人教新课标高三Unit 5 Getting the message

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目录
第1篇：人教新课标高三专项复习--写作第2篇：人教新课标高三unit1-4语篇领悟第3篇：人教新课标高三 unit 1 That must be a record!第4篇：人教新课标高三Unit 5 Getting the message第5篇：人教新课标高三非谓语动词复习要点第6篇：Unit2 Crossing limits教学设计及教案人教新课标 ┆ 高三第7篇：人教新课标高一Revision (Units7-8)第8篇：人教新课标高一下知识（U13）第9篇：人教新课标高一下知识（U14）第10篇：人教新课标初二Unit 5第11篇：人教新课标初二Unit 6

篇1：人教新课标高三专项复习--写作

How do we write a good composition during exam

Sujested version

1 beginning(introduction of the topic)

2 body part (main idea)

3 Ending(conclusion)

Note: 1 try to contain all the aspects that are required

2 Write correct sentences（try to avoid grammar mistakes and spelling mistakes.）

3 Write neatly.

4 Don’t write it too short or too long.

Suggestion: words required-10 words< words required+10 words

5 Avoid using words or expressions that you are uncertain about. Actually, to express the same meaning, there are always several choices open to you.

6 Avoid using complicated long sentence if you not sure about it’s correctness.

7 Pay attention to the use of punctuation.

8 Allot at least 15 minutes for composition writing.

9 When a title is required, try to make it being able to indicate the main idea of the composition and avoid using a title which is too flashy or too exotic.

10 Note that you should apply the proper form for the writing if required.（eg: a letter, a diary, a notice etc.）

Instructions for spare time training.

1 Extra materials

2 Practise writing short composition at least once a week.

以前英语作文评分依据是根据要点和语言准确度而定，但近几年要求“使用较多语法结构和词汇”，因此要想得高分，除了要点和语言准确度以外，还必须在较复杂的句子结构或较高级的词汇上有所表现。句式单一，缺乏生气的文章，哪怕无任何错误也不可能得高分，相反“有些错误，但是为了使用较复杂结构或较高级词汇所致”，给分档次仍在最高档(21～25分)。

一、以下四种手段是增加句子复杂性的常见方法，也是得高分的“亮点”。

1.改变句子的开头方式，不要一味地都是主语开头，接着是谓语、宾语，最后再加一个状语。可以把状语置于句首，或用分词做状语等。

［原文］We met at the school gate and went there together early in the morning.

［修正］Early in the morning we met at the school gate and went there together.

［原文］The young man couldn’t help crying when he heard the bad news.

［修正］Hearing the bad news， the young man couldn’t help crying.

2.在整篇文章中，避免只使用一两个句式，要灵活运用诸如倒装句、强调句、主从复合句、分词状语等。

①强调句

［原文］My parents praised Ah Fu warmly. It had saved my little sister bravely.

［修正］My parents praised Ah Fu warmly. It was our brave Ah Fu who had saved my little sister bravely.

②由what等引导的从句，此处的what相当于中文的“所……”，有很大的概括力，如:

［原文］We had to stand there to catch the offender.

［修正］What we had to do was (to) stand there， trying to catch the offender.

What China has achieved in recent years is known through the world.

China is no longer what it used to be.

③由with或without引导的短语。如:

He sat in a chair with a newspaper in the hand.

④分词短语。如:

Satisfied with the result， He decided to go on with a new experiment.

⑤倒装句。如:

Only in this way can we achieve our goal.

Never before have I seen such a wonderful film.

⑥省略句。如:

If so， victory will be ours.

You can make some changes wherever necessary.

⑦对比，这是中文中也常用的方法。如:

Failure is not a crime， but failure to learn from failure is.

When I play， I feel excited， and after it I feel relaxed.

3.通过分句和合句，增强句子的连贯性和表现力。

［原文］He stopped us half an hour ago. He made us catch the next offender.

［修正］He stopped us half an hour ago and made us catch the next offender.

［原文］We had a short rest. Then we began to play happily. We sang and danced.

Some told stories. Some played chess.

［修正］After a short rest， we had great fun singing and dancing，telling jokes and playing chess.

4.学会使用过渡词。如:

①递进: then(然后)， besides(还有)， furthermore(而且)， moreover(此外)等。

②转折: however(然而)， but(但是)， on the country(相反)， after all(毕竟)等。

③总结: finally(最后)， at last(最后)， in brief(总之)， in conclusion(最后)等。

④强调: indeed(确实)， certainly(一定)， surely(确定)， above all(尤其)等。

⑤对比: in the same way(同样地)， just as(正如)， on the one hand…on the

other hand(一方面……另一方面……)等。

5.注意使用不同长度的句子。

二、对于“较复杂的词汇”，可以从以下几个方面着手。

1.注意使用词组、习语来代替一些单词，以增加文采。如:

［原文］A new railway is being built in my hometown.

［修正］A new railway is under construction in my hometown.

2.使用一些很有“洋味”的单词。如:

Thank you for sharing the time with us.

The way he views the world is very practical.

3.避免重复使用某一单词或短语。如:

［原文］I like reading while my brother likes watching television.

［修正］I like reading while my brother enjoys watching television.

习作1Possible version：

Dear Smith,

I know you want to find a job in Beijing. I read an advertisement in today’s “21st Century ”, an English paper here. Beijing Ladder Information Company is running a school. So they need native - speaker English teachers. What they prefer is a university degree in education or other related fields,which you have. And a foreign expert certification is also required. I think you are the right person they want.

If you are interested please directly call or write to the company. The telephone number is 86-10-68019433, and their E-mail address is : liecbj @ hotmail. com

Good luck.

Your’s

Li Hua

习作2:

Comment:

Mary is a clever girl with good manners. She is always ready to help others and therefore gets along very well with her classmates.

Having a special interest in Chinese, she speaks it very well. Mary is also good at maths and does a lot of exercises every day. She enjoys doing experiments in chemistry labs ,but sometimes she needs to be more careful. In all the subjects , physics is the most favorite one to her and she is one of the best in this subject. She always tries her best to make better progress and things better.

All the teachers like her very much.

Signature: Wang Ming

篇2：人教新课标高三unit1-4语篇领悟

Unit 1 That must be a record!

●语篇领悟

阅读本单元课文，完成下列各题：

§1.1细枝末节

1.The idea which led to The Guinness Book of Records came up by

A.Ross McWhirter B.Norris

C.Sir Hugh Beaver D.Brewery

答案：C

2.The Guinness Book of World Records has chapters except

A.education B.science and technology

C.travel and transport D.the natural world

答案：A

3.Among the Chinese records in The Guinness Book of Records,some examples are given except .

A.Tian'anmen Square B.Hong Kong's return to China

C.Jiaozi D.the Yellow River

答案：D

4.The reason why Lance Armstrong's records are special is that .

A.he is a wonderful winner

B.he won the first place in the race

C.he has achieved brilliant achievements

D.he fought against cancer bravely and won his goal

答案：D

5.Which type of record attempts is NOT allowed in the following?It is .

A.the one that a man can live to be very old

B.the one that a man can balance a small car on his head

C.the one which is dangerous to the person who is attempting it or to others

D.the one that a man can wear the longest beard in the world

答案：C

§1.2 主旨大意

6.The text is mainly about .

A.a famous book

B.Sir Hugh Beaver came up with an idea

C.The Guinness Book of Records

D.many records in the world

答案：C

§1.3 推理判断

7.From the sentence “...,it fades next to the story of Armstrong's struggle against disease”,we know that .

A.his fastest speed is as impressive as his story of struggle against cancer

B.his fastest speed is more impressive than his story of struggle against cancer

C.his story of struggle against cancer is less impressive than his fastest speed

D.his story of struggle against cancer is more impressive than his fastest speed

答案：D

8.From the text,the main reason that led to Sir Hugh's idea is that

A.his hard work B.his talent

C.his curiosity D.his careful research

答案：C

9.From the last paragraph,we can infer that .

A.if a person wants to make a record,he can do it without permission

B.if a person can do bad to others,he can make a record

C.if your idea is not suitable,you can also get the permission of the Guinness Book of World Records

D.The Guinness Book of World Records is very careful about making a record

答案：D

10.According to the text,which statement is true?

A.No people in the world are not interested in strange and unusual things.

B.There are many athletic records in the Guinness Book of World Records.

C.There are no Chinese records in the Guinness Book of World Records.

D.All of the 60 000 new records will be printed each year.

答案：B

Unit 2 Crossing limits

●语篇领悟

阅读本单元课文，完成下列各题：

§1.1细枝末节

1.Who were （was ） the earliest explorer（s） of the Western Ocean？

A.Marco Polo.

B.Christopher Columbus.

C.European explorers.

D.Brave merchants.

答案：D

2.Through the Silk Road,China got from other countries.

A.spices and glass B.silk

C.weapons D.milk

答案：A

3.An African king gave rhinoceros horns to China in order to .

A.make money

B.stop the war

C.show his friendship

D.award the Ambassador

答案：C

4.Which of the following became the world’s trading center over a few centuries after Han Dynasty?

A.Ceylon. B.India.

C.Swanhili kingdoms. D.Egypt.

答案：C

5.In Du Huan’s book “Record of My Travels” you can learn about .

A.Marco Polo

B.many foreign countries

C.Christopher Columbus

D.ways to make silk

答案：B

6.Who does “The Chinese Columbus” refer to?

A.The Ming emperor.

B.Du Huan.

C.The Chinese ambassador.

D.Zheng He.

答案：D

§1.2 主旨大意

7.The text is mainly about .

A.how the Silk Road was formed

B.how China developed trading relations with Arabic countries

C.Zheng He’s expeditions across the Indian Ocean

D.the history of China’s opening to the outside world

答案：D

§1.3 推理判断

8.The small bronze statue of a lion found in Shanga most probably came from .

A.China B.Rome

C.Greece D.London

答案：A

9.“In the east,China prospered under a new dynasty.”The underlined part refers to .

A.the Han Dynasty

B.the Song Dynasty

C.the Qin Dynasty

D.the Ming Dynasty

答案：D

10.Which of the following can be inferred from the text?

A.Columbus’ exploration was stopped for economic reasons.

B.No accurate maps of the countries around the Indian Ocean existed before Zheng He.

C.In the Ming Dynasty China had the most powerful navy in the world.

D.The giraffe was an animal that could not be found in China in the Ming Dynasty.

答案：C

Unit 3 The land down under

●语篇领悟

阅读本单元对话与课文，完成下列各题：

§1.1细枝末节

1.The Australian flag shows .

A.the UK flag and seven stars

B.the USA flag and a large star with seven points

C.the UK flag and six large stars with seven points

D.the UK flag,a large star and a group of small stars

答案：D

2.Who were the first people to arrive in Australia？

A.Spanish,Portuguese and Dutch.

B.Prisoners and criminals from England.

C.Aborigines and Torres Strait Islanders.

D.Asian explorers.

答案：C

3.In 1770,Captain James Cook claimed the east coast of the continent for the

Crown.

A.British B.Spanish

C.Portuguese D.American

答案：A

4.After the second world war,Australia began to .

A.form the commonwealth

B.transform itself into the modern country as it is today

C.change its attitude towards immigration

D.suffer from the Depression of the 1930s

答案：B

5.The weather in Australia encourages .

A.indoor activities B.outdoor activities

C.competition D.entertainment

答案：B

§1.2 主旨大意

6.Paragraph 1 of the text“Australia”mainly deals with .

A.climate B.geography

C.history D.animals

答案：D

7.The last paragraph of the text “Australia” mainly talks about Australia’s .

A.climate

B.people’s life

C.outdoor activities

D.climate and people’s life

答案：D

§1.3 推理判断

8.What does the word“claim”mean in Paragraph 3 of“A nation of prisoners?”

A.need B.demand

C.believe D.buy

答案：B

9.What sport is impossible in Australia?

A.Skiing. B.Swimming.

C.Tennis. D.Basketball.

答案：A

10.From the text“Australia”we can infer that Australia is famous for its .

A.industrial products

B.educational products

C.agricultural products

D.recreational products

答案：C

Unit 4 Green worlds

●语篇领悟

阅读本单元对话与课文，完成下列各题：

§1.1细枝末节

1.Before Linnaeus botany was .

A.studied by doctors

B.unknown to anyone

C.fully developed

D.a branch of medicine

答案：D

2.Some economic species plants such as could help to develop local economies.

A.rose and peony

B.cocoa and hemp

C.tea and apple

D.cocoa and lemon

答案：B

3.It was who made Kew a centre of scientific and economic research.

A.Joseph Banks B.Captain Cook

C.Linnaeus D.Daniel Solander

答案：A

4.The research by Darwin,Mendel and Turesson shows that .

A.genetics is more important than the environment to plants

B.genetics is less important than the environment to plants

C.both genetics and the environment are important to plants

D.neither genetics nor the environment is important to plants

答案：C

5.Darwin observed that the birds with would eat .

A.small beaks;hard seeds

B.broad beaks;hard seeds

C.hard beaks;hard seeds

D.broad beaks;soft seeds

答案：B

6.Scientists of the nineteenth century believed that .

A.the development of new species was behind the influence of the environment

B.the development of new species and the influence of the environment were hand in hand

C.the development of new species had nothing to do with the influence of the environment

D.the influence of the environment was behind the development of new species

答案：D

7.At the age of 22,Darwin joined the scientific expedition on .

A.the Endeavour B.Tahiti

C.the Beagle D.space

答案：C

§1.2 主旨大意

8.Paragraph one of the text “The birth of a science” mainly tells us .

A.the importance of botany

B.how to classify plant species into groups

C.Linnaeus’contribution to botany

D.Linnaeus’discoveries about different species

答案：C

§1.3 推理判断

9.Captain Cook made voyages altogether around the world.

A.one B.two

C.three D.four

答案：C

10.Darwin studied physics,chemistry and botany because .

A.he was invited to join a scientific expedition

B.he was interested in them

C.he could do a lot of experiments

D.he wanted to finish his book “On the Origin of Species”

答案：B

篇3：人教新课标高三 unit 1 That must be a record!

课文重难点解析

SEFC 3A unit 1 That must be a record!

1. In 1951, the then director of the Guinness Brewery, Sir Hugh Beaver, wanted to settle an argument about the fastest bird in Europe. 1951年，当时吉尼斯啤酒厂的厂长毕伟休先生很想解决欧洲哪一种鸟飞的最快这一争论。

① settle: vt. 解决;处理

e.g. I’d like to get it settled today while we’re at it. 既然我们大家都关注这件事, 我很想今天就把他解决了。

② argument: n. 辩论;争论

e.g. They got into quite a heated argument.他们进行了十分热烈的争论。

2. Instead, the editors of the book set down the records and keep track of them in other ways. 然而，本书的编辑们会写下该纪录，随后设法跟踪了解它们。

① set down写下; 放下; 让下车; 规定

e.g. I’ll set down one or two points while they are fresh in my mind. 趁我记忆犹新我得写下一两个要点。

② keep track of （继续）了解…的情况; 记住…的情况

e.g. Mr. Steven kept track of his business by telephone when he was in hospital. 史蒂芬先生住院期间，通过电话了解他的生意。

3. The records are put into different categories. 纪录被分为两类。

① category: n. [C] 类（属）; 范畴

e.g. Helen groups all people into two categories: those she likes and those she dislikes. 海轮把人们分为两类：一类是她喜欢的，一类是她不喜欢的。

4. And there are also strange records, like the Englishman who balanced a small car weighing 159.6 kilograms on his head for thirty-three seconds! 也会有些奇怪的纪录，譬如，一个英国人曾头顶159.6 公斤的一个小汽车坚持了33秒。

① balance: vt.&vi. 保持平衡；使平衡

e.g. In order to balance their trade, they would have to buy less goods in the United States. 为了让他们的贸易保持平衡，他们将必须减少购买美国的货物。

② weighing 159.6 kilograms on his head for thirty-three seconds! 现在分词短语做定语。

5. Among the brilliant athletic achievements, a few records stand out because of the moving life stories behind them. 在非常优秀的运动员的成绩档案里，有几个纪录是由于这些成绩的后面那动人的生命故事而引人注目的。

① stand out: 显得突出; 显眼; 引人注目

e.g. your red pullover really stands out in that photograph. 你的红毛衣在那张照片中非常显眼。

② because of 由于

e.g. He realized that she was crying because of what he had said. 他意识到她是因为他所说的话而在哭泣。

③ moving: adj. 动人的; 感人的

e.g. The beggar told her such a moving story that she almost wept. 乞丐讲述了一个几乎令她流泪的动人的故事。

6. Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease. 尽管这纪录给人流下了非常深刻的印象，但是与阿姆斯特朗同疾病斗争的故事比起来它就变的黯然失色了。

① as: conj. 尽管; 虽说：引导让步状语从句，注意该句型要倒装。

e.g. Intelligent as she was, she had not much insight. 尽管她很聪明，但是她没有多少洞察力。

② fade: vi. 退色; 逐渐消失：

e.g. As evening came the coastline faded into darkness. 随着夜幕的降临，海岸线消失在黑暗中。

7. He went on to set the speed record and achieve his goal of winning the Tour de France six times in a row in 2004. 他继续创造着世界纪录，并且在他连续6次实现了他的目标：赢得了环法大赛冠军。

① achieve: vt. 取得（胜利，成就）; 实现（目标，目的等）

e.g. Nothing would stop me from achieving my ambition. 没有任何事情会阻止我去实现我的目标。

② in a row 一个接一个地；连续不断

e.g. The children stood in a row in front of the row of chairs. 孩子们一个接一个地站在那排椅子的前面。

8. Part of the reason for our interest is probably the same curiosity that led Sir Hugh to write The Guinness Book of World Records in the first place. 最初可能正是我们兴趣中那一部分好奇心促使休先生开始写这本吉尼斯世界纪录一书的。

① let sb. to do 使得某人做某事

e.g. The news leads me to believe that they will come.这则消息让我相信他们会回来的。

② in the first place （用于列举理由等时）首先；第一；原先

e.g. The thing for me to have done was to have married her to him in the first place. 对我来说所做的一件事就是首先把她许配给了他。

9. We want to know what is possible and find out just how far we can push ourselves. 我们想知道什么是可能的，也想弄明白我们的极限是多远。

① find out 了解; 弄清楚

e.g. We must find out the truth of the matter. 我们必须弄明白事情的真相。

One morning the baby found out for the first time that she could walk. 一天早上，婴儿第一次发现她会走了。

10. Clearly, we are also entertained by accounts of strange and unusual deeds and facts. 显然，这些奇怪而不寻常的行为和事实的描述也使我们感到很开心。

① entertain: vt.款待；招待（客人）；提供消遣；使高兴

e.g. Every summer they entertain the neighbors at an outdoor party. 每年夏天，他们会举办户外聚会来招待邻居们。

The magician entertained the children with a variety of tricks. 魔术师变各种各样的戏法来逗孩子们开心。

② account: n. [C] 叙述；报道；账目；银行户头

e.g. The accounts I have received of Australia are not particularly encouraging. 我所得到的关于澳大利亚的报道并不令人欢欣鼓舞。

11. The editors will decide if your idea is suitable and then send you rules and the form you need to apply for the record. 编辑们会决定是否你的想法很合适，然后会寄给你申请这个纪录所需要的规则和表格。

① suitable: adj. 合适；适合

e.g. Those shoes are not suitable for walking in the country.这鞋不适合在乡间走路。

Have you a suitable book for a young child? 你是否有适合小孩子读的书。

② apply: 申请; 应用

e.g. I applied at the local police station for a peddler’s certificate. 我在当地警察局申请了商贩执照。

12. Afterwards, if all goes well, a Guinness official will come to inspect your attempt. 之后，如果一切进展顺利的话，吉尼斯办公室会来检查你尝试的情况。

① inspect: vt. 检查；视察

e.g. They inspected the whole house for traces of damp. 他们来检查整个房子的潮湿的证迹。

All factories and mines are inspected by government officials. 政府官员检查所有工厂和煤矿。

13. If you are successful, the official will confirm the record and you will get a certificate from The Guinness Book of World Records stating that you are a world record holder. 如果你成功了, 吉尼斯官员会确认你纪录, 而且你会得到吉尼斯世界纪录证书, 并声明你是世界纪录的保持者。

① confirm: vt. 批准；肯定

e.g. When do you think the President will confirm you in office? 你认为什么时候总统会批准你执政。

② state: vt. 陈述；声明

e.g. State your opinion of the new school rules. 请陈述你对学校新规则的看法。

The stated facts conflict with what actually happened. 这些已经说明的事实与真实发生的情况相矛盾。

14. All of our schoolmates were here, as well as many of our parents and other kids from the neighborhood. 我们的校友, 我们的父母以及来自附近的孩子们全来了

① as well as 同，和，也

e.g. It is important for you as well as for me. 这对你对我都重要。

The conflict spread everywhere, into villages, as well as into the cities. 冲突到处在蔓延, 进了村庄,也进了城市。

15. A new generation of sports is capturing the hearts and minds of people who are willing to try something new. 新一代的体育运动占据了想尝试新鲜事物的人们的所有心思。

① capture: vt. 捕获；占领；赢得

e.g. Our task was to capture a number of these monkeys alive. 我们的任务是活捉许多猴子。

He captured first place in the men’s broad jump with a leap of 7.51 meters. 他以7.51米的成绩取得了男子跳远的第一名。

② be willing to 愿意做某事

e.g. She’s willing to help in any way she can. 她愿意尽可能地帮助别人。

16. These new sports are called “extreme sports” and all center on the “X-factor”---the pure joy of doing something that you didn’t think you could do and overcoming your fears. 这些新的体育运动被称作为极限运动, 所有这些运动都以难预测的因素为中心---

① center on 以…为中心。

e.g. The discussion centered on the most important question. 讨论以最重要的问题为中心。

②overcome: vt. 克服; 抑制

e.g. He succeeded in his efforts to overcome his fatal weakness. 他成功地克服了他最致命的弱点。

③ doing something that you didn’t think you could do and overcoming your fears. and 连接的并列动名词短语做of 的宾语。

17. I get excited and my hearts beats faster.

① get: link-v 变得

e.g. Hugh got engaged to her when traveling last winter. 在去年冬天的旅行中休与她订了婚。

18. Then my mind becomes clear and I concentrate on the way my body moves in the air. 当时我的头脑很清醒而且全身心的投入在空中移动身体的方法上。

① concentrate on/upon 聚精会神; 集中思想

e.g. He tried to concentrate on his clinical research at the hospital. 他试图专注于医院的临床研究。

19. We don’t let anyone try a dangerous trick unless we know that they are skilled enough to perform it safely. 如果我们不确定他们能够熟练且安全地进行这个项目, 我们就不会让他们去尝试危险的特技表演。

① perform vt.& vi. :进行; 执行；表演；表现

e.g. One should always perform what one promises. 一个人应该履行他的诺言。

The engine performs well in cold weather. 这发动机在寒冷的天气也表现很好。

篇4：人教新课标高三Unit 5 Getting the message

Unit 5 Getting the Message

The First Period

Ⅰ. Words and Expressions

1. convey ---- To take or carry from one place to another; transport. 运送；运输

---- To communicate or make known; impart通知；通报；传达

The truck conveyed machinery across the country. 这辆卡车在全国各地运送机器。

Wires convey electricity.金属线导电。

I will convey the information to him.我将把这消息通知他。

2. advertise ---- To make public announcement of, especially to proclaim the qualities or advantages of (a product or business) so as to increase sales. 做广告

---- To warn or notify告诫，告知

The company advertised for a new secretary.公司登广告招聘一名新秘书。

We should advertise for someone to look after our children.

我们该登个广告聘人来照管孩子们。

3. advertiser 广告商

The report gives advertisers a new picture of women today.

这份报告使广告商对今日妇女有了新的认识。

4. brand ---- A trademark identifying a product or a manufacturer

商标；牌子；烙印

What brand of soap do you like?你喜欢什么牌子的肥皂？

（常与of连用）特殊类型

his own brand of humor 他独特的幽默感

These cattle have my brand on them. 这些牛身上都有我打的烙印。

5. consideration ---- Careful thought

Please give the problem your careful consideration. 请你仔细考虑这个问题。

短语：

in consideration of 报答；由于

take … into consideration 顾及，考虑到

under consideration 在考虑中，在研究中

6. charge ---- Expense; cost 费用；花费

---- The price asked for something 价格，收费

a charge for the use of the telephone 使用电话的费用

The charge for a front-row seat is $3. 前排座位票价每张三美元。

---- Management 监督；管理

---- A claim of wrongdoing 指控；控告

a charge of stealing 偷窃罪的指控

The charge carries a possible sentence of three years.这项控告可能要判三年徒刑。

短语：

in charge of 负责

The chief engineer was in charge of directing the building of the subway.

主任工程师负责指挥地铁的建造工程。

I was in charge of my sister. 我在照看我妹妹。

In the charge of / in one’s charge 归某人负责；由某人监管

The factory is in the charge of a special committee. 这家工厂现在由一个特别委员会监管。

7. loss ---- The act or an instance of losing; something that is lost; people lost in wartime or an accident.损失；丧失；遗失。

The loss of my watch meant that I had to buy a new one.

我的手表丢了就意味着我得买只新的。

Have you reported the loss of the technical papers about the new product to the police? 你们把丢失新产品技术文件的事向警方报告了吗?

His unfortunate death was a great loss to the firm.

他的不幸去世对他的商行来说是个重大损失。

The losses are computed at $1000. 估计损失1000美元。

短语：

at a loss ①低于成本的：

sold the merchandise at a loss.

赔本卖出货物

②迷惑的；不解的：

I am at a loss to understand those remarks. 我不理解那些话

8. blame ----To hold responsible. 负责

---- To place responsibility for (something) 归咎：把（某事）责任归于…

Blame it!(美) 该死!

Don't blame it on him, but on me. 别怪他,该怪我。

They blamed the failure on George. 他们把失败归咎于乔治。

Blame me if I don't. 我要是不这样做,随你怎么办好了。

They blamed the secretary for the delay of the plan. 他们怪罪秘书造成计划延误。

短语：

be to blame 应受谴责

The children were not to blame. 孩子们不应受到谴责。

The driver was not to blame for the traffic accident.那次交通事故不应该责怪司机。

I am to blame.是我不好。

9. broadcast ---- To transmit (a radio or television program) for public or general use. 传播：传播（电台、电视节目），供大众使用

---- To send out or communicate, especially by radio or television.

播放：尤指通过电台、电视，播出，发送：

The agency broadcast an urgent appeal for medical supplies.

代理商通过电台紧急呼吁要求药品供应

to broadcast the gossip 传播流言蜚语

The BBC broadcasts every day. 英国广播公司每天广播。

Radio Beijing broadcasts on a dozen different frequencies.

北京电台以十几种不同的频率进行广播。

The news broadcast will be at 7.00. 新闻广播将在7点开始。

She made an interesting broadcast about the origin of modern music.

她在广播/电视节目

10. post ---- To display (an announcement) in a place of public view.

贴布告：在公共场所贴（布告）

---- To cover (a wall, for example) with posters.

贴海报：用海报张贴

The names of the members of the team will be posted up today.

队员名单将于今天张榜公布。

The ship was posted missing. 该船宣告失踪。

11. hand in hand手拉手, 联合

go hand in hand with与...共同行动；与...相配合；与...一致；与...结合在一起

The development of agriculture should go hand in hand with that of industry.

工业和农业应共同发展。

12. react ---- Chemistry To undergo a reaction【化学】起化学作用：产生化学反应

---- To act in response to 反应；反抗

How did your mother react to the news? She reacted by getting very angry.

你妈妈对这个消息的反应怎样？她的反应是非常生气。

An acid can react with a base to form a salt. 酸和碱起化学反应成盐。

13. annoy

annoy with 生…的气

annoy at 讨厌某事

These flies are annoying me. 这些苍蝇真让人讨厌。

We're annoyed at his cavalier treatment of his old friends.

他用这种傲慢的态度对待老朋友,我们都感到气愤。

14. annoying

an annoying cough. 一声恼人的咳嗽

15. accuse ---- To charge with a shortcoming or an error. 指责：因缺点或错误而指控

---- To charge formally with a wrongdoing. 指控：正式指控某一错误行径

The police accused him of murder. 警方指控他谋杀。

The police accused him of stealing. 警方控告他犯有盗窃罪。

16. associate ---- To connect or join together; combine. 联合，结合：连或接在一起；合并

---- To connect in the mind or imagination 联想：在心里或想象中联系：

联想

What do you associate with such a heavy snow? 这样一场大雪你有什么联想?

17. get across使)越过, 通过, 被理解

18. appeal ---- An earnest or urgent request, entreaty, or supplication. 呼吁，恳求：热切或急切的要求、请求或恳求

The government is appealing to everyone to save water.

政府呼吁每个人节约用水。

The victims' families of the murder have appealed to the Supreme Court to have a definitive answer. 谋杀案的被害家属已经请求最高法院作确切的答复。

---- The transfer of a case from a lower to a higher court for a new hearing.

上诉：把案件从低一级法院向高一级法院移交以进行重新审理

appeal a decision to a higher court 不服判决提出上诉

He appealed against the judge's decision. 他不服法官判决而上诉。

an appeal for aid 恳求援助

an appeal for forgiveness 恳求原谅

The teacher listened to his appeal. 老师倾听了他的要求。

19. appeal to呼吁, 要求, 诉诸, 上诉, 有吸引力

20. frequent ---- Occurring or appearing quite often时常发生的, 频繁的

I enjoyed his frequent visits. 我喜欢他经常来访。

Frequent failures did not affect his morale. 屡次失败都没有使他泄气。

Rains are frequent here in early summer. 这儿在初夏季节常下雨。

21. figure ---- A written or printed symbol representing a number. 符号，数字

---- A pictorial or sculptural representation, especially of the human body.

---- A diagram. 图表

---- An amount represented in numbers 价格：用数来表示的价值

sold for a large figure 以高价出售

a figure of speech. 形象化的说法

She has a five-figure income. 她有五位数的收入。

短语：

figure in 包括：包括，如在计算数量中

figured in travel expenses 包含在旅行费用当中

figure on ①依靠

We figured on your support. 我们就指望你的支持了

②把…估计在内；期望：

I figured on an hour's delay. 我估计要延迟一小时

③计划

We figure on leaving at noon. 我们计划中午走

figure out ①发现或决定：

Let's figure out a way to help. 让我们来找出帮助的办法吧

②解决或破译：

Can you figure out this puzzle? 你能找到谜底吗?

We must figure out how to solve the problem.我们必须想出解决这个问题的办法。

I couldn't figure out who the lady with the sunglasses was.

我想不出那位戴墨镜的夫人是谁。

22. salesman ---- A man who is employed to sell merchandise 男售货员

23. saleswoman ---- A woman who is employed to sell merchandise 女售货员

24. profit ---- An advantageous gain or return; benefit. 得益：得利或回报；收益

---- To make a gain or profit. 创利润：创造收入或利润

make a penny profit on each orange 要每只橘子盈利一便士

This new invention will bring you great profits like a goldmine.

这项新发明会像一座金矿一样给你们带来利润。

I have read it to my profit. 我读了它大有收益。

All his wealth did not profit him. 他所有的财富于他无益。

I don't think it will profit you anything to do that.

我以为那样做对你不会有什么好处。

We hope our criticisms and suggestions will profit you.

我们希望我们的批评和建议将对你有所裨益。

You can profit by making mistakes. 你可以从错误中得到教益。

The students do hope to profit by / from the teacher's comments on their compositions. 学生们真心希望从老师对他们的作文的评语中获得益处。

25. campaign ---- series of operations taken to accomplish a purpose 战役；计划

a campaign to stop people smoking 一项阻止人们吸烟的运动

Did you take part in either of my last two campaigns? 你有没有参加我（指挥）的上两次战役？

a fund-raising campaign 一项筹措资金的计划；

26. policy ---- A plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters 政策：一个计划或行动路线，如政府、政党或企业的计划或行动路线，意在影响和确定决定、行动和其它事情

It is the policy of the government to improve education. 改进教育是政府的政策。

It's bad policy to smoke too much. 吸烟太多并非明智之举。

27. spokesman ---- A man who speaks on behalf of another or others. 发言发言，亦可指女发言人

28. spokeswoman ---- A woman who speaks on behalf of another or others. 女发言人

29. illegal ---- Prohibited by law or official rules.违法的，非法的；犯规的

An illegal immigrant. 非法移民

It is illegal to steal things. 偷东西是违法的

30. keep an eye out for sb / sth 当心；警惕

31. target ---- Something aimed or fired at. 目标

---- An object, such as a padded disk with a marked surface, that is shot at to test accuracy in rifle or archery practice. 靶子

The hunter's target was a wild animal. 这个猎人的目标是一只野兽。

A target market 目标市场

32. sneaker ---- A sports shoe usually made of canvas and having soft rubber soles. Also called tennis shoe 帆布胶底运动鞋：通常由帆布制成，有软的塑料胶底的运动鞋也作 tennis shoe。

常用复数sneakers

33. nowadays ---- During the present time; now 现在，当今

Nowadays people travel by plane. 如今人们乘飞机旅行。

Nowadays, advertisements can be found everywhere in any big city.

现在,在任何一个大城市里,到处都可以看到广告。

34. nephew ---- A son of one's brother or sister 侄子，外甥

35. waitress ---- A woman who serves at a table, as in a restaurant. 女侍者

36. hostess ---- A woman who receives or entertains guests in a social or official capacity.女主人

---- A woman who is the emcee or interviewer on a radio or television program. 女主持人

37. bridegroom ---- A man who is about to be married or has recently been married. 新郎，即将结婚的男子：将要结婚或新近结婚的男子

bride ---- A woman who is about to be married or has recently been married. 新娘，即将结婚的女子：将要结婚或新近结婚的女人

38. attach ---- To fasten, secure, or join. 系，贴或连接

attach label to parcel 给包裹贴标签

attachment附件

短语：

attach to ① 加入，参加

Pro. Smith was attached to the medical college as a guest professor for two years.

史密斯教授在医学院当了两年的客座教授。

② 加于…之上

No blame attaches to him for the accident. 这个事故他没有受到责备。

We should attach primary importance to the development of economy.

我们要把发展经济的工作放在第一位。

be attached to

认为重要；特别喜爱

Mary was attached to her brother. 玛丽很喜爱她的弟弟。

I am very attached to that old picture. 我很喜欢那幅旧画。

39. point out 指出

Point out the man who beat you yesterday. 把昨天打你的人指出来。

He pointed out that we might have made great mistakes.他指出我们或许已经犯了很大的错误。

40. discount ---- To deduct or subtract from a cost or price.减少；打折

The old model worker's rich experience is not to be discounted.

老劳动模范的丰富经验不可小看。

短语：

at a discount 打折扣；不值钱的；不受重视的

41. make sense 有意义的；有道理的

It doesn’t make any sense to grow economic plants in such a poor country.

在如此贫困的国家种植经济作物是毫无道理的。

42. bonus ---- A sum of money given to an employee in addition to the employee's usual compensation. 奖金；分红，意外的好处

The workers got a Christmas bonus. 工人得到圣诞节奖金。

The win on the pools was a real bonus.

We like our new house and it's a real bonus that there is a swimming pool nearby.

我们很喜欢自己的新房子,加上附近有座游

Ⅱ. Homework:

Page 42 Word Study 1, 2 & 3

Page 178 Vocabulary 1 &2

Unit 5 Getting the Message

The Second Period Reading

Teaching goals教学目标

1. Target language目标语言

a．重点词汇

broadcast，post，react，annoy，annoy，accuse，associate，appeal，frequent，figure，salesman， saleswoman，profit，campaign，policy，spokesman，spokeswoman，i11egal，target

b．重点短语

hand in hand，react to，On the Other hand，associate…with，get across，appeal to，be aware of，look out for，keep an eye out for

c．重点句式

The development of radio, television and other media has gone hand in hand with…

By introducing a brand name to potential customers, and by associating the product with the customers’ needs, companies are able to influence the choices customers make.

The best chance to reach customers is to appeal to their emotions.

First of all, we should always keep an eye out for “hidden information”.

2．Ability goals 能力目标

Enable the SS evaluate advertising and advertisements.

3．Learning ability goals 学能目标

Help the students learn how to evaluate the advantages and disadvantages of ads and protect themselves from misleading ads.

Teaching important points 教学重点

HOW to evaluate advertising and advertisements．

Teaching difficult points 教学难点

The definition, principle and functions of advertising.

Teaching methods 教学方法

1．Skimming method；

2．Task-based method；

3．Discussion method．

Teaching aids 教具准备

A computer, a project and some pictures．

Teaching procedures & ways 教学过程与方式

Step I

1. Greetings

2. Lead-in

T: Dear class, have you ever noticed we are living in a world of advertisements? Wherever we are, we can find different forms of ads in newspapers, magazines, over the radio, on TV, on the buses and so on. Then would you like to know how to make an advertisement? What their functions are? And what attitude should we have towards advertising and advertisements? Today let's come to ADVERTISING.

Step II Pre-reading

1. Work in pairs and fill in the chart

This part is to get the students prepared for the theme reading by listing advantages and disadvantages of ads.

T: Now please look at Pre-reading, Part 1. Read the instructions and try to think up more creative ideas for this topic. Share it with your partners after you finish it.

篇5：人教新课标高三非谓语动词复习要点

一．非谓语动词功能比较表

主语表语宾语宾补定语状语

动名词 V V V X V X

不定式 V V V V V V

现在分词 X V X V V V

过去分词 X V X V V V

二．非谓语动词的否定式、复合结构

1．谓语动词的否定式为：not+非谓语动词（动名词、不定式、现在分词、过去分词）

2.不定式的复合结构为：of/for+object+to do注：若其前的形容词为情感形容词例如：nice,kind,wrong,wise,clever,stupid,foolish,brave,naughty,careless,careful,nice,good,natural,strange,honest,polite,impolite,rude,thoughtful,cruel等；介词宜用of;若其前的形容词为hard,necessary,impossible,possible,expensive,useful,dangerous,bad,interesting,exciting,important,easy等，介词宜用for。

动名词的复合结构为：形容词性物主代词/sb’s+doing(若该结构不位于句首作主语也可用“名词或宾语+doing”来表示。例如：His not coming to school on time made his teacher angry.

三．非谓语动词用法比较

（一）。作主语比较：

1．位于句首常用动名词作主语。例如:Learning English well is a must for middle school student.

2． It作形式主语时，非情感形容词或名词作表语时常用不定式作真正主语；若useless, no use, no good作表语时，常用动名词短语作真正主语。例如：It’s no usee crying like a child for you.

3．不定式短语或动名词短语用语俚语、成语中作主语时，要遵循上下文的一致性原则。例如：

1).To do is better than to say.=Doing is better than saying.2). To see is to believe=Seeing is believing.

(二)。作表语比较

1．动名词作表语时，说明主语的性质，回答What的问题。例如：

-What is his job? -His job is teaching.

2．不定式作表语时，说明主语尚未发生的动作，常表示将来的动作。例如：

When Einstein was still quite young, his wish was to become a physicist.

3.分词作表语时，说明主语的状态，回答How的问题。现在分词作表语表示“令人。。。。。。的”的意思；过去分词作标语，或表示“感到。。。。。。的”的意思，或表示一个已经发生了的动作。例如：The news is exciting.

We are excited at the exciting news.The water is polluted.

(三)。作宾语比较

1.只跟不定式作宾语的及物动词：pretend,hope,expect,desire,agree,demand,hesitate,afford,fail,set out,beg,bother,long,plan,decide,determine,manage,intend,promise,refuse,wish,hate,offer,learn,ch等2.appreciate,avoid,admit,advise,enjoy,escape,excuse,finish,mind,miss,permit,practise,pardon,recall,forbid,stop,suggest,risk,resist,imagine,understand等之后只能跟动名词作宾语。

3.后跟动名词作宾语的动词词组：give up,keep on,succeed in,look forward to,feel like,insist on,set about,oppose to,hear be fond of,be engaged in,be afraid of,thank sb for…,prefer…to…,prevent/stop/keep /save…from…,leave off,put off,can’t stand,be(get)used to,be worth,be busy,be successful in,devote …to, stick to,spend/waste…(in) …,have trouble/difficulty (in),think of,dream of,object to,How/Whaat about…?,It’s no use/good/need…,There’s no good/need…,get down to 等。

4.1)remember/forget/regret +to do sth/doing(having done)sth

2).mean to do sth/doing

3).try to do sth/doing sth.

4).go on to do sth/doing sth.

5).stop to do sth/doing sth

6).can’t help doing sth/to do sth

5.need,require,want等动词表示“需要”时，后跟不定式的被动形式或动名词的主动形式表示被动含义。

（四）。作宾补比较。

1． ask/tell/want/help/would like/allow/permit/advise/persuade/encourage/wish/expect sb (not) to do sth.

2． let/make/have/hear/listen to/notice/watch/see sb do sth

be made/heard/listened to/noticed/watched/seen to do sth.

3.keep sb doing sth./get the car/bus starting/send sb or sth. doing

4.have sb do sth,have sb. doing sth./have sb. done

5.see/hear sb doing sth./do sth

6.make oneself done(understood/heard/noticed/recognized)

7.find the door/windows open/closed/locked

8.find sb. seated/dressed;find stp. changed/polluted.

9.have sth（活）. doing/have sth（死）. done/ get sth（死）. done

10. get sb to do sth./get sth.(活) doing. /get sth.（死） done

11．Sb have sb/sth. left. There be sb/sth left.

(五)。作状语比较

1．不定式在句中只能作条件或结果状语（只能和…enough,too…,heavy,light,difficult,hard,easy等形容词或副词连用。）

2．分词作状语时，其逻辑主语系句子的主语。如果逻辑主语与分词呈逻辑上的主谓关系，须用现在分词作状语；若逻辑主语与分词呈逻辑上的动宾关系，须用过去分词。分词在句中可作条件、时间、方式、伴随、让步、（自然而然的）结果、原因、比较等状语。

3．如果句子的主语不是分词的逻辑主语时，则不能用分词作状语，而用独立主格结构（主语+分词；主语+介词短语；with+宾语+介词短语）试比较：

Book in hand, the teacher came into the classroom.

A book in his hand, the teacher came into the classroom.

With a book in his hand, the teacher came into the classroom.

There being no bus left at night, they had to walk home.(Because there was no bus left at night,….)

（六）逻辑主语问题

分词作状语的逻辑主语是句子的主语；分词作定语的逻辑主语是被修饰的名词；分词作宾补的逻辑主语是其宾语。

（七）作定语比较

1．动名词作前置定语，说明所修饰的名词的功能或用途。（a sleeping car,a swimming pool,, a writing paper）

2．不定式作后置定语，说明所修饰的名词的动作的未来性，常与表示将来的时间状语连用。

A plan/law/way to do sth.

3.单个分词作前置定语，分词短语作后置定语，说明所修饰的名词的状态。表示正在进行或主动的动作或“令人。。。。。。的”意思，常用现在分词；表示已经发生或被动的动作或“感到。。。。。。的”意思，常用过去分词作定语。注意:polluted,enjuried,dressed,seated,broken,killed等只有过去分词，而没有现在分词。

试比较：

The big building _________(build) over there recently will be the highest one in our city.

The big building _________(build) last year is the highest one in our city.

The big building _________(build) next year will be the highest building in our city.

篇6：Unit2 Crossing limits教学设计及教案人教新课标 ┆ 高三

Unit 2 Crossing limits

I．单元教学目标

技能目标Skill Goals ▲Talk about exploring the world▲Practise judging situations and making decisions▲Review the predicate▲Write a persuasive essay

II．目标语言

功能句式 Expressions to judge situations and make decisions:a. Expressions used to judge situations:1. From my understanding, I find it possible that…2. In my opinion, nobody has the right to…3. For the sake of…, I believe…4. In respect for…, we should…5. Everything has two sides, but I …6. By no means should we sacrifice people’s life in the name of science…b. Expressions used to make decisions:1. It’s hard to decide… however, 2. Take everything into consideration, I …3. In spite of…, I still believe…4. I am likely to think… because…5. My choice will be…

词汇 1. 四会词汇evaluate, various, key, origin, equip, puzzle, wealthy, Asian, African, ambassador, wander, motherland, existence, accurate, navy, treasure, command, royal, embassy, zebra, volunteer, radium, dam, suggest, accomplish, sickness, unable, sacred, refer, aircraft, arise, evidence, chairman, praise2. 认读词汇Christopher Columbus, endeavor, Marco Polo, spice, Ceylon, Arab, westernmost, Roman, empire, rhinoceros, horn, Shanga, awareness, fleet, symbolic, sum, horizon, navigation, Korea, the Himalayas, Sherpa, Tibet, honesty, dedication, ideal, technological 3. 词组in the name of, in exchange for, set sail, in return, bring up, apart from, refer to, run out 4. 重点词汇various, key, wealthy, accurate, wander, suggest, accomplish, arise, praise

语法 Review the Predicate:1. A team of scientists discovers an important ancient grave near the village of native people. 2. I was reading a book about Marco Polo when you called.3. We can send robots equipped with cameras and other tools to do observations for us.4. The world map was a great puzzle to people of early civilizations.5. A small bronze statue of lion has been found in the Swahili town of Shanga.

重点句子 1. Trade and curiosity have often formed the foundation for mankind’s greatest endeavor. 2. The Arabic contacts to the African coast led to the next meeting between black people and a Chinese.3. The contacts between China and Africa over the centuries had led to the awareness of each other’s existence, but still no accurate maps of the countries around the Indian Ocean existed.4. In the years between 1405 and 1433, seven large treasure fleets sailed westwards on voyages of trade and exploration.5. The fleet made several expeditions before the exploration was stopped, probably for economic reasons.

III.教材分析与教材重组

1．教材分析

本单元的话题是Crossing limits，话题涉及的历史和地理知识庞杂，给学生理解文章带来了较大难度。Pre-reading, Reading和Post-reading部分涉及了许多背景知识，这会给学生精读文章带来障碍。Warming Up, Listening和Integrating Skills部分涉及到Exploration话题的空间跨度很大，因此解决好中外、过去和现在Exploration的关系可以促进学生理解话题--跨越极限。Speaking和Writing以判断和劝诱为主题，旨在通过理解和学习话题，发展学生理解观点和形成自主判断，促进学生的自主决策能力。

1．1 WARMING UP 以4位中外航海家的图片为引线，引出了本单元人物和话题。4个任务设计层层深入，首先由人物事迹逐渐导向单元话题--Exploration。最后一个任务把话题引向具体的单元话题的目标语言。

1．2 LISTENING包括Pre-listening, While-listening和Post-listening三个部分。Pre-listening的目的是培养学生听前预测的能力，这就使得听的过程目的性很强。Post-listening的两个任务设计各有侧重，任务1强调对听力内容的整体理解，任务2则侧重对话题思想的理解，重在培养学生解决问题的能力。整体上来看，Listening的设计旨在培养学生预测、选择、判断和深层加工信息的能力。

1．3 SPEAKING 部分包括三个Situations。三个Situations都是以科学发现和探测为主题，提出问题情境，旨在培养学生对问题情境的判断能力和运用语言解决问题的能力。问题的情境设计具有思辨性特征，学习者只有对问题情境的深刻理解，才能做出准确的判断，在此基础上形成决策。

1．4 READING部分包括Pre-reading, Reading 和Post-reading三个部分。 Pre-reading以Silk Road为主题，输入背景知识，促进学生对Reading的深刻理解。Reading讲述了海上丝绸之路开辟的背景、发展和繁荣，文章的后半部分重点记叙了郑和下西洋的过程和意义。Reading的主题内容明确，此主题是培养学生民族自豪感的好材料。Reading的语言材料不难，但是由于文章所记叙的内容时间跨度很大，关系略显复杂，学生不易把握文章的结构。教学中处理好背景知识输入和读懂文章整体结构的任务设计，就基本可以很好地完成教学任务。Post-reading是对Reading内容的熟练和主题的拓展，最后一个任务升华了主题。这些任务设计都要求学生跨越段落寻找信息，因此教学设计中要适当补充和重新设计Tasks，以使得大多数学生都能读透文章。

1．5 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study的前两个练习序列性很强，两个练习设计注重词性拓展和运用。任务中基本涉及到本单元重点词汇和常见词汇，但是对学生而言，仅依靠这样两个任务设计是不能够达到熟练的目的，因此应该适当的在Homework或者Integrating Skills部分运用恰当的任务设计来达到使学生能够熟练运用这些词汇的目标。Word Study的第三个练习训练学生在语境中运用词汇的能力，材料内容补充了本单元话题的背景知识。Word Study基本上呈现出了本单元的重点词汇，任务形式以训练为载体，强调了语言知识的运用能力，因此教学中要细处理。Grammar 则分成两个Parts. Part 1要求学生要学会识别和判断Predicate；Part2强调了Predicate在语篇中的运用。由于是复习内容，所以两个Task的内容设计显得简单，可以适当补充一些Tasks来强化学生在写作过程中准确运用Predicate的能力。

1．6 INTEGRATING SKILLS分为2部分：Reading 和Writing。Reading记叙了中外Pioneers爬越珠穆朗玛峰的过程，文章的语言内容不难，不会对学生构成整体的阅读障碍，但文章中涉及到的一些细节知识需要学生细读才能准确把握，因此可利用本篇阅读材料重点培养学生细节理解能力。阅读材料后的四个任务设计都是围绕细节理解展开，任务设计采用口头回答和Paraphrasing的形式，目的是训练学生的口头表达能力。Writing部分的内容以阅读材料为背景，以爬山是否应该带氧气为主题形成讨论，分为两种观点。题目设计同前面Speaking话题相同，训练学生的思维辨析能力，提高其运用笔头形式表达观点的能力。写作要求学生要拓展话题，了解更多的Mountain-climbing事实或实例来支持观点。因此写好文章的关键重在于事例和事实的采集、整理和分析。

1．7 Tips的主题内容是阅读指导，指导学生对于不同文体和主题的阅读材料要选用不同的阅读方法。阅读策略训练一直都是阅读指导的重点，因此可选用报刊选载、小说和科技说明文来指导学生利用Tips的建议阅读，强化阅读策略训练。

1．8 Checkpoint 2是本单元语言知识的反馈和强化。分为谓语形式和单元话题词汇与句式复习两个部分，此项内容可以作为反馈练习来强化单元知识。

2．教材重组

2．1 教材的Warming Up和Listening两部分内容相关性很大，Warming Up的材料不仅可以导出单元话题，而且可以利用Warming Up的内容为Listening铺垫必要的语言准备。Workbook部分的Listening practice可以被用来补充更多的单元信息和训练学生的听力能力。因此可以整合这3部分内容，上一节听力课。

2．2 Speaking的内容以Exploration为题，重在培养学生运用思维辨析、判断和决策的能力，组织语言材料的难度较大。但可以借助Warming Up的内容和听力材料为辅助材料，运用Mind-Map教学策略来帮助学生收集材料，降低难度，上一节口语课。

2．3 Pre-reading, Reading和Post-Reading三个教学环节序列性很强，互为补充。Integrating Skills的Talking部分同教材Reading部分内容有很大相关性，整合这4个环节，可以设计一节文化背景输入→阅读→读后反思→读后讨论的流线形精读课。

2．4 LANGUAGE STUDY重在语言知识复习和强化，教学中通过合理设计任务，分类组合，设计一节以语言训练为载体的语言知识学习课。

2．5 INTEGRATING SKILLS 的Reading的内容相对简单，但是在单元教学中作用很大。其内容不仅是对单元话题的拓展，也是对后面写作内容的铺垫。通过精处理，拓展话题理解，训练语言知识，就可以起到承前启后的作用。

2．6 INTEGRATING SKILLS 部分的写作设计是对单元话题的总结。语言的输出方式以Essay载体，以单元主题为话题，既呼应了SPEAKING，又升华了主题。

2．7 Work book 的Integrating Skills分为Reading和Writing两部分内容，Reading的内容同教材部分Reading的内容的文章结构有相似之处，都是对历史事件和历史人物的记叙和评价；Writing以Essay writing 为主题，呼应教材Speaking和Writing部分。因此可以这两部分为载体，上一节综合实践课来强化本单元读写技能的实践运用。

3．课型设计与课时分配（经教材分析，根据学情，本单元可以用7课时教完）

1st Period Listening

2nd Period Speaking

3rd Period Reading

4th Period Language study

5th Period Extensive reading

6th Period Writing

7th Period Integrating skills

IV.分课时教案

The First Period Listening

Teaching goals 教学目标

1. Target language 目标语言

重点词汇和短语

explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment

2. Ability goals 能力目标

Enable students to learn that exploring in the past and present are quite different.

3. Learning ability goals 学能目标

Enable students to learn how to compare between the past and present exploring.

Teaching important points 教学重点

Enable students to fully understand the “problem-solution” part in Warming Up and Listening materials.

Teaching difficult points 教学难点

By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening.

Teaching methods 教学方法

1. Team work learning

2. Task-based learning

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision (Give reading materials before class)

T: First, let’s check your homework to see how well you have prepared for the class. Now please do the quiz.

Quiz:

1. Who was the first person that mapped the Indian coast?

2. Who was the first person that discovered the “New World”?

3. Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?

4. What was James Cook’s purpose of his voyage?

Key:

Zheng He

Columbus

Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during his exploration.

Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.

StepⅡ Warming Up

Task one: World map exploration

T: Look at the map and tell me how many continents there are in the world. What are they?

Show a world map through slide.

S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North America, South America and Antarctic.

T: Observe the map carefully and find their separate positions. Tell me which ocean separates Asia from Oceania, and which separates Europe from America. Then tell me which oceans we have to cross if we take the shortest route from China to the east coast of Africa by sea.

S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe from America. We have to cross the Pacific Ocean and the Indian Ocean.

Task two: Discuss and answer

T: Work in pairs and discuss the following question?

Question: What were the dangers and challenges that explorers had to face in the past while exploring the world? You can find answers in your reference handout or recall them from your memory.

S: There were a lot of dangers that made their exploration difficult. First, they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly natives.

Task three: List words and expressions

T: Since we have known a lot about exploration at sea, now please recall the words and expressions we just used in talking about exploration. You can also think out these words and expression by using mind-map strategy.

Students recall the words by using mind-map strategy and make the following list.

Item Language

Words with the meaning exploration and discovery Make a discovery, expedition, explore the unknown, exploration

Purposes and experiences in the course of an expedition Do scientific research, map the coast, find a new landmass, discover an island, hit a rock, meet with storms, fight against the natives, land, hide in a harbor

Transport and communication set out for, set sail for, on board, by sea, on deck, by radio, by flag language, by telephone

Step III Pre-listening

Task one: Prediction

T: Now we are going to hear an interview between a reporter and a professor about exploring in the past and at present. Before listening, please think what sort of questions the reporter will ask and list at least three questions.

S: He may ask the following three questions. 1. What communicating tools did they use in the past? 2. How did they store enough fresh water? 3. How did they deal with sickness in the course of exploration in the past?

T: If the reporter raises the above questions, what examples will the professor give to answer the questions?

S: He may give an example of a great explorer and explain the questions.

Task two: Question and answer

T: What modern means can explorers make use of today?

S: They can send messages by radio and take pictures with advanced cameras in space travel. They can also use robots and other advanced equipment to accomplish some dangerous tasks.

Step IV While-Listening

Task one: Listen for the first time and fill in the chart

T: In the tape you are going to hear the differences of communication and transport used in the past and at present. Listen to the tape and fill the chart of exercise 2 on page 11.

Students listen and do the excercise.

Task two: Do shorthand

T: Listen to the tape for the second time and fill in the chart below. Before that you had better read the questions of exercise 3 carefully.

Students listen to the tape and do shorthand.

Risks in the past

Solutions for modern explorers having no map

Similarities between the past expeditions and trips to Mars

Step V Post-listening

Task one: Discussion

T: Exploration means advancement. It was Armstrong’s first step on the moon that enables people to know what the real moon is like. Meanwhile, explorations are not without dangers and challenges. Recall your early experiences or choose one topic from the teacher’s list to discuss what dangers or difficulties you may have in the course of exploration. Work in groups of four and list all the possible dangers or difficulties. After that, please find out possible solutions to the problems.

Teacher’s list:

Situations Exploring an uninhabited (无人居住的) island

Going through a cave

Discover a special plant

Students discuss in groups and try to find out possible solutions.

S: Take exploring an uninhabited island as an example, we may meet the following dangers and difficulties and we have found out possible solutions to them, as is shown in the below.

Dangers and difficulties Solutions

We may meet with big waves on the voyage Prepare a boat strong enough and listen to weather forecast before hand

We may get lost in the island Take a compass and make marks along the way

We may find it difficult to make meals Prepare enough food and fresh water and take some matches

We may be attacked by the snakes Prepare a safe sleeping bag and some medicines

Step Ⅵ Listening practice

Task one: Choose the best answers

T: Listen to the tape for the first time and do exercise 2 on page 153.

Students go through the requirement before listening and listen to get the answers.

Task two: Listen and answer questions

T: Listen to the tape for the second time and do exercise 3 on page 153.

Students go through the requirement before listening and find answers to the questions.

Step VII Homework

Task one: Use the following words to make short phrases (eg: evaluate-evaluate the situation)

Words and expressions: evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available

Task two: Interview some of your classmates and find out if they would like to take part in “A Trip to an Uninhabited Small Island”. Then write a small passage showing different opinions and their reasons. At the end of the passage, you should express your own reason and opinion.

Sample key:

Yesterday I made a survey among my classmates to see if they would like to take part in a trip to an uninhabited island. Their opinions are divided.

About 60% of the students agree to take apart in the exploration. Some believe that exploration will build up their courage. Some girls think the exploration will make their experience richer. And most students are curious about it and take it a good chance to test their ability of independence.

About 40% of students disagree with the idea. The main reason is that it is too dangerous. The rest of the students take no interest in such activities.

From my point of view, I think life means to experience. And we can be more independent only when we take a positive attitude towards everything. Therefore, I will take part in it.

The Second Period Speaking

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available

b. 交际用语

Expressions used to express opinions:

From my understanding, I find it possible that…

In my opinion, nobody has the right to…

For the sake of…, I believe…

In respect for…, we should…

Everything has two sides, but I …

By no means should we …

From my point of view, …

2. Ability goals能力目标

a. Enable students to properly express ideas and opinions.

b. Enable students to collect facts or examples to support their opinions.

3. Learning ability goals学能目标

Teach students learn how to express their opinions and ideas in daily life.

Teaching important points 教学重点

Learn to collect enough information for speaking by brainstorming.

Teaching difficult points 教学难点

How to prepare for a debate.

Teaching methods 教学方法

Task-based learning

Debating strategy

Co-operative learning

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision

Task one: Read and review the words and expressions

T: First let’s check your homework and read the following phrases.

evaluate the situation, various solutions, make a decision, in the name of the Chinese emperor, solve the energy problem, be rich in all kinds of resources, take possession of the land, damage the relic, disturb the sleeping child, everything is available

Students read and consolidate the words and expressions.

Step II Lead-in

Task one: Get familiar with the topic

T: Read the third topic of Speaking on page 11 and find what is talked about in the situation.

Students read the third situation carefully and find the topic.

S: The topic should be: Can We Use Robots to Take the Place of Human Beings?

Step III Language preparation

Task one: Collect information (brainstorm)

T: After knowing what the topic is, let’s find enough information to carry out our talk on the topic. Now please look at these questions and show your opinions.

Questions:

1. Can robots do all the jobs that human beings can do?

2. Can human beings live like robot on the planet of the Mars?

3. Why didn’t the scientists of the USA send robots instead of Armstrong and his two co-workers to the moon?

4. What possible dangers will human beings meet on the Mars?

5. Is the sacrifice worth doing for the sake of scientific advancement?

6. Are there any space disasters that you have known?

Sample keys:

1. No. Robot can not completely replace the work of human beings.

2. No. Human beings can only live in certain environment with air, water and proper weather, while robots can live in extreme conditions.

3. Because robots couldn’t meet the requirements of scientist at that time.

4. Lack of air and the weather is extremely cold or hot on the surface of the Mars. (All of these may endanger people’s lives.)

5. Science means sacrifice, so it is worth doing for the advancement of science.

6. Russian spaceship crashed and killed several astronauts.

Task Two: Present opinions

T: Work in groups (four in one). Each student presents your opinions to the other three. You are required to use the following phrases in the box below.

1. From my understanding, I find it possible that…2. In my opinion, nobody has the right to…3. For the sake of…, I believe…4. In respect for…, we should…5. Everything has two sides, but I…6. By no means should we sacrifice people’s life in the name of science…

Students express their opinions to their group members.

Task Three: List examples or facts

T: Work in pairs and list your reasons to support your opinions. You can do the practice following the sample below.

Sample:

In my opinion, robot can not replace human’s work because of the following reasons. First, … Second, … Third, …

Step IV Discussion and oral practice

Task one: Discussion

T: Work in groups again (four in one). The group leader counts the positive and negative opinions in your group. Then the whole group vote to decide to take only one opinion as your group’s opinion (positive or negative).

Students work in groups and make a decision.

Task two: Collect information

T: Work in groups and try to collect enough information for a debate. You had better list as many examples as possible.

Students work together as a team to collect enough information for a debate.

Step V Debate

Task one: Presentation

T: Now the whole class will be divided into two large groups. One is to take the positive stand and the other is to take the negative stand. Those who take the positive stand will be in group A. And those who take negative stand will be in group B. Next you should take the following process to do the debate. Look at the chart below and see what the whole process is.

Process Ⅰ

1. Each group chooses a representative and a sectary to do shorthand.

2. The representative from group A (positive group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute）

3. The representative from group B (negative group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute）

Students do presentation by following the process above.

Task two: Debate

T: Two groups debate with each other by using the examples and facts you have collected just now. But each debater has to be brief and come to the point.

Students debate with each other.

Process Ⅱ (the sectary do shorthand)

1. Debater A states opinion and presents examples or facts.

2. Debater B states opinion and facts to argue with debater A.

Task three: Conclusion

T: In the course of debate each debater did a good job. Now each group is required make a conclusion speech.

Each group chooses a person to make a conclusion speech.

Process Ⅲ

1. The representative from group A makes conclusion speech.

2. The representative from group B makes conclusion speech.

Sample conclusion speech:

Group A:

Science means to explore and research, while on the other hand, only those who are devoted to science can make great achievement in the scientific field. As part of scientific research, exploration is dangerous and it challenges people’s courage, endeavor and spirit to sacrifice. It was the braveness of the early explorers that made people discover “the New World”. But in their course of expeditions, many people lost their lives because of the storms, sickness and lack of fresh water. In space travel human beings are making progress day by day. But if there were no Armstrong, we would not know what the real moon is like. In conclusion, robots can help people do a lot of things, but they can not completely replace human’s courage and wisdom.

Group B:

Robots are ideal alternatives to replace human beings to accomplish the task on the Mars. First, the extreme condition makes it impossible for humans to land on it. Therefore, it is not ripe for human to land on the Mars. Second, lives are always valuable, and we should avoid unnecessary sacrifice since robots are perfect alternatives. We should make full use of it. Third, robots can do better jobs in photographing and data analysis. All in all, it is foolish to cause unnecessary deaths since we can avoid it.

Step Ⅵ Homework

Task one: Preview the following words

curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition

Task two: Read the handout and remember as much background information of Reading as possible.

Reference: The other two topics can also be designed to follow the process below.

Language preparation

Discussion

Debate/solution

Design of topic 1:

Topic: Can space explorers of the future take possession of other planets or resources on those planets?

Language preparation:1. Can we use “first come, first served” principle in space exploration?2. Is space exploration very expensive?3. What should we do first if we colonize other planets?4. Will exploration lead to fierce competition among countries?5. Will opening up the planet spoil their natural appearance?6. Is it equal for all the countries on the earth if only a few countries can take possession of the planet just because they are the first to land on it?7. If so, will fierce competition cause wars?Keys:1. It is true, because there is no international law for us to adhere and we have to use natural principle.2. Yes, space exploration research costs a lot. And the first country has to invest large sums of money before they land on the planet.3. They have to spend great effort to open up it and make it possible for human beings to live in it.4. Yes. However, competition among those able countries may lead to greater progress.5. Yes, it surely will.6. No, it is unequal.7. Yes, it will cause wars just as it did when Europeans began their exploration on the sea.

Discussion: …

Conclusion speeches:Sample one: First come, first served. So I believe the first country who has reached the land has the right to take possession of the planet and its resources. For one reason, the first country has to invest large sums of money on the project on the research before they can send human beings to the Mars or other planets. It’s reasonable for the first country to make up for their expense. For another, if space explorers take possession of the land, it will take them great effort to open up and colonize it. If they are not allowed to take possession of the land, they will lack interest in the work. Lastly, if space explorers are encouraged to own the land, this will lead to competitions among countries. Thus space exploration will become prosperous and lead to greater discoveries.Sample two: The earth is ours, so are the planets of outside space. From the ancient time human beings had begun to explore the knowledge about the outside space and now we come to know more and more about space. We can’t make it if it were not for the world people’s joint endeavor. Without the accumulated knowledge from the ancient people of the world, the few developed countries would not make it possible to master the technology to land on the Mars. Therefore, it is the world people’s wisdom that makes today’s achievement. If the first country is allowed to take possession of the land on the Mars, it will not be fair other countries that don’t have the technology to explore space. Therefore, it is not right to take possession of other planets or resources on those planets. Besides, if the “owners” begin to open up these planets, they may destroy the natural beauty of these planets. Also it is possible that fierce competitions among countries may lead to wars as they happened before.

The Third Period Reading

Teaching goals 教学目标

1. Target language目标语言

a.重点词汇和短语

curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition

b.重点句子

Trade and curiosity have often formed the foundation for mankind’s greatest endeavor. (p12)

Over the next few hundred years, the Swahili kingdoms and the islands off the African coast developed into the world’s trading centre for ivory, spices, rhinoceros horns, shells, animal skins and sugar. (p12)

The Arabic contacts to the African coast led to the next meeting between black people and a Chinese. (p12)

In the eleventh century, the Africans made several voyages to the court of the Song Dynasty. (p12)

2. Ability goals能力目标

a. Enable the students to know Chinese contribution to world exploration in the 15th century.

b. Develop students’ ability of basic reading strategies of bottom-up and top-down.

3. Learning ability goals学能目标

a. Students will understand the great contribution Zheng He had done to the world, thus they may take these national heroes as example and follow them.

b. By using the strategies of bottom-up and top-down, students will learn to generalize and collect information.

Teaching important points 教学重点

The explorers’ great contribution to world trade and economy.

Teaching difficult points 教学难点

Guide the students to pick out the main clue of the passage and the development method of the text.

Teaching methods 教学方法

Team work learning.

Task-based learning

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision

Task one: Check words and expressions

T: Let’s do a mini cloze test and see how well you prepared for the lesson. (show a slide)

Cloze test:

1. Trade and ____(好奇) have often formed the foundation for mankind’s greatest endeavor.

2. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea route to the distant, ____(富有的) Asian lands.

3. Silk from China found its way over land along the Silk Road to India, the middle east and Rome, ____(来交换) spices and glass.

4. Ceylon, with its ____(中央位置), was the place where Chinese merchants met with Arab merchants and heard about the westernmost lands.

5. Gan Ying, a Chinese ____(大使) went to the east Roman Empire over land.

6. The contacts between China and Africa over the centuries had led to the awareness of each other’s ____(存在).

7. Still no ____(精确的) maps of the countries around Indian Ocean ____(存在) before Zheng He.

8. By the beginning of 15th century the time was ____(成熟).

9.Under the ____(统帅) of Zheng He, the fleets set sail from the south China Sea across the Indian Ocean to the mouth of the Red Sea.

10. Zheng He ____(重建) relations with the kingdoms of the East African coast.

11. The fleets made several ____(远征) before the ____ (探险) was stopped.

Keys: curiosity, wealthy, in exchange for, central position, ambassador, existence, accurate, existed, ripe, command, renewed, expeditions, exploration

Task two: Know about Silk Road

T: Let’s see how much you know about Silk Road. Next please fill the following blanks with suitable words. (show a slide)

Students try to fill the blanks by recalling from memory or referring to the handout.

Exercise:

1. The Silk Road, which is regarded as the greatest ____ (东西贸易通道), was first traveled by Zhang Qian when he was sent on a diplomatic mission to the____ (西方地区) in the Han Dynasty (206 BC-AD 220). The Silk Road was not only for____ (货物) but also for the transmission of ____ (知识和观点) between east and west.

Keys: East-West trade route, Western Regions, goods, knowledge and ideas

Step Ⅱ Lead-in

Task one: Know about great explorers

T: Today we are going to learn a lot about the great explorers in the world. Now let’s have a quiz to check your knowledge about them. Please look at the quiz and tick true or false after your reading. (show a slide)

Students look at the quiz and make judgment.

Quiz:

1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87 years later than Columbus’s exploration to the Atlantic Ocean. (false)

2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was to seek treasure. (true)

3. Marco Polo’s traveled from Italy to China and they stayed in the Ming court for a long time. After that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco Polo's accounts that they began searching for sea routes to China, Japan, and the East Indies. (false)

Step Ⅲ Pre-Reading

Task one: Background information input

T: Now please turn to page 12 and look at question 2 and 3 of Pre-reading. Discuss the two questions with your partner, and then I will call three students to come to the front to make three presentations.

Students discuss the two questions in pairs.

Ask three students to make presentations in the front.

Sa: In the Ming Dynasty, the passage to the west, where now the central Asia stands, was controlled by Mongols. When the Mongols’ court was overrun by the Ming government, the two powers were unfriendly to each other. As a result, it was almost impossible for the merchants or ambassadors to cross the passage to the west.

Sb: Gan Ying, a great explorer and ambassador of the Han Dynasty, took the route of the Silk Road over land to accomplish a mission given by the Han emperor. He reached many countries along the Silk Road, though he was not able to arrive at his estimated destination-Da Qin (the west Roman empire).

Sc: Zheng He, a national hero, was famous for his seven voyages across the Indian Ocean, which established China’s rule of the sea in 15th century.

Step Ⅳ While-Reading

Task one: Predicting according to the title (Top-down)

T: Please look at the title of the reading material (Reaching Out Across the Ocean) and guess who reached out across the ocean.

S: Maybe they were China and countries along the Indian Ocean.

T: Why did China reach out across the ocean?

S: They wanted to trade with western lands and show friendship to them.

Task two: Predicting according to the thesis sentence

T: Read the first paragraph carefully and answer the following questions.

Students read quickly and try to find information to answer the questions.

Questions:

1. What formed the foundation of mankind’s interest in exploration?

2. What was Columbus’s purpose of searching for the wealthy Asian lands?

3. Which ocean does the world “western ocean” refer to?

4. Guess who explored the Western Ocean before Columbus.

T: Now I will ask some students to answer these questions.

Sa: Trade and curiosity formed the foundation of mankind’s interest in exploration.

Sb: His purpose of searching was to seek treasure.

Sc: It referred to part of the Pacific Ocean west of Brunei and part of the Indian Ocean along the coast.

Sd: Many people explored the Western Ocean, among whom Zheng He was the most famous.

Task three: Predicting the main idea of the whole passage

T: Work in pairs and predict the main idea of the whole passage according to the title and the first paragraph.

S: My prediction is: The passage is mainly about the explorers from China and other lands who explored the Indian Ocean before Columbus.

Task four: Survey

T: Read paragraph 2 to paragraph 5 and answer the following questions.

Students read carefully and find the information to the questions.

1. In the Han Dynasty, who traveled over land to the East Roman Empire?

2. Between the Han and early the Tang Dynasty, Which part of Africa developed into the world trade centre?

3. During the Tang Dynasty which traveler wrote Record of My Travels?

4. Before the Song Dynasty which means of transport did Chinese travelers mainly use?

5. In the eleventh century, who made several voyages to the court of the Song Dynasty?

Keys:

1. In the Han Dynasty, Gang Ying traveled over land to the East Roman Empire.

2. Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre.

3. During the Tang Dynasty Du Huan wrote Record of My Travels.

4. Before the Song Dynasty Chinese travelers mainly traveled over land.

5. In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.

Task five: Generalize the main idea of each paragraph

T: Read paragraph 6 to paragraph 9 and generalize the main idea of each paragraph.

Students read paragraph 6 to paragraph 9 and try to get the main idea of each paragraph.

T: Since you have finished the task, I will call some students to tell which sentence showing the main idea of each paragraph.

S: In paragraph 6, the second sentence shows the main idea of this paragraph. From paragraph 7 to paragraph 9, the first sentences show the main idea of each paragraph.

Task six: Read and build the schema chart of the passage.

T: Read the whole passage again and build the schema chart as below.

Students read the whole passage and build the schema chart.

Schema chart

Title Reaching Out Across the Ocean

Thesis sentence Many great explorers made expeditions across the Indian Ocean long before Columbus, among whom Zheng He was the most prominent.

Main idea(before Zheng He) P2 China had contacts with countries along the Indian Ocean from the early time, and during ancient time explorers had begun to contact with each other.

P3 Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre and attracted merchants from the world.

P4 During the Tang Dynasty, Du Huan, who traveled to many lands, wrote the book Record of My Travels.

P5 In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.

Main idea(after Zheng He) P6 By the beginning of the fifteenth century the time was ripe for a grand meeting.

P7 In the years between 1405 and 1433, under the command of Zheng He, seven large treasure fleets sailed westwards on voyages of trade and exploration.

P8 Zheng He renewed relations with the kingdoms of the East African coast.

P9 The fleet made several expeditions before the exploration was stopped.

Step Ⅴ Post Reading

Task one: Questions and Answers

T: Look at Post-Reading part and answer questions of exercise one and two.

Sa: Traveling stories and trade made people know about far-away civilizations. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea routes to the distant and wealthy Asian lands. People of Han Dynasty knew about Africa through the mouth of merchants.

Sb: They are east, west, westernmost, eastern and so on. Theses words are used to suggest that the topic of the passage is the communication between the west and the east.

Task two: Fill in the chart

T: Read the requirement of exercise 3 and 4 carefully and fill in the two charts.

Key to exercise 3:

Period Name Way of travel Goods

Han Dynasty Gang Ying Over land Rhinoceros horns

From Han Dynasty to the early Tang Dynasty Ivory, Rhinoceros horns, spices, shells, animal skins, sugar

Tang Dynasty Du Huan Over land and by boat

Song Dynasty By sea A bronze statue of a lion

Ming Dynasty Zheng He By sea Zebras, giraffes, Ivory, Rhinoceros horns, shells

Key to exercise 4:

Goods Africa Africa and Asia

Zebras √

giraffes √

Ivory √

Rhinoceros horns √

shells √

Task three: Paraphrasing (Exercise 5)

T: Paraphrase the phrases and sentences from the text in English using your own words.

Sa: The Africans left the African land and came for a visit to China by sea.

Sb: In the Ming Dynasty both China and the eastern coast countries became very prosperous, and there came the great need for state-to-state contact.

Sc: The part of ocean where the Red Sea meets the Indian Ocean.

Sd: For a short period of time, China held the power of sea for she had large navy, experienced sailors and an excellent admiral-Zheng He.

Task four: discussion

T: Read the requirement of exercise 6 of Post reading, and discuss it with your partner. After that I will call some students to show your opinions.

Students discuss with their partner and come to a conclusion.

Sa: The symbolic meaning is that by trading they built friendly relations. The peaceful communication led to the mutual understanding of each other beyond the basic knowing of each other’s existence.

Sb: Before the USA and China renewed their diplomatic relationship in the late 1970s, China invited the American table tennis delegation to visit China for a friendship match. After the event, the USA expressed her willingness to establish diplomatic relationship with China. Later the event was called Ping-Pang diplomacy.

Step Ⅵ Discussion

Task one: Read and discuss

T: Turn to page 154 and look at Talking. Read the short passage and find out the topic to be talked about.

S: The passage is about the development and influence of Zheng He’s achievement.

T: History develops in two ways, and different choices may result in different outcomes. Discuss with your partner and find out what are the two different outcomes. Then please raise some questions following the examples below.

Students discuss and think out different outcomes.

1. What if China was the first to discover Australia?

2. What if Chinese first settled in Australia and America before the westerners?

3. What if Chinese continued trade with the western world in a large scale after Zheng

He’s expedition?

4. What if Chinese began to run restaurants in Europe in 1800s?

5. What if in most part of the world people can speak Chinese?

6. What if Chinese set up Chinese clinics in Europe after Zheng He’s exploration?

Task two: Discuss and explore

T: Look at the second topic and find out more possibilities.

Students read the requirement and find more possibilities following the sample.

Possible answers:

1. If China had continued to sail further down the African coast, China might have discovered the way to the west Europe. Through continuous contact with the west, China could have established embassy relationship with the westerner.

2. If China had continued to explore to the south and across the Pacific Ocean, she might be the first to discover Australia and America. This way, Chinese might be the dominant language around the world.

3. If China had opened her door earlier as in 1400s, she might have suffered greater loss and have been invaded by the westerners earlier.

Step Ⅶ Homework

Do a project: Before the Song Dynasty, most of Chinese explorers went to other lands over land. But since the Song Dynasty, people began to seek routes to other lands by sea. Make use of the Internet or other resources to find out the reasons.

The Fourth Period Language Study

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

discover, original, equipment, correct, inspect, evaluate, possess, contribute, ignore, competition, existence, wealthy, accurate, royal

b. 语法

Review the predicate

2. Ability goals 能力目标

Review the predicate and let students be exact in the use of the Predicate.

3. Learning Ability Goals 学能目标

Teach students learn how to distinguish different types of Predicate and how to use them properly.

Teaching important points 教学重点

Different types of Predicate.

Teaching difficult points 教学难点

By reviewing the predicate, get students to establish a sense of exactness in using the voices and tenses.

Teaching methods 教学方法

Team work learning

Task-based learning

Repetition and practice

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision

T: Good morning/afternoon. Homework first! Have you searched on the Internet or consult other sources? Who’d like to give us the reason?

Sample key:

The Silk Road was the most important route that connected Asian and European countries. It began to exert its function in the Han Dynasty. After the Tang Dynasty, it began to fall partly because the later courts in China were not strong enough. In Song Dynasty, her relationship with other minority governments was very tense, and they always made wars with Song Dynasty. Because of her weakness in power and the continuous wars, most Han people migrated to the south to seek a well-being life. As a result, the economic centre began to slowly transfer from the north to the south since then. During this period, the main passages to European countries were controlled by other minority powers and it was difficult for Song’s people to travel by road. The need to find a route by sea was urgent, thus the Sea Silk Road gradually took the place of the old Silk Road over land.

StepⅡ Word Study

T: Now please turn to page 14 and do exercise one.

After students finish the exercise, check the answers with the whole class.

T: Next, let’s look at exercise two. Before you do it individually, let’s read all the sentences and see what part of speech is needed in each blank. Then please fill in the blanks with the right form of the word.

After students finish the exercise.

T: Let’s check to see how well you have done it. Next we will move to exercise 3. Exercise 3 is a short passage about Zheng He’s voyage to the western Ocean. Choose the appropriate words or phrases from the box to fill in the blanks.

After students finish the exercise

T: Let’s check together.

Deal with exercise on workbook.

T: Please turn to page 156 and look at exercise 4 of Word Study. Translate the following sentences into English, using the phrases in brackets.

After students finish the exercise

T: Let’s check it one by one. The first one, any volunteer?

…

Step III Grammar Study

Task one: Underlining and explaining

T: Look at exercise 1 of Grammar on page 15. Please underline the predicate in the following sentences and explain what type of predicate it is.

Students underline the predicate in each sentence and distinguish what voice and tense is being used in each sentence.

Task two: Complete the passage with proper form of the verbs.

T: Exercise 2 is a passage about the height of the Silk Road in the Tang Dynasty. Try to get as much information as possible while filling in the blanks with the proper forms of words in the bracket.

Students finish the task in required time.

Task three: Complete the following answers by adding the Predicate.

T: Look at exercise 1 of Grammar on page 156. Work in pairs and complete the following answers.

Students work in pairs and finish the exercises.

Step IV Homework

Task one: Finish exercises 1 to 3 on page 155 and exercises 2 to 3 on page 157.

Task two: Preview Reading part of Integrating Skills.

The Fifth Period Extensive reading

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

conquer, accomplish, apart from, unable, survive, sacred, strength, expedition, contain, run out, aircraft, arise, attempt, evidence, praise

b. 重点句子

All that was left to be conquered was the “third pole”, the highest mountain on earth, Mount Qomolangma.

Climbing at such high altitudes requires great skill and is not without risk.

Sherpa’s strength skill, honesty and dedication have made them ideal companions on the mountain.

One of the first foreign expeditions to climb Mount Qomolangma arrived in Tibet in 1921, but at the time they had no idea what they were up against.

The Chinese made their first successful attempt in 1960.

2. Ability goals 能力目标

Enable students to learn about the exploring of the Mount Qomolangma home and abroad.

3. Learning ability goals 学能目标

Understand the real meaning of exploring and mountain-climbing and learn to challenge oneself in real life.

Teaching important points 教学重点

How to answer question 3 of Post reading.

Teaching difficult points 教学难点

Generalize the whole passage by picking out key information.

Teaching methods 教学方法

Team work learning

Task-based learning

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision (Check homework-task one and two)

T: First I will check your homework. First, let’s deal with exercises on workbook.

Check the answers with the whole class.

…

StepⅡ Lead-in

Task one: Discussion

T: Before we study the passage, we will have a discussion. The topic is: What difficulties and dangers will a person face when he climbs Mount Qomolangma?

Students work in pairs and come to a conclusion.

S: The climbers will face the cold, thin air and low oxygen levels. Besides, continuous bad weather may endanger the climbers’ lives. Worse still, they may meet with snow collapse, which is fatal. Lastly, there will be no chance to survive if the oxygen runs out.

T: You are right. Even if there are so many dangers and difficulties, pioneers were courageous and many of them have conquered Mount Qomolangma.

Step III While-reading

Task one: Predict the content

T: Before reading the text, tell me what are needed to conquer Mount Qomalangma.

S: Besides all the necessary equipment and preparations, it needs the climber’s skill, courage, strong will and wisdom.

T: Look at the title and answer the questions.

Questions:

1. What does “going high” mean?

2. What is the passage going to talk about? The pioneers or the third pole?

Sa: In my opinion, going high means climbing the mountains.

Sb: I think the passage is going to talk about the pioneers.

Task two: Read and check information

T: Please read the first two paragraphs and answer the 3 questions of exercise 1 on page 17.

After a few minutes

Sa: “The third pole” means that Mount Qomolangma can be compared with the North Pole and the South Pole for its extreme conditions.

Sb: First, both the North Pole and the South Pole lie in the southernmost and northernmost points of the world, while Mount Qomolangma is the highest mountain in the world. Second, like the North Pole and the South Pole, people find it hard to conquer because its extreme conditions.

Sc: Tibet is rich in high mountains and to this point there are hundreds of mountains that can be called the third poles. All these mountains are high and difficult to conquer because of their extreme conditions.

Task three: Questions and answers

T: Read from paragraph 3 to paragraph 5 and answer the following questions.

1. Why can the Tibetans live at ease in such extreme conditions?

2. What makes Sherpas the most reliable guide in every attempt to climb Mount Qomolangma?

3. What might have been the possible reasons that made British expeditions fail in 1922 and in 1924?

4. Why could Edmund Hillary and Tenzing Norgay make it to the summit of Mount Qomolangma?

5. How do you understand the sentence “Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievement”?

6. After the first successful climbing, why did so many people still want to climb Mount Qomolangma?

Sample keys:

1. Tibetans can live at ease in such extreme conditions because they have lived in Himalayas for centuries and have adjusted to the conditions at such a height.

2. Sherpas’ strength, skill, honesty and dedication have made them the most reliable guide.

3. They were not prepared to many unexpected difficulties and they were not very familiar with Mount Qomolangma.

4. After World War Two, technological advances in clothing and equipment had been made and more was known about the mountain itself.

5. Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.

6. Different people represent different countries and different “number ones”.

Task four: Survey

T: Read from paragraph 6 to paragraph 7 and finish the following cloze.

Cloze:

The Chinese ___(首次成功攀登) in 1960. The team members ___(包括) Gongbu, Wang Fuzhou and Qu Yinhua. It was dark when they ___(到达顶峰). Thus they ___(没能够拍到照片) to produce evidence. On their return, they ___(被颂扬为) as national heroes. On May 27, 1975, another team ___(到达顶峰) of Mount Qomolangma from its northern side. Over the past 40 years, 29 other Chinese people___(已经攀登) Mount Qomolangma.

Keys: made their first successful attempt, included, reached the summit, were unable to take photos, were praised, arrived at the peak, have climbed

Step IV Scanning

Task one: Build the schema chart

T: You are required to build the schema char according to chart below.

Students scan the text and build the schema chart.

Sample chart:

Title

Keys:

Title Going High: the Pioneers of the Third Pole

P1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.

P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.

P3 Sherpas prove to be the ideal guide since the first attempt.

P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.

P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.

P6 The Chinese successfully reached the summit of it in 1960.

P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.

Step V Post Reading

Task one: Paraphrasing

T: Please turn to page 17 and look at exercise 2. Explain the following phrases and sentences from the text in English. (pair work)

Sa: Going to Mount Qomolangma was regarded as difficult as going to the moon.

Sb: The death zone means that people find it almost impossible to live in the area.

Sc: They didn’t know what conditions were to be faced with.

Sd: English air refers to oxygen.

Task two: Questions and answers

T: Look at exercise 3 and 4, and find answers to the two questions.

Sa: In spite of the first successful attempt, there still exist many other “first attempts” to be proved and other scientific work to be done.

Sb: They left behind an iron container with the national flag and a portrait of Chairman Mao Zedong.

Step Ⅵ Homework

Task one: Recite the important sentences. (refer to Target Language)

Task two: Do a project.

Requirement: List the advantages and disadvantages that the Internet has brought to us by referring to the sample chart.

Sample chart:

Advantages

Disadvantages

Writer’s opinion

The Sixth Period Writing

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

possibility, achievement, characteristic, argue, struggle against, have nothing to do with, rely on, natural process, compare, spoil, the use of technology, lower the value of, instead of spoiling, the value of

b. 交际用语

Expressions used to make decisions:

It’s hard to decide… however.

Take everything into consideration, I …

In spite of …, I still believe…

I am likely to think… because…

My choice will be…

2. Ability goals 能力目标

a. Enable students to master two kinds of useful strategies used in writing: Opinion → examples; Opinion → facts.

b. Get students learn to write a persuasive essay by following the following process: language preparation ( presenting opinions → list facts or examples) → writing → improvement.

3. Learning ability goals 学能目标

Learn how to write a persuasive essay by following a certain process.

Teaching important points 教学重点

By using stimulation strategy (language preparation), collect the needed sentence structures and words.

Teaching difficult points 教学难点

Intensify students’ ability to use mind-map strategy to collect information.

Teaching methods 教学方法

a. Team work learning.

b. Task-based learning

Teaching aids 教具准备

A projector and some slides

Teaching procedures & ways 教学过程与方式

Step I Revision

Check recitation of important sentences. (Homework-task one of the 5th period)

Check the project（homework-task two of the 5th period）

T: Every coin has two sides. Take the Internet as an example, it brought both advantages and disadvantages. On one hand, it brought us a lot of benefits and has made our life more exciting. On the other hand, it has brought problems if people don’t make proper use of it. Like the Internet, technology brings us not only good, but also controversial problems. Hope you can make proper use of Internet in your daily life.

Sample keys:

Advantages 1. Since there is a lot of information on line, you can surf the Internet for any information you need in a short time without working hard in the library. 2. It is also very convenient to communicate with others by using the Internet.3. The Internet makes our life more colorful and exciting.

Disadvantages 1. There is some information on line that is not good for the students.2. Spending too much time playing games on line will not only have a bad effect on study but also do harm to our health.3. Cybersex and on-line gambling have become drugs for many lonely people.

Writer’s opinion Make proper use of the Internet and learn to separate good plants from wild weeds.

Step II Language preparation

Task one: Fact and conclusion

T: Look at the fact box and discuss with your partner. First get familiar with the two facts and try to think hard to find what opinion the two facts support. After discussion, please come to a conclusion and show different opinions that the two facts support.

Fact box:

1. The Tibetans have lived in the Himalayas for centuries and they have adjusted to the extreme conditions.

2. In 1924, two British men were lost when their oxygen ran out.

Students discuss with their partners.

T: Since you have discussed it for some time, you may have come to different opinions. Now you are required to use the following phrases to present your opinions that you have concluded from the two facts.

Expressions used to make decisions:It’s hard to decide … however.Take everything into consideration, I …In spite of …, I still believe…I am likely to think… because…My choice will be…

Sa: Mountain climbing is dangerous and climbers have to face a lot of other dangers besides the cold and thin air. But according to my knowledge, people can only survive above the death zone for a few days even with extra oxygen. In spite of fact that Tibetans have survived in such extreme conditions for centuries, I still believe it is almost impossible for the climbers from other regions to climb Mount Everest without extra oxygen.

Sb: Since Tibetans have lived in Himalayas for centuries. It is possible for other people to adjust to such high attitude if they follow a natural process of training. Take the fact into consideration, I think that two British men were lost because they were not well prepared before their climbing.

Task two: List facts and examples

T: Here is one topic for us to list the positive and negative examples or facts. “In space travel should we use robots to take the place of human beings?” Our class will be divided into two groups. Group A will list the positive examples or facts and group B will list the facts or examples to support the negative opinions.

Sa: I think we should use robot to take the place of human beings for the following reasons. First, robots can make the job easier. Second, robot will make the exploration safer without risking people’s lives. Third, robots do better job than human, because they can be more exact in collecting and analyzing data.

Sb: I think we should not use robots to take the place of human beings because space travel explores human’s possibilities. Space travel tests people’s courage, endeavor and ability. If we use robots we will become too dependent on them and lose courage in space exploration. Take Apollo’s landing on the Moon as an example, if it were not Armstrong and his co-workers, we would not know what the moon is really like.

Step III Pre-writing

T: Read the narrative part of writing on page 18 and try to get very familiar with what the two different opinions are. Then I will call two students to tell me what they are?

Sa: One opinion supports that the use of equipment spoils or lowers the value of human achievement in sports and exploration.

Sb: The negative opinion is that the use of equipment doesn’t spoil or lower the value of human achievement in sports and exploration.

List facts or examples to support the positive or negative opinion (pair work)

T: Work in pairs and list facts or examples to support the positive or negative opinion by using the mind-map strategy.

Students discuss and list facts and examples.

Student’s mind-map chart:

Task three: presentation

T: I will show two students’ works to the whole class. You can check if their examples or fact support their opinion.

Use two slides to show one positive chart and one negative chart.

Step IV While-wring

Task one: Write opinion sentences by following the chart.

T: Now please write at least three sentences showing opinions by following the chart.

Positive opinion

Negative opinion

Writer’s opinion(student)

After a few minutes

T: Next please write down the facts and examples to support your opinions. You are required to organize the passage by using a three-paragraph pattern.

Sample

Does the Use of Equipment Spoil or

Lower the Value of Human Achievement

With the advancement of social development, technology has become more and more important in every field of society. In science exploration, the use of all kinds of equipment has become so widespread that it causes heated discussion among people. Some experts argue that the wide use of equipment lowers people’s achievement in exploration. They believe that technology will take away the fun of risk in exploration. It is the fun which lies in exploration that continuously stimulates people’s curiosity about it. And the curiosity always impels the advancement of science development. Besides, in the course of exploration, there will be the unknown and challenges. All these that lie ahead test human’s courage and endeavor. If science exploration is too dependent on equipment, people will lose the pleasure of showing their courage and endeavor in exploration. Therefore, the use of equipment minimize people’s ability and makes people fell unable in face of the advanced equipment. And all the advancement achieved seems to be from the equipment, not by the effort of human beings.

On the other hand, some experts argue that, instead of lower human’s achievement, the use of equipment makes human achieve greater progress. With advanced equipment, many dangerous jobs will become safe and possible. What’s more, some equipment can make many kinds of work easier and faster. Owning to oxygen, the climbers made it possible to reach the summit of Qomolangma. Taking all these reasons into consideration, we can not walk faster in the field science exploration without the use of advanced equipment.

In my opinion, we live in a world with technology all around us. We can not avoid its influence in science exploration. Therefore, it is important to make proper use of equipment. In a word, all that can be done by human beings should be accomplished by human while all that are too dangerous and impossible should be fulfilled with the assist of equipment.

Step V Post-writing

Task one: Check and evaluation

T: Now let’s check and evaluate if we you have successfully accomplished your work. We will do it by following the three basic rules: 1. Grammar. 2. Examples/facts should support the opinions. 3. Use of transitional words.

Stude

篇7：人教新课标高一Revision (Units7-8)

Revision (Units7-8)

Step1 Words and phrases

Cultural represent give in give up recreate damage limit stand for would rather compete point

Step2 Language points

1、include : Vt 包含，包括

The price includes transportation fee

There were six people in the room, including three womem.

There were six people in the room, three women included.

2．Give in 1)Vi, 投降。屈服，呈现（文件）vt

The nobels were forced to give in.

He has given in to my views.

Please give in you examination papers now.

2) 放弃

I can do nothing more I give in

3. limit n 极限，限制。Vt, adj,

Don’t excelled the speed limit. 不要超速。

You must try to limit your expense. 你要控制你的开支。

The problem is not limit to U.S.A

这个问题在美国是不受限制的。

limited, adj.

Our natural resources were very limited.

limitless,

My patience is limitless.

4. make (1) make it clear that-----

They want to make it clear to the public that they do an important and necessary job.

(2) make + 宾语 + 名

I will make him king.

(3) make + 宾语 + adj

The film made him famous.

(4) make sib. do sth

The medicine made me feel better.

5．stand for (1)vt , be in favour of sth, support sth

What does the BC stand for?

We will stand for you if he fights with you.

6. would rather do sth

I’d rather stay here.

Would rather----- than----

The soldier would rather die than surrender(投降)

Would rather that + did

I would rather you wrote the letter.

Step3. Exercise

1. The red lines on the map _________ railways.

A. replace B. represent C. recover D. reserve

2. It is not easy to enter the garden in the daytime _______being noticed.

A. without B. instead of C. unless D. before

3. The _______ of the meeting is to elect a new manager.

A. reason B. fact C. result D. purpose

4. The city of San Francisco was lit by an earthquake, A village in this area was also _________.

A. under attack B. an attack

C. under an attack D. on the attack.

5. Although he explained again and again, he could not make himself _______ by all of us.

A. understand B. understanding C. understood

D. be understood

6. Wind _______ electricity in many parts of the world.

A. is widely used to produce B. is widely used to producing

B. widely used to produce D. widely used to producing

7．Is ______ you want to say? Please ask the teacher.

A. this B. that C. all that D. that all

8. The workers bought a new house but ______ will need a lot of work before they can move in.

A. they B. it C. one D. which

9. Would you like some coffee?

Yes, and please get me some milk too,

I prefer coffer ____ milk.

A. to B. than C. with D. of

10. In Sydney, the Chinese team got 28 gold medals, ______ the third of all the competing countries.

A. ranking B. ranker C. the rank D. having ranked

11. We were ______ to hear of your escape from the big fire we cried with great joy.

A. more happy than B more than happy

C. happy more than D. happier than

Keys：1-5 BADAC 6-11 ADBCAB

Step4 Important Drills

1. What(a/an) + n. + 主语 +谓语！

What a dirty ashtray it is!

What beautiful colors( they are)!

What beautiful sunshine!

2. How + adj./adv. + 主语 + 谓语！

How lucky he is!

How terrible the snakes look!

3. make sure that------

Please make sure (that) the door is locked.

He made sure that he had enough food for the journey.

Step 5 Homework

篇8：人教新课标高一下知识（U13）

高一下知识归纳（U13）

a. suggest 提议，建议

[搭配]suggest + n. / + doing sth．/ (to sb.)that + 主语 + should do

(l)They suggested another development program to the government.

他们向政府提议另一项开发计划．

(2)May I suggest going there by train?

我建议大家搭火车去那里如何?

(3)She suggested (that) we (should) }lave lunch at the new restaurant.

她提议在那家新开的餐馆吃午餐．

(4)I suggested to him (that) he (should) join the club activities.

我建议他参加该俱乐部的活动。

[用法] suggest

suggest 表示 “建议” + 名词, 代词, 动名词.

(1) He suggested a visit to the museum tomorrow.

(2)Did he suggest anything to the boss?

(3) I suggest putting the meeting off.

(4) She suggested sending for a skilled worker to get the machine repaired.

suggest + 疑问词引导的不定式或宾语从句, (可用 should, could,不能用 would)

(5)He didn't suggest what to do (where to go, how to deal with it).

(6) He didn't suggest where I should (could) park my car.

(7)What do you suggest we should (could) do?

suggest + that 引导的宾语从句, 从句中用 (should ) + 动词原形.

should 可以省略, 不能用 would, must 等其它情态动词.

(8) The doctor suggested that the new hospital (should) be set up on the hill.

(9)She suggested that the class meeting not be held on Saturday.

在现代英语中, 表示 suggest 具体建议的 that 从句中, 常省略 should,

否定式也可用 don't, doesn't 代替 should not.

(10)I suggest you ask Mr Wu.

(11)I suggest that you don't (not, should not) ask him home for the vacation.

suggest 在脸上表情让人知道他在生气, 并非 “建议”.

此时, that 从句中的谓语动词用 was, 不用 should be.

Suggest 的名词形式为suggestion，

(12)Does any one have a suggestion? 有谁要提出建议吗?

(13)His speech was full of suggestion. 他的演说充满了暗示．

名词 suggestion 后表示具体建议的表语从句, 同位语从句同样应用

should + 动词原形, should 可省略.

(14)His suggestion was that the debts (should) be paid off first.

(15)They made a suggestion that the patient (should) be sent to hospital without delay.

suggest 表示 “暗示”, “表明”, 即 “并未明言, 但看了或看了之后不禁

想到”的意思. 其主语往往代表事物, 而不是人.

(16)His pale face suggests bad health.

(17)Her expression suggested that she was angry (= suggested anger.)

b. contain vt. 包含，包括；<能)容纳，(能)装入

(1)The jar contains sugar. 那个罐子里装的是糖。

(2)The box contains child’s toys．那个箱子里装了那个孩子的玩具。

(3)This book contains a lot of illustrations．这本书中有很多插图．

(4)The auditorium will contain 3000 people. 这座礼堂可以容纳3000人．

(5)How much does this bottle contain? 这个瓶子容量是多少?

[比较] contain与include

contain和include虽然都有“包含”的意思，但contain可用于表示包含所含之物的全部或部分，而include则只能用于表示所含之物中的一部分。例如：

(l)The parcel contained a dictionary. 那包裹里装的是-本字典.

(2)The parcel included a dictionary. 那包裹里包括一本字典。

c. hurt vt 使……受伤／疼痛．伤害……vi.受伤，疼痛

(l)He jumped from the top of the wall and hurt他从墙上跳下扭伤了腿。

(2)Be careful not to get hurt. 小心不要受伤了。

(3)I’m all right and I'm not hurt. 我没事，没受伤。

(4)These shoes are tight and hurt me(my feet).这双鞋紧得使我(的脚)感到疼痛．

(5)My injured left leg still hurts．我受伤的左腿还疼。

(6)He (His remarks) hurt her feelings.他(他的话)伤了她的感情。

d. a11 the time一直，始终，老是

(1)She kept crying all the time 她一有哭着。

(2)I cough all the time．我老是咳嗽。

e. ripe adj．（果实、谷物等）熟的，成熟的；(人等)老练的

(1)ripe oranges／grain地成熟的柑橘，谷物

(2)The apples are ripe enough to be picked．苹果已经热得可以采收了。

(3) a ripe judgment 纯熟的判断

(4) He is ripe in experience. 他经验丰富。

[拓展] ripe的反义同为green(指果实，谷物等不成熟或无经验)，例如：

(1)These tomatoes are still too green to pick. 这些番茄还未成熟．不能采摘．

(2)I'm not so green as to believe that. 我不至于那么不成热，而去相信那件事．

f．keep up with不落在……后面，跟上

(1)He walked so fast that she couldn't keep up with him.

他走得很快，使得她无法跟上。

(2)keep up with the changes in fashion. 跟上时尚的变化，跟上潮流。

g. be good / bad for 对。。。。。。有好处/坏处

(1)The cream is good for insect bites. 这药膏对于昆虫蜇伤有效。

(2)Watching much is bad for our eyes. 电视看得太多对我们的眼睛有害．

h. base on/upon 以。。。。。。为基础（根据）

(l)You should base your conclusion upon careful research.

你应该以审慎的研究为基础而下结论。

(2)This story is based on facts. 这故事是有事实根据的。

i. choose vt. 挑选，选择，决定

[搭配] choose + sth

+ between / from + sth.

+ sb. sth. = choose sth. for sb.

+ to do sth.

+ that 从句 / wh-从句

(1)He chose a reference book from the library. 他从图书馆中选了一本参考书．

(2)There are too ninny cakes to choose from. 蛋糕太多了，不知要选哪个好。

(3) I want to choose her a nice present. 我想要挑选一件精美的礼物送给她。

=I want to choose a nice present for her.

(4)She chose to stay at home because she had a cold.

因为她感冒了，所以她决定留在家里。

(5)He choose that his son (should) change his school. 他决定让他的儿子转学。

(6)You may chime what you like. 你可以选择你喜欢的东西。

(7)Have you chosen where to go for your holiday yet？你想好了要去哪儿度假吗?

j. short adj. 缺乏的，短缺的，不足的

(1)short weight/measure 重量／材积不足

(2)I'm short of money this week. 我这星期缺钱。

(3)I need filly dollars, but Pm ten dollars short. 我需要五十美元，但还差十美元。

k. refuel vt. vi. 给(飞机、汽车等)补给燃料；给(人等)增加营养、能量

(l)Please refuel the car. 请给小车加油。

(2)We need Io refuel every day. 我们得每天都增加(些)能量。

l. best of all adv. 尤其；特别；最

(1)My father loves golf best of all. 我的父亲特别喜爱打高尔夫球。

(2)Best of all，they taste great! 最重要的是，它们味道特好。

m. had better (not), should (not), ought(not) to 的用法

had better（not）

表示“最好(别)……”，用于向别人提出建议或表明自己的主张、看法；其

后接不带 to的不定式，否定形式为had better not

(1)We had better go now. 我们最好现在就走．

(2)You'd better get some rest. 你最好休息一下。

(3)You'd better not eat fruit that isn't ripe. 你最好别吃没有熟的水果。

Should (not)

意为“应该”多指主观上有责任，有义务干某事，语气比 must稍弱，也比

ought to弱。其否定形式为should not(shouldn't)。

(1)We should speak more English. 我们应该多讲些英语。

(2)Everyone should know some first aid. 每个人都应掌握一些急救的知识。

Ought(not) to

意为“应该”，常指义务，责任做某事，语气比should强烈，其否定形式为

ought not to(oughtn’t to)十动词原形．

(1)You ought not to write carelessly. 你不应当写得这样潦草。

(2)Oughtn’t we to give him a chance to try? 我们难道不应该给他一个尝试的机会吗?

篇9：人教新课标高一下知识（U14）

高一上知识归纳（U14）

a. compare vt. , vi.

[搭配] compare A to B . 把A比作B

compare A with B .把A和B比较起来

(l)Try on both these coats and compare them.把这两什外套都试穿看看，比较-下。

(2 )I compared the translation with the original. 我把译文拿来和原文对照一番.

(3)Be rudely compared my homemade bread to a lump of rock.

他把我家里做的面包比喻成硬石块，真是无礼．

(4)My works doesn't compare with yours. 我的作品不能和你的相比。

(5)Compared with /to her mother, she is tall. 和她的妈妈相比，她算是很高了。

b. know of 听说过。知道有(某人或某事)

(l)I know of the man, but I haven't met him. 我听说过那个人，但没见过面。

(2)I don't know the man, but I know of him. 我不认识那个人。但我听说过他。

c. celebrate vt. 庆祝（节日等），过节

(1)How do you celebrate Christmas? 你们如何庆祝圣诞节?

(2)Today is her birthday, so we're going to celebrate it.

今天是她的生日，所以我们要庆贺一番。

celebrate的名词形式为celebration，例如：

We gathered together for the celebration of her birthday.

我们聚在一起庆祝她的生日。

d. dress up盛装，使打扮

(l)We dressed up for the wedding. 我们为参加婚礼而盛装打扮。

(2)The mother dressed her baby up. 那位母亲将自己的宝宝打扮-番。

e. during prep. 在……期间，在……之间

(1)It rained during the day. 白天下了一整天的雨。

(2)She kept on talking during the meal. 整个用餐时间中她讲个不停。

(3)I went swimming in the sea twice during the vacation.

休假期问，找到海水浴场游过两次泳。

(4)Mr. Scott phoned you during your absence.

你不在时，斯考特先牛给你们过电话。

[比较] during 与 for

during与表示“何时”，的用语连用，for则与表示“时间的长度”的词连用．

(1)I was in hospital during June. 我六月间-直住院

(2)1 was in hospital for a month. 我住院一个月。

（3）He stayed with mc for five days during the summer.

那年夏天他与我一起呆了五天．

During 与 in

表示在某时间中所发生的事，during与in都可使用，但有时要注意比较用法。

(l)We’re going on vacation during/in August. 我们八月份要去度假。

(2)He was injured in the match. 他在比赛中受伤了。

(3)He was on the bench during the match. 他在比赛时间内做替补选手．

f. common adj. 普通的，常见的

* common = shared by two or more people, 意为“共有的”，“公共的”．

work for the common good(为公益工作),

work for the common cause (为共同的事业而工作)

* common = usual and ordinary, 意为“普通的”'“一般的”'“平常的”．

the common reader (普通读者),the common people (老百姓)，

a common saying (俗话),a common mistake (常见错误)，

the business of common life(日常事务)

in common表示“共同的”, We have many things in common. (我们有许多共同之处.)

(1) The husband is French, the wife is German and the servant is Italian, but

they have English as a common language.

丈夫是法国人，妻子是德国人。仆人是意大利人，但他们都说英语。

(2) Tom’s trouble is very common to boys these days.

汤姆的毛病是目前男孩子们所儿同的．

(3) They have nothing in common (with each other).

他们(互相之间)没有共同之处。

[区别] common, general ,ordinary和usual在意思上有所差异．

(1) Colds are common in winter. 冬天感冒是很普通的。

(2) I use ordinary gasoline. 我用普通汽油．

common 侧重“普通”．表示“时时发生，人所共有”，井含有“并不高贵．地位低下”之意味．其反义词为rare．

common saying(俗话)．a common wish(一个共同的愿望)．

general侧重“普遍”之意．表示在大多数人或事物中流行并受到关注，不含有“地位低下”之意，其反义词为specific．

ordinary与common基本同义．均指“普通的”．不是特别的。Common指因许多事物或人所共同具而常见的性质；ordinary指由于与一般事物之标准或品质相同而普通的性质，侧重“平凡的普通的”．表示“随时可以碰到．不值得惊奇”，其反义词是superior．

an ordinary(or a common)event(一件极平常的事)，

an ordinary(or a common)person(一个普通人)．

usual用来指事物，意为“通常的，惯常的”，含有“随集体风俗或个人习惯而常常发生”之意，其反义词为unusual．

如：It's a usual thing with him．(这对他来说是平常事)．

g. believe vt. 相信；认为

(1)I believe him (to be) right. 我认为他是对的．

(2)1 believe his report. 我相信他的报告。

（3）Long ago, people believed (that) the earth was flat.

很久以前，人们相信地球是平的。

[注意]believe接从句，如果所接宾语从句有否定含义时，通常不否定从句而否定believe，与之相似的还有think，suppose、imagine，expect等.

(1)I don’t believe that he is at home. 我相信他不在家．

(2)He doesn’t believe that she knows the truth, does she?

他认为她不知道事实，是吗?

[比较] believe 与 believe in

believe表示“相信事物的真实性或人的诚实”后接名词，代词或从句作宾语，也可接复合宾语(名词+不定式)；believe in中的in是介词，后接名词或代词，表示对某人的信任，对真理，主张、宗教的信仰。

(1)I believe him. = I believe what he says. 我相信他的话．

(2)I believe in him. = I believe that he is a good man. 我信任他(为人可靠)。

h. create vt. 创造，创作，塑造，制造(事端)

（l）God created the world. 上帝创造了世界。

(2)All men are created equal. 人人生而平等。

(3)Shakespeare created many famous characters. 莎士比亚创作了许多有名的人物。

(4)His words created an awkward situation. 他的话引起了尬尴的场面。

i. play tricks on捉弄，戏弄

(1)The children used to play tricks on each other.那些小孩以前常常互相捉弄。

(2)Don't play tricks on old mere 。别捉弄老年人。

j. take in 根据语境，有很多不同的含义）

(1)Please take the washing in, if it rains. 如果下雨，请把洗好了的衣物收进来。

(2) He took in a deep breath. 他深深地吸了一口气．

(3)He was homeless, so we took him in. 他无家可归，所以我们收留了他。

(4)My mother takes in sewing. 我母亲在家承接缝纫工作。

(5)The tour takes in some famous old castles.

这趟观光旅行包括参观若干著名的古堡。

(6)I couldn't take in why you are angry. 我无法理解你为什么生气。

(7)The salesmen have taken in the old people and made them buy their poor

quality goods. 那些推销员欺骗老人，让他们购买低品质的货物。

k. prepare

prepare vt. 直接带宾语 (表示在准备什么)

1. Mother is preparing a meal while we were doing our homework.

我们在做作业的时候．妈妈在做饭．

2. He is preparing his speech for tomorrow's meeting. Don't interrupt him.

他正在准备明天大会的演讲稿，别去打扰他．

3. The teacher is preparing the students for the coming examination.

老师让学生为即将到来的考试作准备．

prepare vi. 与介词 for 搭配, 表示在 “为......作准备”.

4. Will you help me prepare for the evening party?

你能帮我为晚会作准备吗?

5. The farmer are busy preparing for the autumn harvest.

农民正忙于准备秋收．

be prepared to do, be prepared for...表示结果,表示 “已作了充分的准备做某事”.

6. I'm not prepared (=ready) to listen to your excuse。我不想听你的辩解．

7. He is not prepared (=ready) to accept others' ideas. 他不大愿意接受别人的观点．

8. The students are well prepared for the sports meeting.

学生们为运动会作了充分的准备． (for = to take part in)

9. They were not at all prepared for the bad news.

他们万万没有料到这个坏消息．

其它:

10.He is getting prepared (= is preparing) for the exam.

他正在为考试作准备．

11.He's trying to prepare himself as a basketball player.

他正在为成为一个篮球运动员而努力锻炼．

l．情态动词must, should，ought to, have to

▲ must表示必须” “肯定”，在表示推测意义的 “肯定”时，只能用于肯定句．如：

1. You mustn't move someone if they are badly hurt．

如果有人受了重伤，你不可以搬动他们。

2． We must get help．我们必须取得帮助．

3．She must be injured．她肯定受伤了．

▲ should意为应该”,‘应当”，语气比must稍弱．如:

4. Everyone should know some first aid．每个人都应当懂得急救知识．

5．You shouldn't．move if you are badly hurt．如果你受了重伤．就不应该移动．

▲ “ought to”意为“应该”，更强调责任、义务．如：

6. Elder brothers should take care Of their younger brothers and sisters.

兄长应该照顾弟妹．

7． Students ought to attend class on time. 学生应该准时去上课．

▲ have to 强调客观上的“必须”。

8．Do you often have to go to the dentist's? 你必须常常去看牙吗?

9．The children don't have to go to school on Saturday. 孩子们周六不必上学．

m. get together为动词短语，常用来指为讨论或社交活动而进行的某种“聚会”

如：

1． Let's get together one evening and talk about old times.

让我们找个晚上聚一聚．谈谈往事．

2． The students of Grade Three got together for an English evening.

三年级的学生们聚集在一起开了个英语晚会。

3． It's a long time since I got together with Robert.

我已经好久没有和罗伯特相聚了。

4．We'd better get together to discuss the students' suggestions. “said the headmaster. 校长说：“我们最好聚会一下讨论学生们提出的建议”。

5．Teachers in our school often get together to have discussions on how to improve their teaching methods. 我们学校的老师经常聚会讨论怎样改进教学方法。

6．”How often do you get together?” asked Mr Smith.

史密斯先生问：“你们多久聚会一次?”

7．He has a large family and all the members get together once a year.

他有一个大家庭，全家人每年团聚一次。

8．On New Year's Eve, when all the members get together, my parents are very happy. 除夕之夜，当全家人团聚在一起的时候，我的父母亲总是非常高兴。

9．It was a very cold evening, but the room was warm and bright with all the members getting together, singing and laughing over the dinner.

这是一个寒冷的夜晚，但屋子里却明亮而暖和，全家人聚集在一起，边吃晚饭，边唱着、笑着。

10．We often miss each other after we part, but when we get together, it seems that we have nothing to say.

我们分别的时候经常互相思念，相聚时却又好象无从说起。

▲get together还可作“收集”解释。如：

11.In the past ten years, Mr Smith got together over two thousand stamps, including Chinese and foreign stamps.

十年以来，史密斯先生收集了二千多张中外邮票。

12. Quick, Tom, get your things together. We'll start off.

汤姆，快把你的东西收拾好，我们就要出发了。

13. In a few years, he got together a good record collection.

几年之间他收集了相当数量的唱片。

14.The little boy got together all kinds of seashells.

这小男孩收集了各种各样的贝壳。

15. The rebel leader auld not get an army together.

叛军领导人拉不起一支队伍．

16.In the darkness, the soldiers can get their things together in less than one minute. 黑暗中．战士们健在不到一分钟的时间内把一切收拾好．

▲ get together也可引伸为“取得一致意见”．如：

17. We finally got together on his suggestion.

我们最后就他的建议取得了一致意见．

18. At last the committee got together on its proposals.

委员会终于就其议题取得了一致意见．

19. Can you get together on raking the plan?

你们能在制订计划上取得一致意见吗?

20. Having got together on the plan, they started their work separately.

在计划上取得一致意见后，他们分头开始工作．

21. They couldn't get together on the plan and quarreled all night.

他们不能在制订计划上取得一致．争吵了一夜．

篇10：人教新课标初二Unit 5

Lesson 17

Teaching Objectives:

初步掌握部分提建议的句型的运用；

掌握一些动物的名称。

Language Focus:

May I speak to sb? This is sb speaking. Hold on, please

What’s up? － What’s the matter?

Shall we go to the zoo?

Let’s make it ….

What about a quarter past ten?

Why not meet a little earlier.

What other animals do you see in the zoo?

Properties: Tape recorder, some pictures of animals

Teaching Procedures:

Step 1 Revision

1. Say what John is going to do (after school, at college, after college)

2. Revise talking about the time.

What time do you usually get up/have breakfast/go to school?

Get the students to ask in pairs about their parents.

Step 2 Presentation

Present the dialogue:

A: What are you going to do next Saturday?

B: Nothing much, why?

A: Shall we go shopping?

B: OK, What time?

A: How about 10:00?

B: Can we make it a little earlier? I have a lot of homework to do.

A: OK. I’ll meet you at ….

Explain the meaning of nothing much, shall and a little earlier.

Explain shall we … and Let’s make it a little earlier.

播放视频Let's讲解.asf和Shall用法讲解.asf。

They are both ways of making a suggestion.

Have the students practise the dialogue in pairs.

Teach the new words zoo and dolphin show by showing pictures.

Step 3 Read and act

Play the tape for the students to listen and ask What time are David and Lin Tao going to meet?

Play the tape again. Students listen and repeat.

Let the students practise the dialogue in pairs and ask some pairs to act it out.

Get the students to practise making a suggestion by using shall we, Let’s.

Step 4 Presentation

问问学生去过动物园没有，让去过的同学来谈谈在动物园里看到了哪些动物，有的动物名称可能学生知道，有的可能不知道，教师可以帮助学生用英语说出来。然后教师可教学这些动物名称词汇，还可以准备一些动物的图片，利用图片教学新词汇。

Have you ever seen these animals? Show the pictures and teach the words “panda”, an animal eating the bamboo, “lion” the famous movie is called King Lion, “elephant the biggest animal living on land, “monkey” something like human beings, “tiger” a very dangerous animal and has the name of “King of the beasts” “dolphin”, “deer”, “snake”, “rabbit”, “duck”, Beijing has a specialty “Beijing Duck” very delicious, “fox” a very clever (cunning) animal, “bear”. And more animals for them to see, “crocodile”, “Kangaroo” “camel” “flamingo” “zebra” etc.

Step 5 look, read and answer

Look at the color page and discuss the questions in pairs and write down the answers.

The answers of “look and answer”

1. The elephant

2. The panda

3. Dolphin and snake

4. Dolphin

5. Lion, tiger, snake, bear and fox

6. Panda, deer, sheep, cow, rabbit and horse

7. Lion, tiger, bear and snake

8. No definite answers

Step 6 Exercises in class

Complete the dialogues

1 A: Hello, __________?

B: Yes, this is Jerry ____. Who is ____?

A: This is Sam. How are you?

B: Fine, ____. …

2 A: Hello, can __________?

Keys: 1.May I speak to Jerry/ speaking/ that/ What about (How about )you/…

2. I speak to Nike/speaking /that /speaking …

B: Sorry, Nike is not at home. This is Nike's mother______. Who is ____?

A: Hello, Mrs. King. This is Andy ____.

Fill in the blanks.

1. Shall we go to the zoo? I hear there’s a dolphin ______ there.

2. “Why not come a little earlier?” “No ______.”

3. Which animal do you like ______, a panda, a tiger or an elephant?

4. I think an elephant is the biggest animal on ______.

5. Work must come ______.

6. It’s a little earlier to come at nine o’clock. Let’s ______ it half past nine.

Keys: 1.show 2.problem 3.best 4.land 5.first 6.make

Step 7 Homework

1. Revise the names of the animals.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 17 What’s up? Nothing much. No problem. Why not meet a little earlier? A: What are you going to do next Saturday? B: Nothing much, why? A: Shall we go shopping? B: OK, What time? A: How about 10:00? B: Can we make it a little earlier? I have a lot of homework to do. A: OK. I’ll meet you at ….

教案点评：

本教案示例利用多媒体手段进行目标语言点的教学，通过展示图片教学表示动物名称的词汇，同时把词汇的教学贯穿于语境中，融学生亲身的体验于教学中。

Lesson 18

教学目标：

1．掌握本课重点词组和词汇。

2．能够运用本课所学的内容对一些动物进行介绍并表达自己的看法。

教具：Picture and recorder

教学过程：

Step 1 Revision

（1） Revise the dialogue

让学生表演自编自演的关于本周末计划去动物园的对话。

（2） Revise the words

教师出示动物园的图片，找一个同学当导游向同学进行简单的介绍。

例如： I am a tourist guide. Welcome to the zoo. This is a panda .The panda is only lives in China. This is a snake .It is dangerous. There are still a lot of interesting animals in our zoo. The exciting dolphin show is waiting for you. Come and see。

（3） Pre-teach:组织学生根据刚才导游的介绍和导游图就教科书上的问题进行讨论。

Step 2 Presentation

（1）教师指导学生快速默读阅读课文并判断True or False.

A: The writer thinks the animals in the cage cannot be happy.

B: The dolphin is human’s friend.

（2）学生阅读课文找出影响理解文章含义的地方并根据上下文判断出生词cage, forest, feel, fall, if的大意。

“Cage” is a piece of framework in which birds or animals may be kept. Draw it on the board. “Holiday” is the day when people don’t have to go to work or school. We teachers and students have summer holidays and winter holidays. At the beginning of May, We have a seven-day- holiday. “Forest” is a place where a lot of trees grow. Use a gesture to teach “tired”. If you are tired, you need some rest (For “it’s …for …to …” “feel sorry for…” just give some examples.)

（3）教师就本课的知识点进行讲解和分析。

（4）教师指导学生听课文录音，并跟读课文。

（5）学生阅读短文并回答练习册上的问题。

（6）教师可以组织学生可以根据第18课课文内容进行角色表演。（根据探究活动的素材进行）

Step 3 Practice

Play the tape for students to read and they ask and answer questions about the text in pairs.

Then try to retell the text, (Paragraph by paragraph) give the following questions as a reminder.

Paragraph one

1. Where do your parents often take him to on holidays?

2. What do you like?

3. What do you see in the zoo?

4. How are these animals?

5. Where do some of them stay? What do you feel about that?

Paragraph two

1. Where do tigers usually live?

2. What do they do usually?

3. What do they do in the zoo?

Paragraph three

1. What animal do you like best?

2. Why?

Step 4 Summary.

学生自己总结本课的重点词语。

Step 5 Exercises in class

1. Write out six animals you can see in the zoo ____ ____ ____ ___ ____ _____.

2. Fill in prepositions.

①I never stay at home ____ holidays.

② ____ the zoo, there are many animals.

③ Dangerous animals have to stay ____ cages.

④ It’s bad ____ your teeth to eat much sweet.

⑤ He likes living ____ the forest.

⑥ Tigers eat small animals ____ rabbits and deer.

⑦ I feel sorry ____ the animals.

⑧ Dolphins often play ____ a ball, and they can walk ____water.

⑨ Be careful ! Don’t fall ___ the water.

3. Fill in the blanks with the proper words.

①Monkeys like ______ (eat) nuts.

②I ______ (not have) many toy animals.

③May I ______ (borrow) your dictionary?

④It’s good ______ (read) English in the morning.

⑤I have a lot of thing ______(do) today.

⑥I think the dolphin is ______(interesting) animal in the zoo.

⑦Which animal is ______ (dangerous), a tiger or a bear?

⑧Some animals are ______ (friend) to people.

Answers:

1. (Open answers) eg ; monkey, lion, elephant, bird, snake, deer.

2. ①on ②in ③in ④for ⑤in ⑥like ⑦for ⑧with, on ⑨into

3. ① eating ② don’t have ③ borrow ④ to read ⑤to do ⑥the most interesting ⑦ more dangerous ⑧ friendly

Step 6 Homework

（1）Copy the new words and phrase.

（2）收集有关动物的资料，并写一篇参观动物园的日记。

Step 7 The design of the blackboard

Lesson 18take me there feel sorry for…on holidays watch sb. do sth.be dangerous fall into…in cages come up to“'walk round and round

教案点评：

本教案示例的突出特点在于学生的参与活动，通过学生的自主体验达到目标语言点的教学，另外还突出创设语境，体会语言的运用，不孤立地理解词汇。

Lesson 19

Teaching Objectives:

掌握提建议的三种表达方式

Language Focus:

Shall we …?

Let’s ….

Why not …?

I have a lot of homework to do.

Work must come first.

Properties: Overhead projector, recorder

Teaching Procedures:

Step 1 Revision

1. Revise the animal words by showing the pictures of animals or showing the pictures on page iii.

2. Revise making a suggest by talking about going to the zoo.

Step 2 Presentation

Ask students to write out the three ways of giving suggestions, then students work in pairs to make a responses to suggestions: agree and disagree

Good idea! OK/All right!

No, let’s ….

Get the students to practise the dialogue about making suggestions. Then ask some pairs to perform their dialogues.

Step 3 Practise

Let the students complete the exercise in pairs.

Explain at a quarter to is short for at a quarter to one/two…

Step 4 Practise

Have the students practise in pairs, filling in the blanks with the phrases from the box.

Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.

Step 5 Reading and writing

Have the students work together in pairs to fill in the blanks. Then ask several pairs to read their dialogue for the class.

Draws pictures on the blackboard to teach the word “dumpling”. Explain “seafood” is fish or animals in the sea that can be eaten.

Explain I have a lot of …to do”

I have many clothes to wash.

He has some questions to ask” etc.

Step 6 Exercises in class

1. Complete the sentences.

① The teacher has many lessons ____ ____

② The boys have some words ____ _____

③ I don’t have anything ____ ____

④ There are many games ____ ___

⑤ I have a lot of food ____ ____

2. Complete the dialogue.

① A: Would you like to see a film with me?

B: Yes, I___. When____?

A: ____ meet at 8:00 tomorrow evening.

② A: Would you like to go skating with me?

B: ____, I can’t. I have many things to do.

…

Answers:

1. ① to prepare ②to say ③to do ④to play ⑤to eat

2. ① ’d love to, Shall we meet, Let’s ② Sorry/ I’m afraid.

Step 7 Homework

1.Make up a dialogue about making suggestions and different responses to suggestions.

2.Finish off the workbook exercises.

The design of the blackboard

Lesson 19Shall we …?Why not meet…?Work must come first.I have a lot of … to do.

Lesson 20

Teaching Objectives:

巩固提建议的表达方式的运用；

掌握元音音素[ : ] [ ][ ]的发音及有关字母O的发音规律。

Language Focus:

[ : ]or, ore, oor, our, al, au [ ]o, a [ ] o, oa, ow,

On the back of

I don’t know what to do.

go boating What do you think?

Properties: Tape recorder, cards

Teaching procedures:

Step 1 Revision

1.Suggest to your friends that you go travelling to Japan next summer holiday. (in three ways.)

2.Revise the animal names by playing charades.

Ask a student to act out a kind of animal. The class guess the name of the animals by the student’s actions. Change another student to go on.

Step 2 Spelling and pronunciation

Play the tape for students to listen and repeat. Get them practise the pronunciation of these words. Show the students more words on cards to read.

Step 3 Listening

Play the tape and do Lesson 20 Ex.3. Check the answers.

Step 4 Look, read and act

Show the picture to students, talk about the picture, then guess what the two boys are talking about.

Play the tape for students to listen and repeat.

Then have the students read and act out the dialogue in pairs.

Step 5 Read and say

Say It’s Thursday morning. Tom and Li Lei are talking about what they are going to do tomorrow. Can you guess what they say exactly? Make up the dialogue with your partners.

Play the tape for the students to listen and ask What are Tom and Li Lei going to do on Friday?

Get the students to practise the dialogue in pairs.

Step 6 Writing

Suppose it’s Friday afternoon now. Tom and Li Lei are in the park. They see a lot of boats on the lake. They begin to talk. Make up this conversation with your partner.

Students read the introductory part themselves and write out the dialogue.

Step 7 Checkpoint

Revise the three ways of making suggestions and different responses to suggestions.

播放视频时间和提建议的表达法，让学生进行口头练习。

Read the useful expressions.

Step 8 Exercises in class

Complete the sentences.

1. 现在看海豚表演太早了。

It’s ______ ______ ______ the dolphin show.

2. 我想它正在和我们打招呼呢。

I think it’s ______ “______” ______ us.

3. 上面写着“请勿喂养动物”

It ______ “Don't ______ the animals!”

4. 我们去看看小熊猫吧！

______ go ______ ______ the ______ panda.

5. 我们看见一只猴子在它妈妈的背上。

We can see a monkey ______ ______ ______ ______ its mother.

6. 我们去买划船票好吗？

______ we go and ______ tickets ______ ______ ?

7. 先去大象室看看如何？

What about ______ to the ______ house ______?

Answers:

1.too early for 2.saying Hello to 3.says, feed 4.Let’s, and see baby 5.on the back of 6.Shall, buy, for boating 7.going, elephants’, first

Step 9 Homework

1. Finish off the workbook.

2. Review making suggestions.

The design of the blackboard

Lesson 20 I have a lot of …to do I don’t know what to do What do you think?

篇11：人教新课标初二Unit 6

Lesson 21

Teaching Objectives:

掌握本课的地点名词，并会看地图，能正确表达各个地方的地理位置；

复习问路的句型。

Language Focus:

in front of, next to, on the left/right side, Thank you all the same.

Properties: Map, recorder, flash动画

Teaching Procedures:

Step 1 Revision

Draw a simple map on the blackboard. 表达各个建筑物所处的位置，教学一些介词短语：in front of, left/right side of 等。Then get the student to practise about other places.

Step 2 Presentation

Showing the students the picture and make conversations with several students, like this:

Excuse me. Where’s the nearest …?

Excuse me. How far is ××× (an important place near school)?

Is there ××× near our school?

Help students to answer

Teach new words bank, bookshop, bus stop, theatre, museum and toilet by showing pictures.

Step 3 Practice

Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”

eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.

Step 4 Ask and answer

Show students some maps and ask them for directions, using the patterns in the book.

Excuse me. Where’s the nearest ×××?

Play the tape for students to listen and repeat.

Then students practise in pairs and make up their own dialogues. Get some pairs to act theirs out.

Play the game: Which place is it?

(With the help of a map, on which some places are marked).

One student describes the location, asks other students to guess the place.

Step 5 Exercises in class

Fill in the blanks

1. There’s a cinema next ____ the shop.

2. ____ the left side of the room, there’s a desk.

3. －I’m sorry I can’t help you. －_____________.

4. Please come to the front and stand ____________ the class.

Key: to, on, Thank you all the same, in front of.

Complete the dialogue

A: ________ _______, where is the nearest police station, please?

B: I’m _______, I don’t know. Please ________ that man.

A: Thank you _______ ________ _______. Excuse me, where is the police station, please?

C: _______ over there, next ________ the post office.

A: Thank you ________ _______.

C: Not ________ _______.

Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.

Step 6 Homework

1.Make 2 dialogues asking for directions (draw maps).

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 21Where’s …?It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. Excuse me. Where’s the nearest …?Excuse me. How far is ×××?Is there ××× near our school?

教案点评：

本案例主要通过图片展示来进行目标语言点的操练，这对于地点之间的方位的辨认非常直观，这和实际的生活环境非常吻合，学生操练就非常简单。

Lesson 22

Teaching Objectives:

掌握如何表达需求；

掌握询问方向和指点方向的用语，并能在实际生活中为人指路。

Language Focus:

Is there a bank near here?

Where’s the nearest hospital, please?

Go along this road.

Take the first turning on the right.

It’s about a hundred metres along on the left.

It’s about 6 kilometers along.

He needs some help.

You’d better (not) ask sb. for sth.

Properties: Tape recorder, Map, Overhead projector

Teaching Procedures:

Step 1 Revision

Revise the ways of asking for and giving directions in a simple way.

Revise the prepositions of location

Step 2 Presentation

Ask the students Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?

The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.

Excuse me. Where’s the people’s Hospital?

Could you tell me the way to Beijing zoo, please?

Excuse me, which is the way to Purple Bamboo Park?

Is there a Macdonald’s near here?

Step 3 Practice

I. Show ways of asking for and giving directions on a flashcard.

Students ask and answer about places on the map on colour page iv of the SB.

Excuse me, is there a …near here?

I’m sorry I don’t know.

Step 4 Ask and answer

Play the tape for the students to listen and repeat. Ask them to draw a map as described in the dialogue.

Get students to practise the dialogues in pairs.

Use a map to ask students to practise asking for and giving directions.

Step 5 Exercises in class

1. A: Excuse me. Which is the____ to East Park, please?

B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.

2. A: Excuse me. Can you give me ____ to the post office, please?

B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.

A: Is it ____ from here?

B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.

A: Thanks a lot.

B: You’re welcome.

Keys:

1. way, along/down, turn, on, reach

2. directions, along/down, turn, post office, and, miss, far, take.

Step 6 Homework

1. Make a dialogue asking for and giving directions.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 22Is there a bank near here?Where’s the nearest hospital, please? a hundred metres along… awayHe needs some help.You’d better (not) ask sb. for sth

Lesson 23

教学目标：

1．使同学熟练掌握本课表示地点的介词词组和重点词汇。

2．使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。

教具：Picture, recorder and coin

教学过程：

Step 1Revision

(1) Dictation

(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办？学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：

Granny故做四周环视状。

The boy: Hello, granny. Can I give you some help?

Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.

The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?

Granny: I lost it. I just remember there is a post office behind the apartment.

The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.

Granny: It is very kind of you.

The boy: It is my pleasure. Bye bye.

Step 2 Leading-in

1. Ask students to raise their hands.

Those sit in the front/middle/back rows.

Those sit on the left/in the middle/on the right.

2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.

eg. I sit in the front row, on the left, between ×× and ×××.

3. Guess game: Who’s my best friend?

A student talks about the position of his/her best friend and asks others to guess the friend’s name.

Step 3 Presentation

Part 1 Ask and answer

(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。

(2) Read out the dialogue.

(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：

Where is the Beijing zoo?

It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.

Part 2 Reading: Who has the coin?

1.默读课文判断正误

The teacher gives everyone of the students a coin.

The students like the game very much.

2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.

3. Ask the students who are sitting to guess where the coin is, using questions, like:

Is it in your right/left hand?

4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.

5. The teacher asks sb to answer comprehension questions in the book.

阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。

Step 4 Practice

教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。

Step5 Summary.

学生自己总结本课的重点词语。

Exercises in class

Fill in the blanks according to the passage.

One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.

Key: in, behind, from, to, closed, has.

Choose the right answer.

( )l. Tom, just do it ______ your teacher tells you.

A. like B. as C. because D. when

( )2. Where ______ your best friend sit?

A. is B. do C. are D. does

( )3. Let’s play a game. First you must keep your eyes______, then _____ them.

A. close, open B. closed, opened

C. close, opened D. closed, open

( )4. Where ______ the boy _____now?

A. is…stand B. is … standing

C. does…stand D. does … standing

( )5. The coin goes from one to ______.

A.the other B.other C.others D.another

( )6. Could you pass the orange ______ me?

A. to B. at C. in D. from

( )7. You mustn’t ______ your books now.

A.looks at B.look at C.see D.look

( )8. Can you guess who ______ the coin?

A.does have B.does has C.is have D.has

( )9. Betty tells Katy ______ the ball.

A.catch B.catches C.catching D.to catch

( )10. Who sits next to ______?

A. us B. we C. our D. ours

Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A

Homework

1.Copy the words and the phrase.

2.让学生编写一个关于问路短剧

The design of the blackboard

Lesson 23 Where do you sit? Who has the coin?

教案点评：

最主要的特点通过各种途径创设情景，让学生进行实际的交际操练，以激发学生的积极性，同时达到目标语言的要求。

Lesson 24

Teaching Objectives:

巩固有关问路、指路的交际用语，并能运用来解决生活中的实际问题。

Properties: Tape recorder Overhead projector.

Teaching Procedures:

Step 1 Spelling and pronunciation

Play the tape for the students to listen and repeat. Practise the individual sounds, then show flashcards with more words and get the students to pronounce the words.

Step 2 Stress and intonation

Play the tape for the students to listen and repeat.

Have the students imitate the recording, paying attention to stress and intonation.

Then have the students work in pairs and choose some sentences and use them in a dialogue.

Step 3 Listening

Play the tape for the students to listen.

Listen for the first time and catch the main idea.

Listen for the second time and finish the exercise of putting in the missing words.

Check the answer.

Step 4 Map puzzle

Look at the maps on page iv.

Play the tape for the students to listen and have the students follow along.

边听录音，边让学生跟着在彩图中标出路线，这样答案就非常明显。

Answer the five questions.

同时教师可让学生根据所听内容或根据书中的内容，自己画出一个简单的地图，显示所要去的各个地方。

Step 5 Practise

Get the students to read the dialogue. Then have them work together in pairs.

利用彩图，让学生根据图中各个地方的位置进行模仿问路和指路练习。

Step 6 Writing

Reading the passage in Part 6.

Make the possible dialogue in pairs.

可以让学生先想象一个方位图，然后根据自己的图编对话。

Choose several pairs to read aloud their dialogues for the class.

Step 7 Exercises in class

Complete the dialogue according to the map.

H: Blue sky Hotel B: bank C: supermarket

假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。

F: Excuse me, could you tell me ______?

C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.

F: Oh, it’s very ______. Which bus ______?

C: No. 9 bus. The bus stop is over there.

F: Thank you very much.

C: ______. Bye-bye.

Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; That's all right/You’re welcome.

Step 8 Homework

1. Make a dialogue between Mr. Yang and a policeman.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 24 Are you good at reading maps? How can I get to the bus station? First left and second right

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