. It’s crazy to go out in such hot weather.

8)wildly excited; very interested 狂热的；着迷的

grow / be crazy about sb. / sth.

eg. The boys are crazy about the girl singer.

9)like crazy 发疯似的；拼命地

eg. He talked like crazy; I couldn’t understand what he said.

6. I wonder if it’s because I haven’t been able to be outdoors for so long that ….

*I wonder if / whether…

eg. I wonder if you can help me?

*It’s because …

it is 后的表原因的从句中，只能用because来引导， 不能用since或as.

eg. Why did you go to school on foot?

It is because my bike had broken.

7. spellbind v. to hold the complete attention of 吸引人，迷人；使入迷

eg. The children watched spellbound as the magician took rabbits from his hat.

9.stay v. to continue to be in a particular state or situation

系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。

eg. He stayed single all his life.

10. on purpose

1) 故意地 （反义：by chance / accident）

eg. I think she lost the key on purpose.

2) on purpose to do sth. 为了要…而特地

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

10.far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。

eg. She speaks English far better than I.

This room is far too warm.

cf. very, much, far

11.dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.

eg. How dare he say such a word!

If you dare do that again, you’ll be punished.

2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg. I wonder how he dare to day such words.

12．happen to do sth.

It so (just) happened that…

不能用于进行时态。

eg. I happened to be out when he came.

= It so happened that I was out when he came.

13．It’s the first time that…

eg. It is the first time that I have seen the sea.

Step Seven: Comprehending

Get the Ss to do the exercises in this part.

Step Eight: Consolidation

Listen to the text again to appreciate it.

Step Nine: Assignments

1.Read the key sentences in the text

2.do the exercises on WB (Page 41-42)

The Fourth Period (Listening)

Teaching aims:

to train and develop listening skills by listening to the listening exercises in this unit

Teaching methods:

Listening and speaking

Teaching materials: listening parts on Page 6 and Page 41 and Page 43

Teaching procedures:

Step One: Revision

Check the answers to the homework

Step Two: Listening

1.Listen to the exercises on Page 6

2.Guess the words by listening to the tape and write them down

Step Three: Listening to the passage

Fill in the blanks on Page 41

Step Four: Speaking

Listen to the tape and discuss questions in groups of four, express your own views.

Step Five: Listening task

1.Discuss with the Ss whether they always do what their parents tell them.

2.Have the Ss listen to the passage.

3.Fill in the table

4.Work in pairs to give some advice to Anne

Step Six: Assignments

1.Do the exercises on Page 42 ( Ex 1,2)

2.Revise the Object Clause

The Fifth Period (Discovering Useful Structures)

Teaching aims:

Let the Ss use the Direct Speech and Indirect Speech

Teaching methods:

1.discovery learning

2.cooperative learning

Teaching materials: Page 5

Teaching procedures:

Step One: Revision

1. Check the homework with the Ss

2. Revise the Object clause

Exercise: Rewrite the following sentences.

1.I go to school by bike. (He said…)

2.Will you forget to do your homework? (Mary asked him…)

3.When did you come here? (They asked me…)

4.What has he said? (Do you know…)

5.Anne is watching TV now. ( Mother told me …)

Step Two: discovering useful structures

1.Present some sentences for Ss

1)My friend says, “I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow?

如果时间变了，地点不变，你来转述，应该说：

My friend said she / he would come here the next day.

如果地点变了， 时间还是今天，你来转述，应该说：

My friend sayd she / he will go there tomorrow.

如果时间地点都变了， 你来转述，应该说：

My friend said She / he would go there the next day.

如果由别人转述，时间地点都变了，应该说：

He/ She said he /she would go there the next day.

*使用直接引语和间接引语要注意具体语境。

2）“Do you go to the park yesterday?” He asked me.

He asked me if / whether I went to the park the day before.

3) Kate said to John, “What’s your favourite food?”

Kate asked John what his favourite food was.

2.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point.

人称、时态、指示代词、时间状语、地点状语等的变化。

Step Three: Practice

1.Do the first tow sentences in Part 2 as examples.

2.Check the answers together.

Step Four: Assignments

1.Wb, Page 42, 43 (Individual, Groups)

2.Prepare for Reading on Page 44

The Sixth Period (Reading)

Teaching aims:

1.to learn about friendship in Hawaii

2.to promote the Ss’ abilities of reading comprehension

3.to learn about the following words and expressions:

way; the second important; It’s believed that…; in peace; those who …; etc.

Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching methods: Reading (Page 44)

Teaching procedures:

Step One: Leading-in

1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.

(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)

Step Two: Reading

1.Get the Ss to read the passage and try to finish the table in Ex1.

2.Read the passage carefully again and discuss the questions in Ex2.

3.Report their discussion

Step Three: Listening to the text and comprehend it

Step Four: Language points

1.the way to do sth. / the way of doing sth.

2.the second most important

the second + adj.（最高级）

the third + adj. （最高级）

eg. The Yellow River is the second longest river in China.

China is the third largest country in the world.

3.to enjoy the land = in order to enjoy the land

eg. To make the w8th Olympic Games the game ever, Beijing will make several changes.

* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。

4.Indeed, Hawaii is a place where ….small communities.

5.It’s believed that the islands can be a paradise ….

It’s believed that …= People believe that …

eg. It’s believed that they arrived more than 30,000 years ago.

6.in peace

7.… they are really talking about all those who live on the islands.

those who…=people who … “凡…的人”

eg. The teacher praised those who had done good deeds.

We find it our duty to help those who are in trouble.

8.Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.

9.Perhaps this is how most visitors will remember their new friendship.

Step Five: Listening to the text and enjoy it

The Seventh Period (Speaking Task and Writing)

Teaching aims:

1.to develop Ss’ speaking ability and learn to express their own views

2.enable Ss to write a letter of advice

Teaching methods:

1.tasked-based learning

2.speaking

Teaching procedures:

Step One: Speaking task

Task One: Ex1 (Page 45)

1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.

2.Ask the Ss to present their dialogue.

Task Two: Ex2 (Page 45-46)

1.Ask the Ss to look at the pictures.

2.Work in groups of four and talk about whether they are doing is cool or not.

3.Try to express their own views to the whole class.

Step Two: Writing

Task One: Ask the Ss to write a letter of advice

1.Get the S to read the letter on Page 7 and understand it.

2.Ask the Ss to work in pairs and talk about how to answer the letter.

3.Write the letter in reply down.

Task Two: Ask the Ss to write a passage about their opinions on friend and friendship

1.Read the proverbs carefully.

2.Write a passage to express their own opinions.

Step Three: Assignments

1.Fill in the form in Sum up (Page 8)

2.Fill in the form in Checking yourself (Page 47)

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