Unit21 Body language词语辨析(人教版高一英语下册教案教学设计)
【简介】感谢网友“妙脆角”参与投稿，下面是小编帮大家整理的Unit21 Body language词语辨析(人教版高一英语下册教案教学设计)（共20篇），希望对大家带来帮助，欢迎大家分享。
篇1：Unit21 Body language词语辨析(人教版高一英语下册教案教学设计)
1、meet/meet with
（1）.meet 意为“碰见”“遇见”“见到”。
e.g.I'm glad to meet you.很高兴见到你。
He had never met a foreigner who spoke such perfect chinese.
他从来没有遇见一个能说这样好的汉语的外国人。
而meet with则强调“偶然遇到”“碰到”(come across;meet sb.by chance)
e.g.I have met with this word many times in my reading.我在阅读中多次碰到这个词。
I had not seen him for years but met with him in the street yesterday.
我几年没见他了，但昨天在街上碰到了他。
(2).表示主动地去“接”或“迎接”要用meet。
e.g.I'll meet my uncle at the station.我将到车站接我叔叔。
I'm to meet the seven o' clock train.我去接7点钟的火车。
而表示“遭到”“遭遇”(后接抽象名词)，“受到”(=to receive)要用meet with。
e.g.He met with an accident when riding a bike.他在骑车时遇到了意外事故。
We met with a warm reception.我们受到了热情的接待。
(3).表示一般性的“会见”“约见”“见面”，常用meet。
e.g.I didn't care to meet these people.我不愿见这些人。
I must be off.I'm meeting a comrade from Beijing at six.我得走了，我6点要会见一位北京来的同志。
但表示较正式的“会见”“会晤”，常用meet with。
e.g.He met with the Prime Minister of Japan for an hour.
他会见了日本首相一个小时。
(4).meet 还有“应付”“满足”“适应”等意义，还可构成习语make both ends meet (使收支平衡，维持生活)。
e.g.They didn't know how to meet the situation.他们不知道如何应付这一局面。
We must try our best to meet the demand of the market.我们必须尽力满足市场的需求。
They could hardly make both ends meet in the past.过去他们简直无法维持生活。
2.tear(at)/tear down/tear up
(1).tear为“撕，扯”意思，但tear可用于及物或不及物动词(常与at连用，只表“撕，扯”动作本身，并未言及结果)。试比较：
Why did you tear the cloth when I had advised you to cut it with scissors?
为什么我劝你用剪子剪，你却把布扯了。
He is tearing at something.他在扯什么东西。(并未言及结果)
(2).tear down短语动词，“拆毁，撕下”。
e.g.They are tearing down the old houses to make way for a new road.他们正在拆除那些旧房子，以便修一条新路。
He tore down the notice.他撕掉了那个布告。
(3).tear up短语动词“撕碎，撤销”。
e.g.She tore up the letter as soon as she had read it.她看完信后就把它撕碎了。
He told the lawyer to tear up the old contract and prepare a new one.
他告诉律师撤销旧合同，制订一份新的。
另外，tear up 还有“(连根)拔起”之意。
e.g.An elephant can tear up a tree by the roots.大象能把一棵树连根拔起来。
3.China/Chinese/China's/of China
代表国家的专有词“China,China's,Chinese及of China”都可修饰名词，但用法又有所不同。
首先我们对这四个词做一个分析，China既可作名词又可作形容词，作名词时意为“中国”，作形容词时意为“中国的，中国产的”；Chinese同样既可用作名词，又可用作形容词，作名词时意为“中国人，汉语，中文”，作形容词时意为“中国的，中国人的，汉语的，中文的”；China's是China作名词时的所有格形式；of China是China作名词时与of构成的“of-结构”，作名词的后置修饰语，它们都可以修饰名词，其主要区别如下：
1.China与Chinese
(1)两者均可修饰名词，并常构成名词固定短语，表示特殊意义。China表示“中国产的，来自中国的，中国土生土长的”或“在中国流行式样的”，一般指来源。
e.g.China silk 中国丝绸 China tea 中国茶 China rose 月季花
另外，也有些词已形成单独一个词。 e.g.China town中国城，唐人街
但用Chinese时，一般指“与中国(人)有关的或具有中国(人)特点的”，侧重于“具有中国特色的”，更多地是指文化方面，多用于人文。
e.g.Chinese calendar 农历，阴历 Chinese classics 中国古典文学
(2)当China与Chinese与后面的名词构成固定短语时，有时两者可互用。
e.g.China ink=Chinese ink 墨
China wood oil=Chinese wood oil 桐油
但有时用China 或Chinese意义不同。
e.g.China policy 指其他国家的对华政策 American China policy 美国对华政策
Chinese policy 中国人自己所实行的政策
(3)China及Chinese均可构成专有名词
e.g.China Daily 中国日报 China Centre Television 中央电视台
Chinese Academy of Science 中国科学院 the Chinese Olympic Committee 中国奥委会
(4)Chinese除能构成固定名词短语及专有名词之外，还具有普通形容词的两种意思：
a.“中国的、中国人的、中文的”
e.g.Chinese characters 汉字 Chinese food 中国食物
b.“中国风味的”
eg.Chinese dishes 中国菜 a Chinese room 中国式建筑或房间布置
2.China's与Chinese的用法比较
(1)两者都有“中国的”之意，但用China's时，一般把国家作为众人构成的集合体看待，并常用拟人用法。
e.g.China's reform 中国改革
China's foreign trade 中国对外贸易
而Chinese一般只是表达“中国的，中文的”等形容词意义。
e.g.a Chinese girl 一个中国女孩
(2)有时在同一名词前用China's或Chinese时意义不同。
e.g.China's chi-pao 中国生产的旗袍
Chinese chi-pao 中国式样的旗袍(不一定中国生产)
3.China's及of China
(1)China's一般用于人文或与人文有关的场合，而of China一般用于构成所有格，表示所有关系。我们一般用the map of China而不用China's map。
(2)of China还常构成一些专有名词
e.g.the Communist Party of China 中国共产党
the People's Republic of China 中华人民共和国
the People's Bank of China 中国人民银行
注意当涉及到固定短语及专有名词，在判断用哪一种形式时，应以字典为据。
4.would like,feel like
feel like和would like 都表示“想要干某事”。
(1)feel like 中的like是介词,后跟名词或动名词.如:
I feel like sleeping/taking a walk.我想睡/散步。
I don’t feel like walking very much today.今天我不想走太多的路了。
Do you feel like having something to eat?你想要点东西吃吗？
I feel like a cup of tea. 我想喝杯茶。
I feel like some fish and chips for supper.晚饭我想吃些鱼和土豆条。
It’s so hot. I feel like a swim.天真热，我想去游泳。
（2）would like 中的like 是动词，后跟不定式或名词。如：
What would you like to do now ?你现在想做什么？
I would like to have dinner with you.我想和你一起吃饭。
I would like to talk to you for a minute .我想和你谈一下。
Would you like some help?你需要帮助吗？
5.cause, reason
(1)cause是造成一种事实或现象的“原因”。后接介词of.如：
Carelessness is the usual cause of fire.造成火灾的原因通常是不谨慎。
Heat is the cause of the expansion of matter.热是物体膨胀的原因。
（2）reason是说明一种看法或行为的“理由”。后接介词for.如：
You must tell him the reason why you won’t accept his offer.
你必须告诉他你为何拒绝他的提议。
6．get through, go through
I tried to telephone you but I couldn’t __________.
A.put through B.get through C.go through Dcome through 答案:B
(1)get through 和 go through 表示“通过（某地、议案等）；用完”时可互换使用。如：
The man was so fat that he couldn’t get/go through the door，那人胖得连那扇门都过不去。
The plan for this term will have to get/go through the leading group of the school。本学期计划得经校领导班子通过。
I have got/gone through three pairs of shoes in a month..这一个月内我穿坏了三双鞋。
（2）get through 和 go through又各有其意义：
get through :通过考试；接通电话
I got through everything except English .除英语外我别的都极格了。
I can’t get through to Beijing.The line is busy.我打不通北京的电话，占线。
go through:检查；看一遍；经历（困难，痛苦）
I went through my homework to make sure that nothing had been missed.我将作业检查了一遍，以确定什么都没有漏掉。
Go through the text from the beginning .把课文从头看一遍。
She must have gone through a lot.她一定吃了不少苦。
7.loving,lovely,lovable
(1)loving意为“爱慕的；钟情的；深情的。”如：
He gave her a loving kiss.他给了她一个深情的吻。
(2)lovely 意为“可爱的，美丽的；迷人的”。如：
The house has many large rooms and there is a lovely garden.
这幢房子有很多大房间，并有一个惹人喜爱的花园。
（3）lovable 意为“可爱的，惹人爱的”。多形容人或动物。有时可以与lovely互换。
如：
She is a lovable child.她是个可爱的孩子。
It is a lovable kitten.它是一只可爱的小猫。
Step2近义词填空
1.meet/meet with
(1)The farmer some difficulty.His crops need water badly.
(2)I want you some of my friends.
(3)They had to change the plan in order to the new situation.
(4)The Chinese leaders the foreign guests in the hall yesterday.
(5)The foreign guests a warm welcome when they arrived.
(6)Thank you very much for coming to me.
答案：(1)met with (2)to meet (3)meet (4)met with (5)met with (6)meet
2.occur / happen
(1)The December Ninth Movement _______ in 1936.
(2)Just as I was leaving the house it________ to me that Ihad forgotten my key.
(3)It so _______ that I had on money with ,e.
答案(1)happened/occurred (2)occurred (3)happened
3.emotion/felling/sense
(1)I don’t mean to hurt your _________.
(2)He has a fine ______ of humour.
(3)He spoke of his dead wife with deep______.
答案(1)feelings (2)sense (3)emtion
4.habit/custom
(1)Don't get into the of smoking.
(2)It is thefor westerners to celebrate Christmas.
(3)He was in the of going for a walk before breakfast.
答案：(1)habit (2)custom (3)habit
简析：habit表示“习惯”，“习性”通常指个人的习惯，一旦养成，便难戒除。其后常接of doing sth.。如“养成……的习惯”，get/fall into the habit of doing sth.或form the habit of doing sth.如表示“戒掉……的习惯”，可用fall/get out of the habit of doing sth.。custom表“风俗”，“习惯”，常用来指某个国家、某个地方或某个社会的风俗习惯，有时也指生活习惯，后面接动词不定式。
e.g.The western customs are different from the Chinese ones.
篇2：Unit21 Body language(人教版高一英语下册教案教学设计)
Ⅰ．单词拼写：根据下列句子所给汉语意思或所缺单词的首字母，写出该单词的正确形式。
1．You can pass on m ________ to others by your expressions and body movements, even if you can't talk.
2．In some Asian countries s ________ the head means “agreement”.
3．People now c ________ over long distances by means of telephone, telegraph, radio, television and E-mail as well.
4．The g ________ people use for “yes” and “no” are different around the world.
5．As is known to all, love and hate are opposite e ________.
6．The young lady went over to the window and l ________ against it.
7．I can still remember every ________（详情）in my old dormitory room at school.
8．From this time on the man ________（避开）fruitless discussions with such kind of people.
9．It is d ________ to talk of your headmaster as “the old man”.
10．It was c ________ of you to go skating on such thin ice.
Ⅱ、语法：从下列各题的四个选项中选出一个最佳答案。
1．--What's made you so happy? -- ________ from my pen friend abroad.
A. Heard B. Hearing C. Because of hearing D. For hearing
2．I would appreciate ________ back this afternoon..
A. you to call B. you call C. your calling D. you're calling
3． ________ one's work properly may be worse than not doing it at all.
A. Not to do B. DoC. Not doing D. Doing
4．We never listen to Beethoven without ________.
A. being deeply impressed B. impressed deeply
C. having deeply impressed D. to be deeply impressed
5．It was not long ________ the rain stopped and the sun came out again.
A. when B. until C. before D. since
6．School children, ________ boys ________ girls, enjoy swimming in summer.
A. either; or B. whether; or C. like; and D. between; and
7．--Shall we travel to Shanghai by train?
--Why not ________ by air? That will be much faster and more convenient.
A. trying to go B. try to go C. try going D. to try going
8．English can help ________ people and make the stay in a foreign country easy and comfortable.
A. agree with B. communicate with C. write to D. belong to
9．He spoke slowly so that he could made them ________ him.
A. understood B. understanding C. understand D. to understand
10．Not you but I ________ invited to the pop concert.
A. isB. areC. am D. have
11． ________ the price of daily goods going up, people can't afford to buy expensive things.
A. With B. OnC. By D. Since
12．--Not all body language, you know, ________ the same thing in different countries.
--Yes. It is said that nodding the head ________ “No” in some Asian countries.
A. meaning; means B. mean; is to say C. means; meaning D. means; is to say
13．Jack is a bright and diligent boy ________ his brother Tom is just the opposite.
A. while B. when C. asD. however
14．I would go to the concert but I ________ no time.
A. had B. had had C. have D. should have
15．The newly-built theatre is ________ the old one.
A. as twice big as B. twice more bigger than C. twice the size of D. twice so big as
Ⅲ、完成句子：
1、点头表示同意，而摇头表示不同意。
Nodding the head means agreement, ________ _________ ____ ____means disagreement.
2、跟他争论没用。It’s no use _________ ________ him.
3、--要我帮你拿很行李吗？ --不了，谢谢，我自己能行。
--Shall I carry the luggage for you?
--No, thank you, but I _____ ________ _____ ___________.
4、你能给我详细解释一下这次事故发生的过程吗？
Can you explain ______ _______ how the accident happened?
5、--要我帮你复习功课吗？ --谢谢你，你真是太好了。
--Would you like me _______ _______ _______ ______ your lessons?
--Thank you. That’s ______ _____ _______ ________.
6、在课堂上做鬼脸是不允许的。_______ _______ is not permitted in class.
7、为了过冬，松要提前储备很多食物。
Squirrels will store a lot of food ________ ________ ________ in order to get through the winter.
8、把头扬得很高的动作表示某个人很骄傲。
________ ______ one’s head high means the person is very proud.
9、校与校之间教学方法都不同。
Teaching methods ________ greatly ________ school _____ school.
10、关于它是如何发生的，我们很迷惑。We are puzzled ______ _______ how it happened.
11、我们应该保持文件的整齐。We should keep the files ________ _________.
12、它的确很重--你能帮我吗？It’s really heavy-can you ______ _______ _______ ______?
13、他撕掉了那个布告。He _______ _______ the notice.
14、执行这一计划时，我们经历了许多困难。
We ____ _____ a lot of difficulties while working on this project.
15、健康的身体是最宝贵的。Nothing is _________ precious _________ health.
Ⅰ．1．messages 2．shaking 3．communicate
4．gestures 5．emotions 6．leaned
7．detail 8．avoided 9．disrespectful
10．crazy
Ⅱ．BCCAC／BCBCC／ADACC
完成句子：
1. while shaking the head 2. arguing with 3. can manage it myself 4. in detail 5. to help you with / very kind of you 6. Making faces 7. ahead of time 8. Holding up 9. vary… from …to 10. as to 11. in order 12. give me a hand 13. tore down 14. got through 15. more… than…
篇3：Body language Language points 教案教学设计(人教版英语高一)
The Third Period Reading (II)
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective
b. 重点句子
Body language is one of the most powerful means of communication, often even more powerful than spoken language.
2. Ability goals能力目标
a. Enable the students to know more about body language.
What is the function of body language?
What is the similarity of body language?
How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?
What is the difference of body language between various cultures?
b. Enable the students to understand better body language.
What is the proper attitude towards body language?
What would happen if we knew nothing about body language?
3. Learning ability goals 学能目标
How we can “show our feelings” with the body language learned in this unit or gained in our social life.
Teaching important points 教学重点
How body language shows the same or different feelings among people from different cultures.
Teaching difficult points 教学难点
How to tell that the same body language shows different feelings in different cultures.
Teaching methods 教学方法
Fast reading: dealing with the “true” or “false” questions.
Discussion: the importance of body language.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways教学过程与方式
1 Pre-reading
1. What is the function of body language?
2. How do you find body language in our daily life?
3. How can the same body language express different feelings or ideas in different cultures?
4. How can different body language express the same feeling or idea in different cultures?
2 Fast reading
TURE OF FALSE
1. Body language is never as powerful as spoken language.
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak.
4. You should not greet your new boss by giving her or him a hug.
5. Body language is the same all over the world.
6. Most people can understand each other if they try.
Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.
3 Further reading
T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.
Ss: Yes, Sir.
T: What information have you got?
S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.
S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?
S3: And the most important of all is that we have to make
sure whether we can trust people we do not know, and we have to show that we are not dangerous.
S4: Quite true. We have different ways to show our hands -our open hands, which means that we are not armed and we are friendly.
S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the right hand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslims will touch their heart, mouth and forehead to show respect.
S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.
S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.
T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?
Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.
Several minutes later.
T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.
S8: It can be dangerous to meet people you do not know.
S9: Many Asian people do not usually physically touch strangers.
S10: If we show an open hand, it means that we are not holding anything dangerous.
S11: The right hand is usually used because it is almost the stronger.
S12: People shake their hands when meeting to show that they can be trusted.
S13: To show respect, people will touch their heart and mouth when greeting someone.
Homework
1. Read aloud all the reading texts in this unit.
2. Get ready to retell the two reading passages learnt in this period.
篇4：Unit 21 Body Language Word study(人教版高一英语下册教案教学设计)
Step1 New words
1 avoid vt 避免,逃避
尽量避免危险/事故 Try to avoid ___________________
avoid doing sth
The schoolboy tried to avoid meeting with his teacher(与老师碰面).
2 contact n contact with sb / sth 接触 联系
get into contact with sb make contact with sb
be in contact with sb lose/ break contact with
他的手接触到了热的物体表面 His hand came into _______ ______ a hot surface.
Students must be brought ______ ______ _______ new ideas.
contact vt 联系 Where can I contact you?
3 lean forward / back / to the left / to the right
lean out of the window ________________
lean against/on sth
a ladder leans ________ the wall / lean the ladder ________ the wall
4 ahead of 位置/时间
在我们前面有条河。 There was a river _______ _____ us.
我提前十分钟到了。I arrived ten minutes ______ ______ time.
5 manage -- control 控制,管理,经营
The hotel is badly managed.
manage to do sth 设法做到= succeed in doing sth
was able to do sth
我及时赶到了。I ______ ______ ______ (get) there in time.
It's such a big cake. I don't think I can manage it by myself.(吃掉)
6 vary These coats vary in size /color.
vary form ... to ... The weather sometimes vary _____ very cold ______ quite mild.
vary with ... The price varied ______ the season. _____________
7 crazy be crazy about 对….狂热
The boy is crazy about the singer.
8 part vt/vi 分开，分离 n 部分
The policemen parted the crowd. ____________________
Only a part of his story is true. _____________________
9 tear down (tear tore torn) 拆毁，拆卸
A story moved us to tears（眼泪）
They are tearing down these old houses to build a new office building.
Tear sth up / tear sth into pieces / tear sth from /off sth /
10 bend
The branch bent but didn’t broke when the baby climbed along it.
Bend over / bend to
Don’t bend your knees ___ your enemy.
She was bending ____ a basin.
11 hold up / hold on /
hold up 举起,拿起/举起展示；提出（作榜样）/阻碍或延误
Hold up （打电话时用语）请等一下，不要挂上/坚持
His son was held ___ as a model of hard work.
Road works on the high way are holding __ traffic.
Could you hold ___? I'll just see if the manager's in.
The student held ___ his hand to ask the teacher a question.
They managed to hold ___ until he arrived.
12 occur
Sth occur=Sth happen 发生
They said that the accident occurred / happened at midnight.
Sth occur to sb 某人突然想到 Sth happened to sb
我想到了一个好主意。 _________________________
You look unhappy. What __________ to you?
It occurred to sb that…/ to do sth.某人想起要做某事。
Didn’t it occur to you to close the window？
Sb happened to do sth____________ /It happened that ______________
13 get through 通过,完成,到达 / go through
They managed to ____ the bill through Congress.
The thieves were ________ _________ the contents of the bag.
Step2 Fill in the blanks
avoid / contact / manage / vary / part
occur / bend… to … / bend / … occur to / go crazy with
1 You can hardly _______ meeting her because you both work in the same office.
2 A number of changes _________ in the following years.
3 She _________ the money very well.
4 You should ______ your diet.
5 She _____ _______ ______ fear.
6 Touch your toes without _________ your knees.
7 He had to ______ himself ___ his father's will.
8 She has lost ________ with her son.
9 It ______ ___ me that we should go there more often.
10 The crowd _______and let us through.
Step3 Translate
1 请尽可能地避免错误。
2 学生们必须和先进的科学技术保持联系。
3 我提前一小时到了。
4 他终于完成了他的任务。
5 一开始，工程师不得不拆卸掉机器。
6 这辆卡车堵塞了交通。
7 小张突然想去喝杯饮料。
8 我碰巧认识路。
篇5：Unit21Body language Grammar(人教版高一英语下册教案教学设计)
一、动名词在句中作主语
Collecting stamps will cost you a lot of money.集邮将花费你很多钱。
Driving a car isn’t as comfortable as traveling by train.
开车旅行不如乘火车旅行舒服。
1． it作形式主语，当动名词短语在句中作主语时，为了保持句子平衡，我们用it作为形式主语，而将真正的主语放在句末。
It’s dangerous playing in the street.在街上玩是危险的。
It’s no good arguing with him.与他争论是没有好处的。
必背句型：
It’s no use doing…= It’s of no use / It’s useless + to do sth.
It’s no good doing… It’s a waste of …doing sth..
It’s very difficult doing sth.. It’s nice doing sth.
注：能用动名词作主语的句子比较少一些，主要用于no good, no use, useless, senseless, dangerous,waste等词作表语的句子。
2．在下列句型中只能用动名词作主语。
There is no+v-ing(…是不可能的) =It is impossible to do sth. =No one can …(or we can not…)
There is no joking about such matters.这种事开不得玩笑。
There is no getting in touch with him和他取得联系是不可能的。
注：动名词短语在句中作主语时，谓语动词要用单数。
二、 动名词在句中作表语
动名词在句中作表语时一般表示抽象的习惯性的动作，表语和主语常常可以互换。
My job is teaching English.(Teaching English is my job.)我的工作是教英语。
三、 动名词在句中作宾语
They have finished doing their homework.他们已经做完作业了。
Nothing can stop us from realizing the four modernizations in our country.
什么也不能阻止我们国家实现四个现代化。
1．在下面的及物动词或短语后面，只能用动名词作宾语。
advise建议，admit承认，allow允许，appreciate感谢，欣赏avoid避免，consider考虑，认为，delay推迟，deny否认，dislike讨厌，enjoy喜欢，escape逃脱，excuse原谅，finish完成，forgive原谅，imagine想像，keep保持，mention提到，mind介意，miss错过，postpone延缓，practise练习，prevent阻止，resist 抵抗，risk冒险，suggest建议，understand理解，can’t help doing sth.情不自禁地做……，can’t stand不能忍受，give up 放弃，put off 推迟，leave off 停止等。
I don’t allow smoking in my room.我不允许在我房内吸烟。
She can’t stand waiting for her friend for a long time.她不能忍受长时间等候朋友。
Would you mind opening the window for me ?您介意替我把窗子打开吗？
Excuse my being late,please.=Excuse me for being late.请原谅我来迟了
Heavy rain prevented my visiting him yesterday.=Heavy rain prevented me from visiting him yesterday.昨天，大雨阻止了我拜访他。
2．在介词后面作宾词，动名词常跟在一些固定词组后作宾语。
（1）add to加上，be afraid of 怕（产生某种后果），be ashamed of为……感到羞愧,be busy(in)doing sth.忙于做某事,be clever at在……方面聪明,be engaged in从事于,be fond of喜欢,be good at擅长,be interested in对……感兴趣,be proud of为……而骄傲,be successful in在……方面成功,be sick of对……感到恶心,be sentenced to宣判,be tired of厌烦,come to谈到,depend on依靠,dream of梦想,devote…to…把……贡献,excuse…for…为……而原谅，feel like愿意 ,get to开始,hear of 听说insist on坚持,know of对……了解,keep…from…阻止……做……,persist in坚持 ,set about 动手去做, spend…on在……花费,spend…(in)doing sth.花……做某事, stop…from…阻止……做……,stick to坚持,succeed in在……取得成功,thank…for… 为……而感谢……,think of 想到.
注：insist on 表示对要求、看法、意见或主张的“坚持”；stick to 表示对“愿望、原则、决定、诺言、意见、理想或某种理论的坚持不渝；persist in 表示对某种活动坚持不懈或对某种信念固执不改。
表示“阻止某人做某事”的几个短语中stop,prevent 后的from可以省略，而keep后的from不能省，因为keep sb. doing sth. 表示”使某人一直做某事”.
(2)在下面句型中也常用动名词.
There is no use/ need /harm/ hurry +in doing sth
There be/We have fun /some difficulty/some trouble/problem/pleasure/a good time/a hard time +in doing sth.
例如：
He is busy preparing his lessons.他忙于备课。
Einstein spent the rest of his life living in the USA. 爱因斯坦在美国度过他的晚年。
I had some difficulty in explaining the maths problem to him.
我费劲地给解释这道数学题。
The little girl is interested in drawing pictures.小姑娘对画画感兴趣。
We look forward to going abroad.我们盼望出国。
Is there any hope of your team winning the match? 你们队在比赛中有希望获胜吗？
He insists on no one knowing about the experiment. 他坚持认为没人了解有关实验的情况。
四、分词在句中作表语
在系动词be,become,feel,get,grow,keep,look,remain,seem,sound,appear等后面的现在分词作表语时，一般表示主动或表示主语的性质和特征。含有“令人……”之意，多数情况下主语为物：
The first impressions are most lasting.最初的印象历时最久。
This piece of news is encouraging.这条消息鼓舞人心。
作表语的分词大部分是由能够表示人们某种感情或情绪的动词变化而来的，而且这类分词实际上已基本形容词化。常见的有以下分词：
amusing,astonishing,boring,disappointing,discouraging,encouraging,exciting,interesting,missing,promising,puzzling,shocking,surprising,striking等。
The novel is very interesting and we are all interested in it. 这本小说很有趣，我们对它都很感兴趣。
These colours are pleasing.这些色彩令人愉快。
作表语的现在分词和进行时态中的现在分词的区别。
在系表结构中，现在分词表示主语的特性，be 为系动词，可以换作其他的系动词。而在进行进态中，现在分词表示主语正在进行的动作，在句中与助动词be一起构成谓语，此结构中的助动词be不能换成其他的助动词。
The news is moving.这消息令人感动。
（moving为表语，说明主语的特性）
His heroic deeds are moving us.他的英雄事迹正在感动着我们。（moving为现在分词，与助动词are构成谓语）
篇6：unit 20 language study(人教版高一英语下册教案教学设计)
1.dating back to/from 始于，起源于，追溯到；此短语多用于一般现在时态中
This castle dates from the 14th century.这座城堡建于14世纪。
Our partnership dates back to 1960.我们从1960年就合伙了。
2.bury vt. 埋葬
Many men were buried underground when there was an accident at the mine.
矿上发生意外事故时,许多矿工都被埋在地下。
专心致志于, 埋头于(in)
He buried himself in his work.
他埋头工作。
be buried in thought
沉思
3.with his face to the north 面向北方
with his face to the north属于“with+名词+介词短语”结构在句中常作状语，表示伴随动作或伴随性质。根据宾语和宾补之间的关系，还可以用现在分词或过去分词作宾补。
The weather was even colder with the wind blowing.
刮风了，天气更冷了。
He usually works in his study with the door locked.
他通常锁着门在书房工作。
4.test on试验，检验
Many people are against new drugs being tested on animals.
很多人都反对用动物做新药试验。
5.certain be sure和be certain后都可跟从句，但be sure的主语必须是人，而be certain的主语既可以是人又可以是物。
6.Some of the objects found in the grave give us an idea of how he was dressed when he was buried. 一些在墓穴中发现的物体让我们得知他被埋葬时的穿着。
该句为how引导的一个名词性从句作介词OF的宾语，介词后面跟一般均可接疑问词引起的从句。
1)He was not conscious of what an important discovery he had made.
2)Did she say anything about how the work was to be done?
7.amaze vt.使惊奇；使吃惊
Her knowledge amazes me.
她的学识令我吃惊。
Visitors were amazed at the achievements in the car manufacture of the city during the past decade.
参观者对这城市过去十年中汽车制造工业的成就感到惊奇。
I was amazed by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。
n.惊愕
He stood in amaze at the sight.
他看到那种景象, 惊愕得呆呆地站在那里。
8.distinction n.特点；特色；非凡；卓越
the chief distinction of Chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
There is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
His distinction of sound is excellent.
他辨别声音的能力很强。
His style lacks distinction.
他的文体缺乏个性。
9.dozen n.一打，12个
I want a dozen of pencils, please!
劳驾，我要一打铅笔。（缩写为： doz)
dozens of
许多
There were dozens of people there.
那里有许多人。
10.Next to them lay a cushion stone, upon which the man could work metal
当表示地点的介词词组在句首时，主谓倒装
1）.At the foot of the hill lies a beautiful lake.
2）.The soldiers ran to the building, on the top of which flew a flag.
3）.East of the lake lie two towns.
4）.Under the tree was lying a wounded soldier.
11.spare adj.备用的
a spare tire
备用轮胎
多余的，剩余的
spare cash
余款
If you have a spare bed, may I stay tonight?
如果你有空床的话，今晚我可以留下吗？
Have you any spare time to help me?
你有空帮助我吗？
You can sit here in your spare time and read the carpet!
空闲时你就坐在这里读地毯吧!
v.节约, 节省, 不伤害, 宽恕, 分让, 提供给某人
Can you spare ten minutes?
你能抽出十分钟吗?
I have no time to spare.
我没有余暇。
spare no efforts [pains]
不遗余力
12.a variety of种种；各类
The shopping-centre sells a variety of goods.
这个购物中心出售许多种商品。
At school we learn a variety of things.
在学校我们学习各种东西。
He didn't come for a variety of reasons.
他因种种原因没来。
She made the children glad in a variety of ways.
她用各种方法使孩子们高兴。
13.tend vt.（常与to连用）有某种倾向；有…的趋势
People under stress tend to express their full range of potential.
处于压力下的人容易发挥自己全部的潜力。
Laziness tends to poverty.
懒易致穷
Boys tend to be bigger than girls.
男孩的个子往往比女孩高大。
14.class n.阶级
class differences
阶级区分
Class differences can divide a nation.
阶级差异会造成国家的分裂。
lower-class life
低层阶级的生活
to travel third class
乘三等车（或舱）旅行
15.approximately adv.近似地, 大约
16.average n.平均数
The average of 4, 8, and 60 is 24.
4、8和60的平均数是24。
平均；平均水平
What is the average rainfall for August in your country?
你们国家八月份的平均降雨量是多少?
His results is the average.
他的成绩平平。
on (an) average通常；按平均
Wwe fail one student per year on average.
我们平均每年有一个学生不及格。
17.convey vt.运送；运输
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。
通知；通报；传［表， 转］达
I will convey the information to him.
我将把这消息通知他。
I can't convey my feelings in words.
我的情感难以言表。
The ambassador personally conveyed the president's message to the premier.
大使亲自向总理转达了总统的问候。
18.It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument; or in helping transport and pull up the stones.
很可能巨石王与这些石头有关，他可能参与策划建立这个纪念碑，或者帮助运输和竖起巨石。
19.link vt., vi.（常与together, to, with连用）连接, 联合
The two towns are linked by a railway.
这两个城镇由一条铁路连接起来。
The new bridge will link the island to the mainland.
新的桥梁将把该岛与大陆连接在一起。
20.have a hand in参与，插手，对某事物负部分责任
I can’t promise much. I’m not the only one that has a hand in things in this town.
我不能答应太多，镇里的事不是我一个人说了算。
21.may后加不定式(不带to)的完成式，表示对过去的推测，认为某事可能已发生。
He may have gone to the library.他可能去图书馆了。
22.In terms of technical development, people were going from the Stone Age to the Bronze Age.
就技术发展而言，人们正从石器时代过度到青铜器时代。
23.In terms of用……的话，以……的观点，就……而说
He thought of everything in terms of money.
他每件事都从钱的角度考虑。
In terms of money we’re quite rich, but not in terms of happiness.
从钱的角度说我们相当富有，但就幸福而言则不然。
24.Bronze Age青铜时代。在距今50前后，在旧大陆的有些地区，首先是西亚地区，发明了铜的冶炼技术，开始制作铜器。最初为红铜，接着又在红铜中加锡或铅，成为青铜。这样人类进入青铜时代。
25.conflict n.
战争；战斗；冲突
conflict of interest
利益冲突
争论；抵触；论战
conflict between religion and science
宗教与科学之间的冲突
vi.冲突；争执；抵触
The two stories conflicted, so I did not know what to believe.
两个故事相冲突，我不知道相信哪一个。
26.artifact n.人工品, 赝品
27.It has been proven that the copper knives came from places as distant as Spain and western France.
现已证明铜刀来自西班牙和法国西部。
it为形式主语，真正主语为that从句，构成句型：“it+被动语态谓语动词+that从句”
这种结构常用来表示一种不指明是谁的议论或想法等：
it should be noted that their economy is still on downward slide.
值得注意的是，他们的经济仍在走下坡路。
It was thought highly likely that there would be an extraordinary session soon.
人们认为，最近很可能召开一次非常会议。
篇7：unit 15 language points(人教版高一英语下册教案教学设计)
1. mystery. [C]神秘的事；不可思议的事。
Her sudden disappearance was a complete mystery.他的突然失踪是一件不可思议的事。
It’s a mystery to me how she passed the exam.她是如何通过考试的对我来说是一个谜。
[U]神秘性，谜
stories full of mystery
mysterious. Adj. 神秘的，难以理解的
The mysterious disappearance of Jim upset everyone.吉姆的神秘失踪使大家心烦意乱。
2. sorry, I didn’t recognize you.对不起，我刚才没认出你来。
本句话中所用的时态是一般过去时。因为说话时让娜已经知道对方是谁，所以应该用与现在无关的时态，即过去时。
I never thought you were going to bring me a gift.我没想到你会给我带礼物。
The problem is so simple. I wonder why I didn’t think of that.我刚才怎么没想到呢。
Oh, it’s you, I’m sorry I didn’t know you were here.抱歉我不知道你在这。
*recognize (recognize): Vt. 没有进行式
①辨认出 recognize sb/sth (by sth)
Dogs recognize people by their smell.狗凭嗅觉认人
The town has changed so much you wouldn’t recognize it.这个城镇变化太大你会认不出它的
②承认recognise sb/sth (as sth) recognize sb/sth (to do)
Everyone recognize him to be a good man./as a good man.大家都承认他是个好人
③认清；认识到recognise+ (that)
He didn’t recognize that he was wrong.他不承认他错了
*recognise与know比较，前者指“认出，辨认”，为短暂性动词。而know指“知道，认识”， 为延续性动词。
I recognize my son’s voice on the phone. 从电话中我认出是我儿子的声音。
Tom pretended that he didn’t know the old man. 汤姆假装不认识那位老人。
3. “ Years of hard work, very little food ……a moment’s rest.”
多年的辛勤劳作，食不果腹，居住的房间很小，从来没有片刻的休息。
这段话由四个名词构成，表明了四个完整意思，这种结构叫单成分句。它本身就是一个相对完整的语言单位，无须补充其他句子成分。使用单成分句显得言简意赅，深刻感人。
“…only a small cold room to live in”是不定式作定语。不定式作定语通常放在它所修饰的名词后面，与该名词在逻辑上有动宾关系。
Could you find me a job to do?帮我找个工作做？
Do you have anything to say on this question?
如该动词是不及物动词，应该加上适当名词。
There is nothing to worry about.没什么好担心的。
Please give me a knife to cut with.
I need some paper to write on.我需要一些写字的纸。
4．surely. adv.
①surely作“无疑，当然”讲，表示说话人对句子主语将发生的事相当有把握。
He will surely succeed in passing the exam.他一定会成功通过考试的
Careless driving will surely cause accidents.粗心驾车一定会导致事故
②surely还可以用来表示“对所说的内容确信无疑，或者表示对某事的惊讶”
I surely met him somewhere in Beijing.我一定在北京的某个地方见过他
Surely you are not going to eat that! 你不至于吃那种东西吧？
③surely也可以作“当然，没问题”
-Can I use your car for a while?
-Surely.
5. explain.vt&vi. 解释，说明
explain sth (to sb). explain + (to sb) + that/wh-
The lawyer explained the new law (to us).
Can you explain what this word means? 你能解释一下这个词的意思吗？
He explained to the policeman that his driving licence was lost. 他向警察解释他的驾驶执照丢了。
6．jewelly. [U] 珠宝，首饰 a jewelly box珠宝盒
This necklace is my most valuable piece of jewelly.这个项链是我最贵重的珠宝
jewel (一般用复数)，宝石饰物，首饰
She locked her jewels in the safe. 她把她的首饰锁在保险箱里了。
7. Can’t you just wear a flower instead? 你不能只戴朵花吗？
本句话是表示否定的疑问句。否定疑问句一般用在表示请求，发表个人看法或是表示惊讶的情况下。
Can’t you help me now? （表示请求）
Can’t you finish such an easy job in so long a time? （表示惊讶）
否定疑问句一般都是期待对方的肯定回答，或者不打算对方回答。回答的时候，肯定回答用yes，但要翻译成“不”，相反，则用no。
-Don’t you like your present?
-Yes, I do. 不，我喜欢。
-Isn’t he a writer?
-No, he isn’t. 对，他不是。
8. continue. vi(+with)& vt （使）继续；（使）延续
the fighting continued for a week.战斗持续了一个星期。
How long can they continue (with) this damaging strike?他们这种破坏性罢工能持续多久？
[+to do]
she continued to make progress in her lesson.她继续在学习中取得进步。
[+v-ing]
he continued writing his diaries until he died.他坚持写日记直到去世。
* to be continued未完待续
* continuous. adj.持续的，不间断的，连续的
The brain needs a continuous supply of blood.大脑需要不断的供血
9. call on, call at, visit, drop in
call on sb 拜访某人 call at some place访问某地
I decide to call on mr smith and hope to ask him for some good advice.
I called at my friend’s office during my stay in shanghai.
visit既可做动词，宾语可以是人，又可以是物。也可做名词，和pay构成短语,
pay a visit (to) sb/some place
He was happy to have a chance to visit Canada.
He often pays a visit to the poor areas of his own country.
drop in “顺便拜访”，指未事先通知的非正式访问。是不及物动词短语，通常需要接介词on和at. drop in on sb drop in at some place
Please drop in when you’re free.
Tom often drops in on me.
On my way home, I dropped in at Li Hua’s house.
call back 召回 call for要求
call forth 使产生…；唤起… call in请…；招请
call off 取消…；停止 call out大声叫喊
call up打电话给…
10．Pierre and I did have a good time at the ball.……确实在舞会上玩的很开心。
在本句话中，did是助动词，用在肯定句中起强调作用。译为“确实。的确”。
I did see him on my way to school yesterday. 我在上学途中确实看到他了。
My father does enjoy traveling.我父亲的确喜欢旅游
They do come here every Saturday morning.他们确实每周六早晨来这里。
[注意]：由于助动词已经体现了句子中的时态和数，所以谓语动词应该用原形。
*have a good/pleasant/wonderful time (=enjoy onself) 过得愉快
*have a hard/bad time过得艰难；日子过得不好
篇8：关于body language 的教案 (新课标版高一英语教案教学设计)
学校 北京50中学 授课教师 毕扬扬 学科 英语 班级 高一五班
时间 .6.4 指导教师 王茜 课堂类型 新授课 教室 高一五班
课题 Unit21 Body Language
教学目标 1 talk about body language
2 describe gestures and facial expressions
3 How to act out gestures and facial expressions
重点 1 Intensify the students’ ability of listening and acting
2 By combining performing and listening, create a language study environment to make students have enough chance to perform
教学助手段 Multimedia
板书设计 face --- facial murmur
Culture maintain
To and fro hitch-hiking
教学流程及方法 注示
Step 1 Lead – in
In our daily life we communicate with each other using spoken language, but is there any way we could use to communicate? For example, when I come into the classroom for my class you are talking freely and loudly I do such gesture to make you quiet ( a gesture).That is a body language. Today Let’s talk about body language.
Step 2 Warming up
1 Open your books and look at the pictures. Match the picture with the correct sentence.
2 After that comes the real body language. Look at the screen. Here are some gestures.
3 It’s your turn to act out some gestures. Look at the screen and act out some gestures with your partner.
4 Group work:
Four people form a group. I’ll give each group a card on which is some gestures. Act them out. Few minutes later each group selects one person to act out one of the gestures. But never do the action that others have done.
Step 3 Listening
1 The first passage:
① Open your books and turn to page 119. Here are ten actions some of which have been done by Jenny. Now listen to the tape and tick out which has been done by Jenny. ( After the first time listening review the tape while asking: what are they talking about?)
② Do the exercise in books.
2 the second passage:
① listen to the tape
② fill in the blanks and do the exercises
Homework
Finish the exercise in your book;
Make a good preparation for reading of Unit 21.
课
后
小
结
Sometimes the students can not understand what they have been told to do so their listening ability should be improved.
篇9：高一(下)英语教案本(包括复习课)Unit 21 Body Language(人教版高一英语下册教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: unfair customer avoid ahead manage fold vary crazy part handshake gently anger useless occur focus
ahead of give sb. a hand get through tear down hold up make a face in order
Three Skills: suitcase firm bow fist tap specific bend
Spoken English:
Making offers and requests
Can /Shall I help you with that? Could you help me with…?
Would you like me to…? Do you need some help with that?
Could you please … ?
No thank you. Thanks for all your help.
Would you like some help?
No, thanks. I can manage it myself?
Could you give me a hand with this?
That’s very nice of you.
Is there anything else I can do for you?
Grammar:
V-ing作主语、宾语和表语 （2）
1. 用英语表达“做某事如何的”--V-ing形式作主语:
Talking while eating is not polite.
2. 有些及物动词后面需跟V-ing形式作宾语:
You can’t stop him doing what he wants.
3. 绝大多数介词后面需跟V-ing形式作宾语:
She left without saying goodbye.
4. 用英语表达 “什么事是某事” --- V-ing形式作表语:
Seeing is believing.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Body language. Get the students to feel the culture lying with the body language.
Important points:
Feel the culture difference among different body language.
Difficult points: The use of V-ing.
Teaching aids: Computer, tape-recorder
Way of Teaching: The communicative teaching approach.
Lesson1
Step 1 Warming Up
Tell the students to look t at the pictures and match each picture with the correct emotion and sentence.
The answers are:
Picuure 1 Confused I don’t know what to do.
2 Angry I can’t believe she said that! That’s so unfair!
3 Sad I have lost my wallet!
4 Happy I got an A in my exam!
5 Tired It’s been a long way. I can’t keep my eyes open.
Then ask the students to give more examples of facial expressions. Then ask the students:
Are all the facial expression easy to understand?
Can the same facial expression mean differently in different situations?
Ask the students to give more examples.
Step 2 Listening
Tell the students that they are going to hear about ways that people use body language in different situations. Then check the answers. The answers to Part 1: D B A. The answers to Part2: B B.
Step 3 Consolidation
Ask one student to act the ideas in Part 2 out with gestures and facial expressions. Then ask the other students to guess what the actions mean in their own words.
Step 4 Speaking
First ask the students to read the example in the Speaking part, then students work in pairs and act their dialogue out.
Step 5 Homework
Finish the exercise in the students’ workbook.
Lesson2
Step 1 Revision
Ask the students to act their dialogues.
Step 2 Presentation
Ask the students to act out the following body language:
Thank you! NO. Yes. In don’t know. Come here!
Are always mean the same meaning?
Note: There are both cultural, regional, and individual differences in how we communicate what we think and feel with our bodies.
Step 3 Reading
Ask the students to read the text carefully and then find the main idea of each passage.
They are:
1. Both words and body language can express how we think and fell.
2. Gestures, a kind of body language, have different meanings in different cultures.
3. The way people greet each other varies from culture to culture.
4. Some gestures, however, have the same meaning in most cultures.
5. Smiles may be the most commonly understood facial expression in the world.
Step 4 Language points
1. Names of different fingers: thumb(大拇指), index finger/forefinger(食指), middle finger(中指), ring finger(无名指), little finger(小拇指).
2. A smile can help us get through difficult situations and find friends in a world of strangers.
Get through sth. (设法)做完某事
I have got through a lot of work to get through.
Let’s start; there’s a lot of work to get through.
3. Shaking your fist at someone is a way of saying that you are very angry.
at “向;朝;以---为目标”
She opened the door and stood there, frowning at me.
He threw a stone at the dog.
Step 5 Listening
Get the students to listen to the text.
Step 6 Post-reading
Ask the students to work in groups and finish the chart in this part.
Step 7 Homework
Go over the following text and finish the exercise on P121.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise 1 2 on P120 as a test on the vocabulary.
And then complete the box on P61 and the exercise 2 , Make sure the students know what they are expected the do.
Step 3 Grammar
1. First ask the students to find the V-ing form in the text.
2. List the sentences on the blackboard and then divide them into three groups according to the part the V-ing plays.
Subject In many countries, shaking one’s head means “no” and nodding means “yes”.
Object We can learn a lot about what a person is thinking by watching his or here body language.
Predicative A way of saying “I am hungry” is patting the stomach before a meal.
Step 4 Practice
Finish the following exercises.
Step 5Homework
Finish the exercises in the workbook.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures of Shuanghuang to get the students to have a general idea about this kind of art form. Make sure they really understand what it means. Then ask the students to work in pairs to act their plays out.
Step 3 Reading
Ask the students to read the text on P122 in the students’ workbooks. Then finish the exercise---to fill in the chart.
Homework
Prepare a short passage about your opinion about the body language.
篇10：高一英语unit13教案(人教版高一英语下册教案教学设计)
Ⅰ. Teaching Goals:
1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.
2. Use the modal verbs: had better, should and ought to.
3. Learn some useful cooking terms. Read and write recipes.
Ⅱ. Teaching Times: 5 periods
The First Period
§ Teaching Aims:
1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.
2. Sentence Patterns: (1) advise sb. (not) to do sth.
(2) There’s sth. wrong with…
3. Train the Ss’ listening ability.
4. Develop the Ss’ speaking ability by describing, talking and discussion.
§ Important Points & Difficult Points:
1. Trains the Ss’ listening ability.
2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.
3. How to finish the task of speaking.
§ Teaching Methods:
1. Listening-and-answering activity to help Ss go through with the listening material.
2. Individual, pair or group work to make every student work in class.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Warming-up: Brainstorm (words about food)
* List the food we eat in the Spring Festival:
rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.
* Fill in the table
Name Food Junk food / Healthy food
Breakfast
Lunch
Snack
Supper
* Talk: Are these food good for our health, or be harm to our health?
Model:
A: Do you like eating fried chips? B: Yes, I like it very much.
A: But I think it is junk food, because it has a lot of fat and sugar.
B: Really? So I’d better not eat too much.
Step 2. Speaking
T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.
* Useful Expression
I’ve got a pain here. This place hurts. I don’t feel well.
There’s sth. wrong with my back / my knee / my arm.
Lie down and let me examine you. Let me have a look.
* Make a short dialogue
Step 3. Listening
* First time, listen carefully and try to understand what does it talk about?
* Second time, answer the following questions
1. What’s wrong with Mike?
2. What did Mike have for breakfast?
3. Can you give Mike some advice? What should he eat less of?
* Third time, answer the next three questions
1. Which side of Mike’s stomach hurts?
2. Does Mike have a fever?
3. What does the doctor tell Mike to do?
Step 4. Homework
1. One reading exercise everyday
2. Ex1 & 2 on Page 72
3. Preview the reading part
§ The Design of the Writing on the Bb
Unit 13 Healthy eating (first period)
Brainstorm: Words & Phrases:
dumpling, all the time
corn, have a fever
noodle… be careful with…
The Second Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Review the words and phrases learnt last period
Step 2. Pre-reading
Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)
Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)
Q3. How much water do you drink every day?
Step 3. Reading
* Fast reading, what does the text mainly talk about?
* Details
Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?
A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.
Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.
A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.
Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.
Q4. Why do people go to fast food restaurants?
A: it is very convenient, and it can save time.
Q5. Why is it not good for you to eat too much sugar or fat?
A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.
Q6. Why are crash diets and supplements so popular?
A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.
Q7. What can we do to keep a balanced diet?
A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.
* More exercises: translate the sentences underlined on Page4 into Chinese
Step 4. Homework
1. Finish word study on Page5
2. Preview the integrating skill reading on Page74
3. One reading exercise every day
The Third Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision: What does the text mainly talk about?
Ask some Ss to try to say sth. about the text.
Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)
* Fast Reading
Read the quickly in 5 minutes, and then answer the following questions.
Q1. What is a couch potato?
A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.
Q2. What is junk food according to this text?
A: It is food that has a lot of calories but few nutrients, vitamins and minerals.
Q3. Why are people becoming potatoes and what can people do to avoid it?
A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.
* More reading exercises on extra materials from English Weekly.
Step 3. Important Points and Difficult Points
1. prepare (sth.) to do / for… 2. in the form of… 以…形式
prepare oneself for… 3. be short of 短缺…
be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击
5. be based on / upon 以…为依据
6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”
7. not a bit一点儿也不 not a little非常
* Exercises
1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.
A. preparing for; preparing for B. preparing; preparing for
C. preparing for; preparing D. preparing; preparing
2. We should do more exercises, both __ for our health and __ for our knowledge.
A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise
3. ___ do you base your calculation?
A. On which B. On what C. About what D. For what
4. some stones weigh ___ fifteen tons.
A. as more as B. so more as C. as much as D. as many as
5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.
A. listed; included B. listing; includes C. listed; including D. being listed; includes
6. Before the election, the candidates(候选人) ___ each other in the newspaper.
A. went with B. went for C. went over D. went forth
7. The boy __ on the ground __ that he had seen a cock __ an egg.
A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay
8. Jenny ___ have kept his word. I wonder why she changed her mind.
A. must B. should C. need D. would
9. We ___ last night, but we went to the concert instead.
A. must have studied B. might study C. should have studied D. would study
Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C
Step 4. Homework
1. One reading exercise every day
2. Prepare a healthy diet and explain why it is healthy
3. Remember the first 15 words and prepare for the dictation.
The Forth Period
§ Teaching Aims:
1. Review the words learned in the last three periods.
2. Learn and master modal verbs: had better, should, ought to
§ Important Points & Difficult Points:
1. How to guess the missing word according to the given sentence.
2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision---dictation about the first 15 words in this Unit
1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with
Step 2. Word Study
Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.
1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory
Step 3. Grammar
* Translate the following sentences into English
1. 外面很冷，你最好穿上你大衣。
It is cold outside, you’d better put on your coat.
2. 你最好别脱下你的衣服。
You had better not take off your clothes.
3. 我们应该尊敬老师和父母。
We should / ought to respect our teachers and parents.
4. 你不应该这么粗心。
You shouldn’t / ought not to be so careless.
* More exercises on Page5 and Page74
Step 4. Homework
1. One reading exercise every day
2. Remember the second 15 words
篇11：unit 4 Body Language(新课标版高一英语必修二教案教学设计)
( Warming up + Speaking in Using Language + Talking and Speaking Task in Workbook +Discovering useful words and expressions 4, “play a game in group of four”)
Hour课时：1 period
Type 课型：Speaking
Teaching goals教学目标
1. Target Language目标语言
a. important words and expressions
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. important sentences and structures
Act out the following meanings, please.
Please show the actions, using body language.
Please guess what I meant.
Now it is your turn to show the action/gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目标
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals学能目标
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教学重点
1. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points教学难点
1. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2. Let the students know that there is both positive body language and negative body language.
Teaching methods教学方法
1. Individual work, pair work and group work.
2. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具准备
A computer, a projector and some pictures.
Teaching procedures & ways教学过程和方式
Step1. Lead-in
After greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)
T: Just now, I didn’t say anything, but you understood what I wanted you to do. Why?
S: We know it from your body language.
T: Yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.
Step2. Introduction
T: Now let’s do some TPR( Total Physical Response) activities together, I hope you will enjoy them and have as well.
Touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…
Shake your head/arm/hand…
Wave your arm/hand…
Open your eyes/mouth…
Close your eyes/mouth…
Twist your wrist/wais.
Cross your arms/fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend/cry/shout/scream/smile/laugh…
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still.
（Three or five minutes for the game.）
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A half-closed hand with a thumb up.
Good! Well done!
A half-closed hand with a thumb
down.
Bad!
I will have to refuse you.
palm up and wave the fingers to
oneself continously
Come here!
Hold up the forefinger and the middle finger and across them
Good luck!
Point to oneself with doubting facial expression
Me?
Shrug the shoulder with the
hands out
I don’t know.
T: What are actions of the above gestures? What do they mean?
Ask the students to talk about it. Try to inspired every student to speak.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step3. Practice (Warming up + Talking)
T: Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.
Meaning Action
1. You are welcome. A smile and a handshake.
2. I am worried. A frowned or upset look.
3. I ate too much. Putting a hand on the stomach, patting or rubbing
4. I am sorry that I did something wrong. Drooping or hanging the head.
5. I’m so happy. A loud laughter with a shinning face or smiling with arms open and head back.
6. You did a good job. A thumb up.
7. You are angry. Turning your back to someone on purpose.
8. Stop here.
Putting the left palm on the forefinger of the right hand.
… …
Demonstration:
The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
Step4. Time for Fun
（Discovering useful words and expressions 4, “play a game in group of four”）
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Example:
S1: What are you likely to do if it rains?
(Actions) S2: puts on a raincoat;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it’s his turn.
S3: What are you likely to do if the river floods?
…
Step5. Talking (Speaking in Using Language)
Get the students work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.
T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.
Ask the students to describe or act out Lin Pei’s behavior.
Step 6. Role Play (Speaking Task in Workbook)
T: Now, let’s come to Speaking Task on Page67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean.
Work in pairs or in group of three:
1. You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance,.
2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.
Step7. Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading;
1) Communication: No problem?
2) Showing our feeling.
篇12：必修4 unit4 body language(新课标版高一英语必修四教案教学设计)
Pre-reading
1. What is the purpose of language?
2. What do you think “Body language” means?
3. How can you tell if someone is sad even if they do not speak?
Reading
Task1: Answer the questions on P26 to P27
Task2: Fill in the blank.
Country / Area Ways to greet each
Britain Shake hands. Do not stand very close to others or touch strangers as soon as they meet.
Canada Shake hands.
Japan Bow.
Spain、 Italy、 South American countries Approach others closely and are more likely to touch them.
France Shake hands and kiss each other twice on each cheek
Middle East, some Muslim countries Shake hands and stand quite close to other men. Nods to women and do no shake hands with them.
Language points
Reading
1，They will be meeting at a major hotel with local business people and people who represent the Chinese government.
will be meeting “将要会见”
will / shall be doing 表示“预料将要发生的动作”， 在现代英语口语中用得很多，口气往往比较婉转， 随便。
(1)你什么时候再来看望我们？
When will you be visiting us again?
(2)我就要去参加一个国际会议了。
I shall shortly be attending an international conference.
major
adj. more important, great(er) 较大的，较重要的，主要的
a major road 干路
这辆车需要大修。
The car needs major repairs.
vi. specialize in a certain subject( at college or university) 主修，专攻
major in 攻读，专修，主修
黛西是法语专业的。
Daisy is majoring in French.
n. 专业，陆军上校
local adj. 地方的，本地的， 地区的
当地的医生 the local doctor
本地新闻 the local news
这是头本地羊。 This is a local sheep.
represent vt.
1). 表现，描绘，描画
这幅画描绘了亚瑟法庭的一个场面。
This picture represents a scene at King Arthur’s court.
2) 代表，
秃鹰象征了美国。
The bald eagle represents the United States.
3) 想象 represent sth. to oneself 想象出某事物
2.Four people enter looking around in a curious way.
curious adj. eager to learn or know 富于好奇心的，有求知欲的，感兴趣的
be curious about 对……好奇
be curious to do 急于做
curiosity n. 好奇心 curiously adv. 好奇地
(1)她还是个小女孩儿时，就对人类的起源发生了兴趣。
As a girl, she was curious about the origin of human beings.
(2)The tourists were surrounded by the curious children.
游客被好奇的孩子们围起来了。
3. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.
disappoint v. 使（某人）失望
disappointed adj. 失望的，失意的， 受挫的
disappointing adj. 令人失望的，扫兴的
(1)如果我考试不及格，我的父母会失望的。
My parents will be disappointed in me if I fail the exam.
(2)结果令我们所有人都很失望。
The result disappointed all of us.
(3)多么令人失望的消息啊。
What disappointing news!
(4)比赛输了，这令她很沮丧。
She was deeply disappointed about losing the game.
standing watching and listening V-ing形式作状语表伴随
4. Mr. Garcia approaches Ms. Smith, touches her shoulder and kisses her on the cheek.
approach ① n. (UC) 靠近，临近，接近
② n. (C) 通路，入口； 方法，步骤(method)
③ v. 靠近，走近
（1） We heard the approach of the train. (火车开过来了。)
（2） All approaches to the town （所有通往城镇的道路）are blocked.
（3） Do you know the best approach （最佳方法）to study a foreign language?
（4） He approached （靠近）the bird quietly.
5．These are examples of learned or cultural “body language”.
learned adj. having much knowledge acquired by study 有学问得，博学的
learned man 学者
他很有学问，但是非常自负。
He’s very learned but rather proud.
6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.
1）not…nor… 既不。。。，又不。。。
nor 常置于句首、助动词或连系动词之前，表示 and also not. 此时也可以用neither 代替。
(1)我不喜欢这部电影，她也不喜欢。
I don’t like the film. Nor / Neither does she.
(2)我今天不去上班，梅西也不去。
I’m not going to work today and nor / neither is Maisie.
touching … or being … 都用作状语，相当于 while ( they are ) touching… or
2）nor are they 。。。 含有否定意义的副词或连词（如not ,seldom, little, hardly, never, rarely, nowhere等）放在句首时，需用倒装。
(1)他一个英语单词也不会说。
Not a single word of English can he speak.
(2)我从来没有见过他。
Never have I seen him before.
(3)Not for a moment ______what he said. B
A. I believed B. did I believe C. I would believe D. I believe
(4)No where else in the world ___ a place so beautiful. C
A. you can find B. find you C. can you find D. do you find
7. People from places like … and are more likely to touch them.
be likely to 很有可能，有希望。。。
possible , probable, likely
possible 表示可能的可能性不大，强调客观上有可能性，但也常常暗自“实际上希望很小”.常用于固定结构中，如：as…as possible, if possible, It is possible that…, It is possible for sb to do sth.
probable 表示可能性很大，主要用来指有根据，合情理，值得相信的事物，译为“很有可能地，大概” It is probable that…
likely 表示可能性很大，但比probable弱，侧重从表面看，某事很有可能发生，当指某人或某事充当主语，其后用不定式，只能用likely ，而不用possible ,probable,即，sb./sth.be likely to do. 句式：It is likely that…
(1) It’s nearly ten o’clock and father ____ walk in at any moment. C
A. is possible to B. is maybe to C. is likely to D. is able to
(2) Look, dark clouds are gathering. It is ____ to rain soon. C
A. probably B. possibly C. likely D. perhaps
(3) ___ there likely ___ anyone to meet us at the airport? D
A. Does, to be B. Is, being C. Has, that D. Is, to be
8. It is an interesting study and can help you avoid difficulty in communication.
avoid vt. 避开，躲避（某人/某事物）； 防止（某事）发生，预防
avoidable adj. 可避免的 avoidance n. 逃避，避开
avoid( driving in ) the center of city 避开市中心(行驶)
(1)做为一个驾驶新手，琳达尽力避免发生事故。
As a new driver, Linda tries her best to avoid accidents.
(2)I quickly walked to the other side of the road to avoid ___ him. C
A. to meet B. having met C. meeting D. to have met
Using language
1. Some body language is similar everywhere.
1) some 后面有时可跟可数名词的单数形式，意为“某种，某个”(a certain)
(1)他没通知我们就走了，他一定有他的理由。
He left without telling us. He must have some reason for this.
(2)你能给我推荐个旅馆吗？
Could you recommend me some hotel there?
2) be similar with 类似的，相像的
e.g. 玛丽的帽子和简的差不多。
Mary’s hat is similar with Jane’s.
2.A smile is the universal facial expression –it is intended to put people at ease.
facial expression 面部表情
intend v. 打算，想要，企图
intend to do/doing sth. 打算做……
intend sb. to do 打算让某人做
intend that = intend +n.+to do 打算做。。。
be intended for 为。。。而 。。。（表示目的）
be intended as 作为。。。
(1) He intends to study abroad (到国外留学)next year.
(2) He intended his son to manage （打算让他的儿子经营管理）the company.
(3) The movie is intended for （为。。。而。。。）adults only.
(4) It is intended as （作为）a joke.
ease n. 安心，安逸，容易，轻易； v.减轻，放松
at ease 舒适，不费力气 with ease （军队口令）稍息
put/ set sb. at (his) ease 使某人感到轻松自在
ease out （使）悄然离开 ease off （病）减轻，缓和，放松
ease one’s mind 心情舒畅 take one’s ease 使自己轻松一下，休息
(1) His words put me at ease. (使我感到轻松)
(2) He is at ease （放心）about the matter.
Ex.
1. _________dogs seldom bite. D
A. Bark B. To bark C. Barked D. Barking
2. To get here in time, they came ________ all the way. A
A. running B. run C. ran D. to run
3. He sat there ________, with his head on his hand. B
A. and think B. thinking C. thought D. being thought
4. The wolf spoke in a _______ voice and Mr Dongguo felt _____. A
A. frightening; frightened B. frightened, frightened
C. frighten, frightening C. frightening, frightening
5. They set out ______ for the ___boy. B
A. searching, losing B. searching, lost
C. to search, lost D. searched, losing
6. It’s a pleasure to watch the face of a ____ baby. C
A. asleep B. sleep C. sleeping D. slept
7. The student sat there, _________ what to do. D
A. doesn’t knowing B. didn’t knowing
C. not know D. not knowing
8. The secretary worked late into the night, __________ a long speech for the international conference. C
A. to prepare B. prepared C. preparing D. was preparing
9. European football is played in 80 countries, ____ it the most popular sport in the world. A
A. making B. makes C. made D. to make
10. The _____ Prime Minister expressed his satisfaction with his talks, _____ that he had enjoyed his stay here.. C
A. visiting, add B. visited, adding
C. visiting, adding D. visited, added
篇13：Book4 Unit3 Language Points 教学设计(人教版英语高一)
Book4 Unit3 Language Points
Knowledge aims:
1. Get the students to learn and grasp the usages of the important new words and expressions.
2. Let the students learn the following important sentence patterns: “You may find it astonishing that …” and “Unfortunately his father died, leaving the family even worse off…”
Ability aims:
1. Enable the students to use some useful new words and expressions correctly.
2. Get the students to make sentences after the useful sentence patterns.
Emotional aims:
1. Stimulate students’ interest in learning English.
2. Develop the students’ spirit of group cooperation and teamwork.
Teaching important points
1. Get the students to grasp the usages of such important new words and expressions as content ,entertain ,direct, up to now, cut off…etc.
2. Get the students to master the patterns: “You may find it astonishing that …” and “Unfortunately his father died, leaving the family even worse off…”
Teaching difficult points
1. Let students learn the usage of the word “content” and the expression “cut off”
2. Enable students to learn the sentence pattern : find + it + adj./n + that…
Learning methods
Individual work, discussion and practice.
Teaching procedures
Step I Revision
1. Check the homework exercises
2. Read the key words and expressions together.
Step II Learning important language points
1. content n. “（作品等的）内容（与形式相对）” “含量” 目录 adj.，意为“满意的，满足的 be content with ...意为“对……满足” be content to do sth. 愿意做某事。
v. 意为“满足，使满足” ，content oneself with sth.使自己满足于……。
练习:仔细阅读下列句子, 说出content的含义及词性。
1) Most of his poems have a lot of political content.
2) High daytime temperatures increase the sugar content of the grapes.
3) Now my grandmother began to live in peace and content.
4) I always read the contents of a book before judging it.
5) Can you give a description of the contents of your lost wallet?
6) Great people are never content with small success.
7) Being tired of city life, she is content to live in peace in the countryside.
2.astonish使（某人）吃惊， 震惊。比surprise的语气要强。
be astonished+ at (by) /to do/that… 被(因)……惊吓
e.g. She was astonished to find he was drunk. 发现他喝醉了, 她很吃惊。
He was much astonished that you had failed. 你居然失败，他大感惊讶。
I was astonished at/by the news. 这消息使我大吃一惊。
astonishing adj. 令人吃惊的
an astonishing remark 惊人之语
astonishment n. 惊异；惊愕；惊奇
in astonishment 愕然， 吃惊地
e.g. She stared at me in astonishment. 她吃惊地瞪着我。
to one’s astonishment 令……惊异的是……
e.g. To our astonishment the little boy swam across the river.
3. entertain
仔细阅读下列句子，并试着总结entertain的含义及用法。
1) We were all entertained by his humourous stories.
entertain动词，意为“使欢乐，使有兴趣”
2) They often entertained their friends on weekends.
3) Barbecues are a favourite way of entertaining friends.
“招待，款待 ’’
拓展 entertainment n. 招待，款待，娱乐
entertaining adj. 有趣的，娱乐的，愉快的
练习：用entertain的适当形式填空。
1). Every summer they __________ the neighbours at an outdoor party.
2). Children’s TV programmes nowadays are much more ___________.
4. badly off
仔细阅读下列句子，并试着总结badly off的含义及用法。
1). Mrs. Smith was quite badly off for a while after her husband died.
2). No matter how badly off we were, we never went to bed hungry.
3). The school is rather badly off for equipment.
4). Our junior middle school was then badly off for teachers.
【自我归纳】 badly off多与be连用，意为“穷的，生活困难的；”（句1和句2）、“缺少的”（句3和句4），badly off for意为“缺乏”。
【拓展】 well off有钱的，富裕的（badly off的反义词）
worse off境况差一些（更糟）的（badly off的比较级）
better off较富裕的，环境较好的（well off的比较级）
练习：从 A、B、C、D四个选项中选出最佳选项。
1). They don’t seem too badly _____ - they have nice clothes and a good house.
A. on B. over C. for D. off
2). The people there were badly off _____ medicine and food after the big earthquake.
A. with B. for C. from D. on
5. cut off
仔细阅读下列句子，并试着总结cut off的含义及用法。
1). We were cut off in the middle of our phone conversation.
2). If you don’t pay your gas bill on time, you may be cut off.
3). They were then almost completely cut off from the outside world.
【归纳总结】 cut off意为“使电话中断”（句1）、“切断，停掉”（句2）、“隔绝，断绝”（句3）。
【联想】 cut in插进来说，插嘴，夹塞，干预
cut down压缩，削减（数量、开支等），砍倒
练习： 用含cut的短语填空。
1). The floods _____ us _____ from our homes.
2). Julia had been completely _____ by all her family and friends.
6. up to now
.Up to now nobody has been able to do this better than Charlie Chaplin.
up to now直到现在，一般与现在完成时连用。
Up to now, the program has saved thousands of children who would otherwise have died.
7. pick out挑出，辨别出
a. (从同类当中) 选出……；选择
e.g. She picked out a pink dress for her daughter. 她给女儿挑了一件粉红色的衣服。
b. (在许多人当中)看出；辨认出……
e.g. Can you pick out your mother in this crowd? 你能在人群中找到你的妈妈吗？
拓展与pick有关的短语:
pick off 摘取 pick oneself up（倒下的人）站起来
pick up 拾起，（车，船）搭载客人,驾车去接（人），接收（信号，广播、电视节目），学会（语言） pick up with 在偶然机会认识（人）
8. direct
direct v. “导演”， adj. 直的；直线的；直达的; 坦白的；率直的。
e.g. Charlie Chaplin wrote, directed and produced the films he starred in.
There is no direct train from here to Taiyuan. 此地没有直达太原的火车。
a direct road to London 直通伦敦的路
fly in a direct line 直线飞行
Step III Homework用上面的单词或短语填空。
1. He was in hospital for six months. He felt as if he was _____ from the outside world.
2. Judging from his expression, he was _______ (content) with his work.
3. The car rushed at an ___________ (astonish) speed.
4. The play was ________ (direct) by a very famous director.
5. When he read the book a second time, he found it ___________ (entertain).
Keys:1. cut off 2. content 3. astonishing 4. directed 5. entertaining
篇14：Unit 18 Language Points(人教版高二英语下册教案教学设计)
1. Patent 专利，有专利的
1）n.
get a ~ for
Obtain a ~ to protect an invention
It’s my ~. 这是我的专利发明。
2）adj.
～ drug / right 专利药物、专利权
2. Prepare
1) ~ sth. 侧重“准备：的动作本身
~ for sth.＝get ready for 侧重准备动作的目的
e.g. ~ a meal ~ for trouble
The teachers are preparing the examination questions.
The students are preparing for the examination.
2) prepare sb. Sth.
~ him a meal
3) ~ sb. For 使某人对某事有所准备
~ the students for an examination
~ yourself for a shock
4) be prepared for / to do sth.
The troops were being prepared for battle / to go into battle.
3. IQ: intelligence quotient EQ: emotional quotient
4. a matter of sth.是～的问题
e.g. ---- She is a fine signer.
---- That’s a matter of opinion.
It’s a matter of time before the rebels are srushed.
* A matter of life and death
5. limit
1) v. ~ sb./ sth. ( To sth )
Her childhood world was limited to the all-black parts of town.
She limited her conversation to ten minutes.
* limited company Longman Group Limited
2) n.
The speed limit is 70 mph.
There is a ~ to how much I’m prepared to spend.
He tried my patience to its limits.
Within limits
Without limit
6. allow
1) ~ sb. To do sth.
2) ~ for 在计算、估计时考虑到某人或某事
It will take you an hour to get to the station, allowing for the traffic delays.
7. reject
1) 拒绝接受
~ a gift / suggestion / the new heart
2) 抛弃、剔除
Imperfect articles are rejected by our quality control. 在我们的质量检查中，不合格的产品将会被剔除。
3）refuse 和 reject 表示拒绝时的区别
Refuse 可用于拒绝请求、要求、邀请、帮助，可以接不定式
Reject不能用于拒绝邀请、帮助，不接不定式
8．Be/ get stuck (adj.) 困住，不能继续做某事
We were stuck in a traffic jam for an hour.
I’m stuck on the second question.
9. Otherwise
He reminded me of what I should ~ have forgotten.
We should have to hurry, ~, we shall miss the train.
10. invisible in direct in correct incomplete
11.as with : like
As with drawing a picture, you should be patient and careful in doing this job.
12. attempt
1) v. ~ + n. / to do
The prisoners attempted an escape / to escape.
2) n. make an ~ to do sth.
13. be (well/ quite) aware of
Everyone is well aware of the importance of protecting wildlife.
14. trial and error 反复试验，从失败中找出解决的办法
Learn by trial and error
A scientist has to go through trial and error before he can succeed in discovering a new solution.
15. try to do（try your best to do） & try doing (尝试做)
Try knocking at the back door if nobody answers it at the front door.
16.now that: because of the fact that
Now that you mentioned it, I’d like to discuss it with you.
17. at a high pace = at (high) speed
Keep pace with
18. once一旦
Once you have made a decision, you should carry it out.
篇15：unit 11 language points(人教版高二英语下册教案教学设计)
[Step I Greetings
Step II Revision
Retell the text in our own words
Step III Reading
Language points:
1. Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
无论中国将来会有什么样的伟大成就，很有可能其中很多就诞生在北京的西北部。
whatever (conj.) ---regardless of what , no matter what 引导让步装语从句。在句中可以做主语，宾语和定语。
a. Whatever happens, the first important thing is to keep cool.
( Whatever happens = No matter what happens)
不管发生什么事,头等重要的是保持冷静。
b. Whatever dictionary you have, lend it to me.
不管你有什么词典，借给我。
c. Whatever you do, don’t be late.
无论做什么，都不要迟到。
whatever还可引导名词性从句。即主语从句和宾语从句。
注意：当whatever 引导名词性从句时， 不可用no matter what 替换, whatever= anything that 。
d. You may do whatever you want to do.（whatever= anything that）
无论你想做什么事，你都可以做。
e. Whatever can be done has been done. （Whatever= Anything that）已经做了能做的一切。
in store (for sb./sth.)
a. about to happen 必将发生的，就要到来的
b. being stored 储备（贮存）着，准备着
a. I can see trouble in store.
b. There is a surprise in store for you.
c. When I first set ______ in Australia, I didn’t know what the future might have in ______ for me.
A. my foot; the store B. a foot; the store
C. foot; store B. feet; stores
2. It is home to the Chinese Academy of Sciences and more than ten famous universities, including Peking University and Tsinghua University.
它是中国科学院以及包括北京大学、清华大学在内的十多所著名大学的所在地。
home n. --- 所在地，家，发源地，栖息地。
a. I left my book at home.
b. America is the home of baseball.
c. India is the home of elephants and tigers.
d. at home
feel at home
make oneself at home
3. Zhongguancun was set up as a special economic zone in the late 199os and quickly got started became the leader of China’s hi-tech industry.
set up as --- establish (oneself) in business as
立业，当上, 使（自己或他人）从事某职业
a. He has set himself up as a bookseller.
他开始经营书籍
b. His parents set him up as a teacher.
他的父母使他从事教师职业。
set up 开办，树立，升高，建立，创立，设立
set up a shop
set up a flag
set up a committee
set about doing sth
set off / out
set out to do sth.
4. They all have their own …, but they all share the spirit of creativity and scientific skill that have made Zhongguancun a success.
success n --- a. (U) a degree of succeeding
b. (C) a person or thing that succeeds
(failure is similar to success)
a. Failure is the mother of success.
b. As a writer, she is a success.
c. His new book was a great success.
d. She’s just set up a new company; We hope she makes a success of it.
e. This experiment turned out to be _____ failure, but ,as we know, success often comes after ______ failure.
A. a; a B. /; / C. a; / D. /; a
succeed / be successful in doing sth.
Were you successful (Did you succeed) in persuading him to change his mind?
Step IV Homework
1. Review the words and expressions
2. Preview the language points
篇16：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)
Warming up & Listening
Type of lesson: Warming up & listening
Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.
2.To improve the ability of listening.
Teaching aids:Tape recorder, paper sheet, projector
Teaching procedures:
Step I. Warming up.
Task 1:Team work on the topic “cultural relics”.
Q1:What does the topic mean? Have you got any ideas of cultural relics?
Q2:Are there any cultural relics in Beijing? Name some.
Task 2:Talk about the given cultural relics.
Q1:What are they? Where are they?
Q2:Which one would you like to visit? Why?
I would like to visit _________ because ____________.
I think it’s famous for __________________________.
Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.
Step II. Listening.
1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.
2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.
3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)
1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.
A. On the left B .in the centre C. On the right
2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.
3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.
4. Listen to the passage for another two times and try to find out the measures people take to protect the places.
(Do the matching exercise)
Protect the palace build a museum
walk around the house
Protect the temple limit the number of cars
build a wall
Protect the mountain move some to the museum
try to use buses
5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.
6. Discuss the answers in pairs and then check them in class.
Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.
( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)
Speaking:
Type of lesson: Speaking
Teaching aims:1.To learn how to ask for and make suggestions.
2.To help the Ss make dialogues in proper situations.
3. To encourage the Ss to discuss in groups and develop their imagination and creativity.
Key point: To help them use the functional sentences correctly in proper situations.
Teaching aids: Tape recorder, pictures and some real objects.
Teaching procedures:
Step I. Ask the Ss to read the instructions.
Step II. Help the Ss understand the instructions.
. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)
Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)
(No, the object you’ve chosen should represent Chinese culture.)
Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)
2.Ss discuss in groups and fill in the form.
What do you want to put in? Why?
3..Ask the Ss to make up their own dialogue by using the functional sentences.
Step III. Ask the Ss to sum up some useful expressions.
Asking for suggestions:
1)What shall I do …?
2)Can’t we do …?
3)Should we do …?
Making suggestions:
1)What/How about…?
2)Why not…?
3)Why don’t you…?
4)I think you’d better do… .
5)I suggest you (should) do … .
6)Let’s do … .
7)I’d like to do… .
8)Maybe we could do … .
Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).
Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.
Situation:
You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.
Step VI. Ss present their decision.
Step VII. Homework .
Write down the dialogues they have made up.
Reading:
Type of lesson: Reading
Teaching aims:1.To help the students to have a good understanding of the text
2.To train the students’ reading ability
3.To solve their difficulties by reading, discussing and doing exercises
Teaching procedures:
Step I. Lead in.
1. Ask the Ss to say something about the standard of Great cities.
T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)
1) a long history
2) the capital of the country
3) a large population
4) Something important once took place there.
5) many places of interests
6) …….
2. Show the pictures of famous rivers in the world and introduce St.Petersburg.
T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.
Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.
1) The Yangzi River ------Nanjing
2) The Thames River ----- London
3) The Newa River----- St.Petersburg
1) The Yangzi River
2)The Thames River
3) The Newa River
T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.
Step II. Help the Ss to understand the passage.
1. Ask the Ss to read the title and find out what the passage is about.
The text must be about a city which has many heroes.
2. Do fast reading to find out the answers to the following three questions.
Q1:Which city will the text talk about?
Q2:Who are heroes?
Q3:Who is the man on the bronze horse?
3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)
4.Help the Ss to deal with the difficult points.
1) Match the words on the left with their meaning on the right.
cave make something as good as it was before
project to build again; construct anew
ruin artist; person who paints pictures
ancient very old; from a long time ago
.portrait break or harm something
damage a picture that you take with a camera
rebuild a painting or picture of a person
restore a big plan to do something
painter a building that has been deadly damaged
photograph a large hole in the side of a mountain or under the ground
2) Help the Ss to understand the following sentences.
a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.
b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.
c. The palaces are large and beautiful, and they often look like something out of a fairy tale.
4. Ask the Ss to summarize each paragragh with one or two words.
St.Petersburg
Para 1: the building of the city
Para 2: the decline of the city
Para 3: the rebuilding of the city
Para 4: the present situation of the city
5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.
Work sheet:
the building of the city
position
creator
personality of Peter the Great
the decline of the city (important historical events)
time
how long
intruder
the results of the Nazis’failure
the rebuilding of the city
materials
difficulties
the result of hard work
the present situation of the city
the modern heroes of Russia
the character of people of St.Petersburg
Step III. Ask the Ss to do post-reading exercises.
1.Discuss the questions in pairs.
Q1: Why are the people of St. Petersburg heroes?
Q2: Why do people think St. Petersburg is a great city?
2.Ss present their opinions in class and then the teacher makes a summary.
T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.
Step IV. Communication exercise.
Task: Talk about the celebrations of the city held in the city this July.
Step V. Homework.
1. Find out more information of the city on the Internet. Report it to the class in the written form.
2. Finish Ex.2 on Students’ Book P46.
Answer sheet:
the building of the city
position on the banks of the Newa River
creator the Russion Czar Peter the Great
personality of Peter the Great strong and proud
the decline of the city (important historical events)
time 1941
how long 900 days
intruder Germans (Nazis)
the results of the Nazis’failure 1.fires burned everywhere
2.buildings destroyed
3.paintings and stutues lay in pieces on the ground
the rebuilding of the city
materials 1.pieces of palaces that had hidden before the Nazis came
2.the old paintings and photograghs
difficulties save the buildings and palaces without destroying their old beauty
the result of hard work 1.Parts of statues have been put back together.
2.Missing pieces have been replaced.
3.Old paintings and the old palaces have been made as wonderful as in the past.
the present situation of the city
the modern heroes of Russia the people of St. Petersburg
the character of people of St.Petersburg strong, proud and united
Word Study
Type of lesson: Word study
Teaching aims:1. Help the Ss use some key words and expressions in this unit.
2.Help the Ss to know how to build a word with “re”.
Key point: Master how to use the key words and expressions in different situations.
Teaching procedures:
Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.
Step II. Ask the Ss to read more examples and sum up the usage.
Step III . Ss do the exercises.
Step IV. Check the answers .
Step V. Homework.
1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.
2)Review the whole unit.
I.Word formation “re- “
1.Find out the words with “re-“ in the text and understand the meaning.
A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .
2.Do Ex.1 on P46.
II. Word study.
1. use 的用法 (vt. & n.)
1) Are you using this knife or can I borrow it?
2) This glass has been used. Please fetch me a clean one.
3) Bamboo can be used to build houses.
4) These lights are used for illuminating the playing area.(赛场)
5) This grammar book can be used as a textbook..
6) A food processor has a variety of uses in the kitchen. (n.)
7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)
8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)
9) If you don’t have enough money, You are able to buy a used car instead of a new one.
( A past participle can be used as an adjective.)
Exercise:
1. The old hospital _____________.( 已经不再使用了)
2. Computers should be designed for the people who _______________.(使用它们 )
3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.
4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.
2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)
It was difficult to save the palaces and buildings without changing their old beauty.
1)Is it true that the scientist will give us a lecture next week?
2)It is said that at least ten buildings will be built soon in our city.
3)It is easy to recite the text.
4)It’s a rule in our school to do a good cleaning on Friday.
Complete sentences.
1)据报道，一些外宾明天要到我校参观.( reported )
____ _____ _____ many foreign guests will visit our school.
2)行这次会议，意义重大。（ important; of great importance）
a. To hold the conference is ____ ____ ____.
b.___ ____ ____ to hold the conference.
3.give up /give in
1)She gave up her job to look after her sick mother.
2)He has to give up playing football because of his broken left leg. .
3)You can’t win the game ,so you may as well give in.
Exercise:
1) The doctor told him to _________ smoking because he had coughed for a long time.
2) The enemy is surrounded ,and will soon ____________.
3) He has to _______ drinking whisky because he suffers from heart attack.
4.
look out, look after, look at, look up, look for
1) If you have new words, you should ________ the words in your dictionary.
2) Peter _______ his pen , but he didn’t find it.
3) _________, a car may hit you!
4) A good doctor should _________his patients very carefully.
5) Mary _______ the blackboard , but she could see nothing .
5. try to do/ have to do/ be able to do
1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..
2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.
3)The workers ___________ stay up all night in order to finish the work on time.
6.seem 的用法见教参P145
1) It seems that it’s more difficult for women to get to the top of a company.
2) It seems that he is lying.
3) I seem to have seen her before.
4) It seems that he is angry. =He seems to be angry.
5) It seems as if/though he were in a dream.
6) It seems (as if) there will be an election soon.
Rewrite the following sentences.
1) It seems that he is an expert. He seems _____________________.
2) He seems to know everything. It seems _____________________.
III. Complete the passage with the suitable phrases.
try to, be able to, use, it +be+ important, have to
Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.
Grammar
Type of lesson: Grammar
Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.
Teaching focus: Ss can use the voice in a proper situation.
Teaching aid: Paper sheet, pictures or projector
Teaching procures:
Step I. Lead in.
Show some pictures to help the Ss to understand the meaning of the voice.
1)The window has been broken .
2)A new school building has been built for a month.
3) Look, the dirty table has been cleared.
Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.
Explain these sentences are used :
1) When the doer is unknown (Sentence 1)
2) When the doer is not important (Sentence 2)
3) When we want to highlight the object of the active sentence(Sentence 3)
Step III. Observe the functions of the voice.
Ask the Ss to read more examples and sum up the structures.
1)All the tickets for the International Music Festival have been sold out.
2)Whose homework hasn’t been handed in?
3)Has the building been completed?
肯定式Have/has been done
否定式Have/has not been done
疑问式Have/has…been done
Step IV. Practise using the voice.
1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.
2) Do Ex.2 on P123.
3) Do Ex.2 on P47.
Step IV. Practise the voice.
1) I see a lot of trees on the street .The trees _____ _____ planted for years.
2) Anybody who cuts down young trees _____ ______ punished.
3) I can’t enter the building because it ______ _____ locked on Sunday morning.
4) A museum ____ ____ built for cultural relics in the village.
5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.
Step VI. Homework.
1. Finish Ex.2 on P63 in the workbook.
2. Do Ex.3 on P123.Observe the examples first and then do the exercise.
Integrating skills
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing
Teaching aid: projector, paper sheet, tape recorder
Teaching procedures:
Step I. Ask the Ss to fill in the form after reading the text.
1. Do it individually.
2. Discuss in pairs.
Location feelings problems suggestions
Step II. Ask the Ss to learn to write a letter to an editor.
1. Find out what they want to write about individually.
2.Write it by themselves.
3.Exchange their letters.
4.Present their letters in class.
Step III. A writing task.
The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.
Problems Suggestions
throw about the rubbish take away
kill wild animals, catch birds stop hunting
pick flowers protect plants
do the cooking in the wood take meals, forest fire
Possible version:
Dear Editor,
I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.
As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.
Yours sincerely,
Alice
篇17：人教版高一下册考点透视(人教版高一英语下册教案教学设计)
作者：浙江省富阳市新登中学 傅代红 胡君祥
联系电话：13083971266 邮编：311404
办公室电话：0571-63218205
人教版高一（下）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高一（下）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。
1. Only in that way will we be ready for the challenges and opportunities in life. (Unit13 Page4 Reading)
[考点] only ＋状语＋部分倒装句
[归纳] only ＋状语位于句首时，应使用部分倒装，即“only＋状语＋助动词＋主语＋实义动词”， 如含有状语从句，倒装应出现在主句部分。 “only ＋主语”位于句首时不用倒装。
[高考链接]
1). _________ by keeping down costs will Power Data hold its advantage over other companies. (06浙江9)
A. Only B. Just C. Still D. Yet
2). Only then ________how much damage had been caused. (06 陕西)
A. she realized B. she had realized
C. had she realized D. did she realize
2. Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment. (Unit13 Page4 Reading)
[考点] “can＋do” 在陈述句中表推测
[归纳] can表推测时一般不用于陈述句，这指的是对具体某事的推测。对一种普遍性规律进行推测时，can还是可以用于陈述句中的。
[高考链接] Some aspects of a pilot’s job ______be boring, and pilots often _____work at inconvenient hours.（06湖南）
A. can; have to B. may; can
C. have to; may D. ought to; must
3. Kwanzaa is a seven-day festival celebrating the cultural and history of African Americans. (Unit14 Page10 Reading)
[考点] 分词作定语
[归纳] 作定语的及物动词分词形式为：v.-ing; being＋过去分词;过去分
词。当被修饰的名词与分词为主动关系时，用v.-ing；为被动关系且表正在进行时，用being＋过去分词；为被动关系且表完成时，用过去分词。
[高考链接] The wild flowers looked like a soft orange blanket__________ the desert. （06湖南）
A. covering B. covered C. cover D. to cover
4. Each time we celebrate a festival it changes a little and in that way we keep our cultural alive. (Unit14 Page 11 Reading)
[考点] 含有time的结构引导时间状语从句
[归纳]近年来对状语从句的引导词的考查转向each time类名词短语和
immediately等副词的趋势，应特别总结相关用法。含有time等名词引导时间状语从句的结构有：every time，each time，next time，the first time，the moment，the minute，the instant。
[高考链接] ______ we made mistakes in our homework, he would ask
us to correct them. (05 全国卷)
A. Each time B. each time when C. A time D. One time
5. So I called on you and asked if I could borrow some jewellery. (Unit15Page17 Reading)
[考点] call的常用短语
[归纳] call on意为“拜访；访问；号召”， call up意为“征召；唤起：使人忆起；带入心中”， call off意为“取消”， call for意为“要求；需要”， call in意为“回收；邀请”。
[高考链接] As I grew up in a small town at the foot of a mountain, the visit to the village ______scenes of my childhood. (06 湖北)
A. called up B. called for C. called on D. called in
6. Well, I would rather not tell you. (Unit15Page17 Reading)
[考点] would rather 用法
[归纳] would rather 用法要注意4点：1. 否定式为would rather not；
2. 反义疑问句为wouldn’t＋主语；3.后接从句时，从句要使用过去时；4. 表示宁愿做什么胜过做什么时为would rather do…than do。
[高考链接] 29.I’m sure you’d rather she went to school by bus, _______?
(06福建)
A. hadn’t you B. wouldn’t you C. aren’t D. didn’t she
7. In the eighteenth century, Benjamin Franklin conduced a number of experiments in which he showed what electricity is. (Unit16 Page24 Reading)
[考点] a number of与the number of作主语
[归纳] a number of接复数名词做主语，谓语动词用复数；而the number of接复数名词做主语，谓语动词用单数。
[高考链接]
1). As you can see, the number of cars on our roads _______ rising these days.
(06全国Ⅱ)
A. keep B. has been keeping C. have been keeping D. are keeping
2). Nowadays, a large number of women, especially those from the countryside,
_______ in the clothing industry. (05 辽宁)
A. work B. works C. is working D. has worked
8. Having realized that I could use a kite to attract lighting, I decided to do an experiment. (Unit16 Page 24 Reading)
Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. (Unit16 Page 24 Reading)
To make as much use of the land as possible, two or more crops are planted each year where possible. (Unit 19 Page45 Reading)
[考点] 句首动词的形式
[归纳] 句首动词的考查主要测试非谓语动词以及祈使句的掌握情况。注意：句子是否是祈使句；非谓语动词作状语是否表目的，是正在发生还是已经发生，是主动还是被动。
[高考链接]
1). _______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (05 全国卷)
A. Having waited B. Wait C. Waiting D. Waited
2). _______for the breakdown of the school computer network, Alice was in low spirits. (06 福建)
A. Blame B. To be blamed C. To blame D. Blamed
3). _______ this cake, you will need 2 eggs. （05 全国卷II）
A. Make B. Making C. Having made D. To make
4). _______ straight on and you will see a church. You won’t miss it.
A. Go B. Going C. To go D. Having gone (05 湖北)
5). ______ more about university courses, call (920) 746-3769. (05 浙江)
A. To find out B. Finding out C. Find out D. Having found out
6). ______ the employees' working efficiency, the supervisor will allow them to have a coffee break. （07 上海春季）
A. Improving B. To improve C. Having improved D. Improved
9. Another journey of challenge and danger was about to begin. (Unit 17 Page 31 Reading)
[考点] 有后置定语的名词短语作主语的主谓一致
[归纳] 有后置定语的名词短语作主语时谓语应与前面名词保持一致
[高考链接]
1). The construction of the two new railway lines _______ by now. （陕西）
A. has completed B. have completed
C. have been completed D. has been completed
2). We live day by day, but in the great things, the time of days and weeks _____
so small that a day is unimportant. ( 湖南)
A. is B. are C. has been D. have been
10. I had traveled just two hours one day when the windows increased so much that I had to put my tent up before the winds became too strong. (Unit17 Page 31 Reading)
[考点] when意为“这时”
[归纳] when意为“这时”，与之搭配的有3种：1.be about to do（正要去做）； 2. be doing（正在做）；3. had (just) done（刚做完）。
[高考链接] I had just stepped out of the bathroom and was busily drying myself with a towel ________ I heard the steps. （06 湖南）
A. while B. when C. since D. after
11. I had to think of my family, which is very important to me, and do the right thing. I did so without regret. (Unit17 Page32 Reading)
[考点] so构成的缩略句
[归纳] so构成的缩略句可分为3类：1. so＋主语＋动词 （表示进一步的肯定）； 2. so＋动词＋主语（表示另外某人也怎么样）； 3. 主语＋动词＋so（表示某人按照…去做）。
[高考链接]
1). ---It’s burning hot today, isn’t it? ----Yes. ________ yesterday. (2006 福建)
A. So was it B. So it was C. So it is D. So is it
2). ---I reminded you not to forget the appointment.
--- ____________. (06江西)
A. So you did B. So I do not C. So did you D. So do I
3). -Father, you promised! (05湖北)
-Well, _______. But it was you who didn’t keep your word first.
A. so was I B. so did I C. so I was D. so I did
12. In her television shows Oprah Winfrey makes it possible to talk about great moments and difficulties in people’s lives. (Unit17 Page34 Reading)
[考点] it作形式宾语
[归纳] it作形式宾语，真正的宾语可以是不定式、从句、名词短语等。
[高考链接] As the busiest woman in Norton, she made_____ her duty to look after all the other people’s affairs in that town.（2006湖南）
A. this B. that C. one D. it
13. New Zealand has a mild sea climate, while the north is subtropical. (Unit18 Page38 Reading)
While(尽管，虽然) there are many different interpretations of our body language, some gestures seem to be universal. （Unit21 Page59 Reading）
[考点] while作为连词的用法
[归纳] while作为连词有3种意思：“而；却”、“当…时”、“虽然”。
[高考链接]
1). I do very single bit of housework _______ my husband Bob just does the dishes now and then. (04 全国卷Ⅲ)
A. when B. however C. while D. although
2). _______ I accept that he is not perfect, I do actually like the person. (04 江苏)
A. While B. Since C. Before D. Unless
14. The Maori were the earliest people to come to New Zealand. When they discovered it about 1,000 years ago, they called it Aotearoa. (Unit18 Page38 Reading)
[考点] it 与one用作代词的区别
[归纳] it用作代词指代某一具体的东西或事情，属于同指， 且在口语
中可省略。而one作代词时为类指。
[高考链接]
1). If I can help_______, I don't like working late into the night. (06 全
国卷)
A. so B. that C. it D. them
2). I prefer a flat in Inverness to ______ in Perth, because I want to live near my Mom’s. （05 天津）
A. one B. it C. this D. the one
3). --- I was wondering if we could go skiing on the weekend.
--- _______good. (06 湖北)
A. Sound B. Sounded C. Sounding D. Sounds
15. Future agriculture should depend on high technology as well as traditional methods. (Unit19 Page46 Reading)
[考点] depend用法
[归纳] depend构成的短语搭配为depend on，无被动语态； 交际用语中it (all) depends意思为“（一切）视情况而定”。
[高考链接] ----How long are you staying?
----I don't know.___________. (04 江苏)
A. That's OK B. Never mind C. It depends D. It doesn't matter
16. The temperature is controlled with computers, no matter how the
weather is outside.
[考点] no matter＋疑问词
[归纳] no matter＋疑问词只能引导让步状语从句，而whatever, whoever, wherever, however既能替代no matter＋疑问词引导让步状语从句, 也可以引导名词性从句。
[高考链接]
1). This is a very interesting book. I’ll buy it, ________. （06陕西）
A. how much may it cost B. no matter how it may cost
C. however much it may cost D. how may it cost
2). ____ team wins on Saturday will go through to the national championships.（06山东）
A. No matter what B. No matter which
C. Whatever D. whichever
3). You should try to get a good night’s sleep ______ much work you
have to do . (04 湖北)
A. however B. no matter C. although D. whatever
17. Dating back to the Qin Dynasty (221-207BC), the traditional crosstalk shows, or xiangsheng shows, have made people all over China roar with laughter for centuries. (Unit20 Page53 Reading)
[考点] traditional与historic
[归纳] traditional意为“传统的”；historic意为“历史的”。
[高考链接]
In ______ Chinese culture, marriage decisions were often made by
parents for their children. (04 上海)
A. traditional B. historic C. remote D. initial
18. It is their clothes, make-up and the way they walk that make people laugh. (Unit20 Page52 Reading)
[考点] way后接定语从句
[归纳] way后接定语从句关系词的选用分为2种情况：1. 关系词在
定语从句充当主语、宾语时用that或which 2. 关系词在定语从句中充当状语时用in which或that或不用。
[高考链接] It was not what you said but the way you spoke ______ surprised me.
A. in which ; what B. which ; that C. 不填；that D. that ; what
19. A smile can help us get through difficult situations and find friends in a world of strangers. (Unit21 Page60 Reading)
[考点] get的常用短语
[归纳] get through意为“完成；接通电话”， get across意为“使了解；使信服”， get about意为“可以走动”， get away意为“走开；离开；脱身；逃脱”， get back意为“归还；返回”。
[高考链接]
1). ---The boss said we had only three days to finish the work.
---Don’t worry. We have already two thirds of it. (06 四川)
A. got down B. got through C. given in D. given away
2). I couldn’t ______. The line was busy. (05 浙江)
A. go by B. go around C. get in D. get through
20. So if you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area. If there isn’t one where you live yet, don’t worry, the theme parks are coming. (Unit22 Page67 Reading)
[考点] take的常用短语及现在进行时的特殊用法
[归纳] take短语的用法历来是高考重要考查点，近5年来共考了7题。take off意为“脱掉（衣服等）；松开；带走；走开；离开；起飞；取消”；take in意为“吸收”；take for意为“误认为”；take down意为“拿下；放下”。少数一些瞬间性动词用进行时并不表动作正在进行，而是表示不久将要发生的事。
[高考链接] Ladies and gentlemen, please fasten your seat belts. The plane _______. (06 福建)
A. takes off B. is taking off C. has taken off D. took off
篇18：高一（下）全套教案(人教版高一英语下册教案教学设计)
高一（下）教案
Unit 13
Teaching Aids：Individual,pair or group work to make every student work in class.
1.Aims of knowledge: Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’speaking ability by describing, talking and discussion.
1. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use
Teaching steps:
Step 1 Lead-in
Six essential nutrients:
1. protein
2. carbohydrate
3. fat
4. vitamins
5. minerals
6. water
Do you know them and their functions?
Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)
Para 1 Snacks give us energy.
Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.
Pa 3 Many people today make choices about their eating habits based on what they believe.
Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.
Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.
(Para1. Sentence1
Para2 Sentence2
Para3 Sentence2
Para4 Sentence3
para5 Sentence1)
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
5. What are the causes of people’s choice of eating habits?
Based on Nutrition: protein, calcium, etc.
what they believe-vegetarians / vegans
how the products are grown or made ---- organic vegetables
6.What’s enviornmentally friendly food?
Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.
7.What are organic vegetables?
Vegetables grown without chemicals that can be harmful to human beings or the enviornment.
8.Why do some people become vegetarians?
Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.
9..What’s the difference between vegetarians and vegans?
Vegetarians don’t eat meat but vegans will not eat any animal products at all.
10. According to the passage, how can we keep fit?
Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.
11. what’s “crash diets” ?
It is something that some companies say will make us lose weight fast.
12.According to the passage, how can we lose weight?
Try to eat less fat and sugar and exercise more.
Step 3.Skimming
Paragraph 1 (T or F)
1.Choosing what to eat is not as easy as it once was any longer.
2.Our eating habits have changed while our way of life has not changed.
3.21-century people prefer traditional food very much.
4,we had better learn to make right choices about food to keep up with the high pace of modern life.
Para2.
Nutrients Function Sources
protein Good for our muscle Fish, meat and beans
calcium Good for our bones Eggs, milk and other dairy products
Carbohydrates Main fuel for our body Bread, rice and noodles
Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk
Step 4 Carefully-reading
--How many parts can be divided into
--Three parts.
--What’s the main idea of each part?
1.our eating habits are changing.
2.why the eating habits are changing the best way to develop healthy eating habits？
Step 5 Post-reading
1 what does the word “fuel” and “ green” mean in the text?
Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.
2. How have our eating habits changed?
We are busier than in past years so we now have less time to eat than before.
Work in pairs and discuss the following questions
1 ) Why do people go to fast food restaurants?
People go to fast food restaurants because they are quick and convenient.
2) Why is it not good for you to eat much sugar and fat?
Too much sugar and fat will make you as big as a whale.
Step 6 Retelling the text
no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for
Step 7 Homework
1. Finish Period 2 in Winner.
2. Recite the following sentence.
1) You ought to be careful with fruit.
2) Take this medicine three medicine three times a day.
3) I advise you not to eat fruit that is not ripe in the future.
3.Finish Post Reading exercises at Page 4
Unit 14
Step 1 Lead-in
THE BIRTH OF A FESTIVAL
We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
aspects Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.
1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.
What’s the topic sentence of the paragraph 1?
Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.
T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
Step 4 Careful reading:
Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
Do you know any festivals for black people or African Americans?
Questions:
1What’s the name of the festival?
2When did the festival begin?
3What time do people celebrate it every year?
4What’s the meaning of the Kwanzaa?And which language did the name come form?
5How many principle does Kwanzaa have?
6.What things did the African first-fruit festivals have in common?
People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。
Step 5. Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
3. Finish Period 2 in Winners
Unit 15
Teaching Aims:
1.Learn and master the following words and expressions: have a good time,without luck,pay off
recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,
2.Improve the students' reading comprehension through reading activities.
Teaching Important Points:
1.Learn the language in the play,especially in dialogues.
2.Learn the usages of some words and expressions.
3.Get the students to improve their reading comprehension.
Teaching Difficult Points:
1.How to use the tenses correctly in a dialogue.
2.How to tell the differences between“after all,in all and above all”.
Teaching Methods:
1.Question-and-answer method before reading to make students interested in what they will learn.
2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.
Teaching Procedures:
Step Ⅰ. Greetings:Greet the whole class as usual.
Step 2. Revision
T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.
SS:Teacher asks two or three groups to act.
Step 3. Lead-in
1.What kind of plays do you like best?
2. Have you ever acted in a play? What role did you play?
3.what should be included in a play?
Step 4. Pre-reading
T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.
(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)
T:When and where did the story happen?
S3:It happened in a park in Paris,one afternoon in 1870.
T:Who can tell me something about the play?
S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.
T:Yes,you are right.
Step 5 Listen to the tape and answer the following questions:
1.What is the relationship between these three characters?
Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.
2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.
3.How does she feel in scene two?
She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.
Step 6 . Reading
When and where did the story happen?
A park in Paris , one afternoon 1870
Scene 1 :
Time: One afternoon, 1870
Place: A park in Paris
Who Methilde Jeanne
What Met each otherMethilde looked older.
Parts: Marthilde, Jeanne
General idea: Marthilde tells Jeanne about her ten years of hard life.
Choose the best answer
When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D
A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde
C.Mathilde looked younger than before D.Mathilde had changed a lot
She had been working very hard for ten years , so she looked older than her age.
Answer the questions after watching scene 1
1.When did the story happen? ( 1870 )
2.Why Jeanne could not recognize Mathilde?
Mathilde changed a lot and became so old.
3.What made Jeanne think that Mathilde was ill?
She doesn’t look well.
4.Why Jeanne was so surprised when Mathilde mentioned the necklace?
It happened ten year ago and maybe she has forgotten
Scene 2:
When: Ten years before(1860)
Where: The home of Mathilde and Pierre Loisel
Who: Mathilde and Pierre Loisel
What Got an invitation to a ball and got ready for it.
General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.
Choose the best answer
1.Why was Mathilde worried when her husband told her the invitation? A
A. Because she hadn’t got an evening dress.
B.Because she didn’t want to attend the ball.
C.Because she have no time to the ball.
2. It can be learned from scene 2 that to be invited to the palace ball ____. C
A. meant working hard day and night in the future B. meant spending a lot of money
C. was a great honor D. was not wonderful news
3. Mathilde did not want to wear a flower to the ball because_____ . C
A. she didn't like flowers B. people were not allowed to wear a flower at the ball
C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck
Answer the questions after watching Scene2.
1.Why did Pierre say it was wonderful news?
He was invited to the ball.
2.What kind of feeling did he have when Pierre was the only person in his office to be invited?
Maybe he was glad and pride.
3.Why didn’t Mathild want to wear a flower?
Because everyone would wear jewellery
4.What decision did they make finally? They borrowed jewellery from their friends
Scene 3:
When: Ten years later(1870)
Where: In the park
Who: Mathilde, Jeanne
What The story of the lost necklace.
General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.
Characters Description of each character
Mathilde vain, glad, sad, scared, old, responsible…
Pierre happy, careful, scared, responsible…
Jeanne surprised, kind, friendly…
Choose the best answer
1. How much money did they spend in returning Jeanne’s necklace? B
A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.
C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs
What was the real price of Jeanne’s necklace? C
How much did Mathilde’s dress cost her ? A
2. Which sentence expresses the main idea of the story? A
A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.
B.Mathilde worked hard to buy a new jewel for her friend.
C.Mathilde lost her borrowed necklace.
D.Mathilde found she was cheated（欺骗）.
3.What do you think of Mathilde ? A
A.A vain （虚荣）woman B.A hard-working woman
C. A greedy（贪婪） woman D.A pretty and rich woman
4. What’s the author’s writing style? A
A.irony （讽刺） B.humour C.sorrow D.delight
5.The story is told _____. C
A.in inverse (反转） order B.in narration order（叙述）
C.in flashback order（倒叙） D.in time order
time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth
Questions to scene 3
1.What happened on their way home after the ball ?
Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.
2.What did they do for Jeanne ?
They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.
3. What did they do in order to pay off the debt ?
They both worked day and night for 10 years
STEP 7 True or False
1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.
2. Mathilde was the only woman who was invited to the palace hall.
3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T
4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T
5. They rushed back, looked everywhere for the lost necklace and they found it.
6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.
7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .
8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T
9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T
10. Mathilde looked older than her age because she was ill.
11 They lost the necklace on the way to the ball in the palace.
12. Mathilde attended the ball wearing a flower.
13. Finally they paid off all their debts. T
Step 8 Summary of each scene
Scene1
Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.
Scene2
Mathilde recalls the events ten years before that changed her life.
Scene3
Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.
Step 9 Structure:
Borrow a necklace: Why an invitation to a ball
When Ten years ago
Whom Her friend Jeanne
Lose the necklace when At/after the ball
Where Palace/ way
Return the necklace How Buy a new one
How much 36,ooo francs
How long Ten years of hard work
Learn the truth Not a diamond but a glass one
Step 10 . Post-reading
T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.
(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)
T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.
(After a while,teacher checks the answers with them.)
Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D
Step 11 Discussion
If you are Mathilde, and you find the necklace is gone after the ball, what will you do?
Unit 16
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about
3. Enable the students to know the serious attitude to science.
二、教学过程
Step 1 Presentation（整体感知）
Do you know the names of some famous scientist? What are they famous for?
Einstein Darwin Newton Edison Marie Curie Franklin
Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment
Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
Step 2 Pre-reading discussions
We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology
Some famous scientists are:
Archimedes: mathematics and physics: he discovered pi (π)
Darwin: biology: he discovered that the ancestors of people were monkeys
Curie: physics: she discovered radium and radioactivity
Newton: physics: he discovered why all things fall down to earth.
Physics Medicine Chemistry Biology
√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter
(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)
√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin
(gravity) (spread of disease) (Gas laws) (Evolution)
√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus
(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)
Step 3 Reading Fast reading
Listen to the tape and answer the following question.
1. Was the experiment done in June 1752 successful?
Yes, the experiment was successful
2. What did this experiment prove?
This experiment proved that light- ing and electricity were the same.
Read the text carefully again, and give the students some explanations.
Get the students read the test and then decide if the following statements are true (T) or false (F).
1．In 1752 scientists already knew what electricity is. T
2．Franklin was helped by a friend to do the experiment.
3．Franklin made the kite of silk because wet silk does not conduct electricity.
4．A condenser was used in the experiment to store electricity. T
5．The key tied to the string was put into the door to stop he kite from flying away.
6.Franklin conducted the kite experiment in sunny days.
Read he passage and then find out the main idea．
Paragraph 1 Introduction of Franklin’s experiment．
Paragraph 2-3 The process Of the experiment．
Paragraph 4-6 The tip of doing the experiment．
Aim: To show that lightning and electricity are the same.
Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.
Instructions: Paragraphs 5 and 6. Description: Paragraph 3.
Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.
Discussion: None.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False
Suggested answers to Exercise 2:
1 He wanted to prove that lightning and electricity are the same thing.
2 A silk kite will last longer in bad weather than a paper kite.
3 Yes. Franklin's experiment was very dangerous be cause if something went wrong he could be killed by the lightning.
Answers to Exercise 3:1 Incorrect 2 Correct 3 Incorrect 4 Correct
Extension 1 Franklin said, “You can collect and store the electricity with the condenser and use it for other experiments.” Ask students what other kinds of simple experiments could be done using the electricity stored in the condenser. Benjamin Franklin conducted many experiments in his life. You might want your Ss to go on the Internet to find out what they were and report back to the class. '
Step 6 Summary
the purpose of the experiment To show the lighting and electricity are the same:
Time:: June 1752 People: Franklin, his son Place: a shed in the fields
Weather: Thunderstorm, rainy day
Four things needed for the experiment: a strong kite, a key, bad weather, a condenser
Three important steps to prepare for the experiment: fix, fasten, tie
Step 7 Homework：
1．Introduce a scientist hay you admire most。
2．Finish Winners Period 2
Unit 17
一、明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the great woman Helen Thayer.
二、教学过程
Step 1 Presentation
Today we come to the Reading. It is freezing cold in the North Pole and the South Pole.
T：Look at the picture and think it over：Could the polar bear meet the penguin in life？
S：Never， because the polar bear lives on the North Pole， while the the penguin lives on the South Pole. So it’s impossible for them to meet each other in life, except in zoos.
T:Few people, in the world have ever been there. However, there was a brave woman who had traveled alone to the North Pole and the South Pole. Do you know who she was? Right, Helen Thayer. She was the first woman who traveled alone there. Today we are going to read about the great woman the great woman, Helen Thayer.
Step 2 Pre-reading discussions
Suggested answers:
Question 1: A warm coat, gloves, a cap, wool pants, long underwear, boots, dark sunglasses, rope, a backpack, skis or snowshoes, a tent, sled, a radio transmitter, a cellphone, dried food, compass, maps, a sleeping, bag, a small stove, matches, cooking fuel, an ice pick, flags, etc. All of these items are needed to keep warn, to provide shelter and food, to give directions, and to explore safely on snow and ice. What does not need to be brought? (Drinking water)
Question 2: Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, US, Canada, Greenland (which is part of Denmark).
Countries that are part of the South Pole: Chile, Argentina, South Africa, Australia, New Zealand
Question 3: Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whales
Some animals that live on the South Pole: penguin, seal, walrus, whales,
Imagine you are traveling alone to the South Pole. What will you take with you? Why?
Step 3 Reading
Read the text carefully again, and give the students some explanations. First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
Fast reading
Read the title, the first paragraph and the last one quickly to get the main idea of the whole passage :
Helen Thayer’s travel alone to Antarctica
Her _expedition_to the South Pole
Scanning: Find out how many parts the text can be divided into.
Part1(Para.1) A journey of challenge and danger to Antarctica began
Part2(Para.2-7) What happened on her way to Antarctica
Part3(Para.8) Making a decision
Careful-reading :
Task1: True or False
1. She traveled to Antarctica with her dog team to pull her sled. (F)
2. During the first week, the weather was always fine. (F)
3. Although the winds were getting stronger and stronger, her tent was not blown away. (T)
4. Thanks to all the training she had had before, she was able to get out of danger. (T)
Task2: Questions for Details:
1.What did she do at 50?
2. How did Helen plan to celebrate her 60th birthday?
3.What was the weather like?
4.Why did Helen want to make Nov. 12th special? How did she celebrate the day?
5.What happened when she was moving forward over slope ?
6.How did she rescue herself?
7.How did she hurt herself ?
8.What’s the result of the accident ?
9.What was her decision ?
10.Do you think Thayer’s trip was a failure ?Why?
Part1 A journey of challenge and danger to Antarctica began
1.What did she do at 50? To travel alone to the North Pole.
2. How did Helen plan to celebrate her 60th birthday?
She went to the South Pole, Antarctica to celebrate her 60th birthday.
Part2 On her way to Antarctica
3.What was the weather like?
Time Weather
The first days good weather;icy but not strong wind;bright sunshine
The third day stormy weather;stronger wind
4. Why did Helen want to make Nov. 12th special? How did she celebrate the day?
Because it was her birthday. She thawed a frozen cake over her fire, placed a candle on the top, lit it and sang “happy birthday to me” at the top of her voice.
5. What happened when she was moving forward over a slope ?
She had fallen into a hole and was hanging on the ropes tied to the sled
6. How did she rescue herself?
She used the way of self-rescue practiced many times in the mountains.
7. How did she hurt herself ?…have a bad accident with … and hurt …
8. What’s the result of the accident?…couldn’t stand on …, be woozy …
Part3 Making a decision
9. What was her decision ? She decided to give up .
10.Do you think Thayer’s trip was a failure?Why?
I don’t think it is a failure . She had met the challenges of solo travel in an extreme climate.
Step 3 Revision
On Nov 1st, , I began my s___ travel to A_____ in order to c_____ my 60th birthday. The first days the weather was very good and there was b_____ sunshine.But changes were ___ __ ____.Soon,the day was cold and s____. I traveled slowly because of the bad weather. On Nov 12th, I celebrated my birthday __ a special way.During my e_____, I came a____ some accidents: I once dropped out ___ ___ my skis and ___ ___ a hole; I couldn't s___ __my left leg and my head was woozy ___ hitting the ground and so on. However, I o______ those difficulties thanks __ my training I had had. I ___ ___ the expedition at last w____ regret. It is an experience I shall never forget and shall v___ for the r___ of my life.
Keys: sole; Antarctic; celebrate;bright;around the corner;stormy;in;expedition;across;from;under;fall into;from;overcame;to; gave up;Without;value;rest
Step 4 Discussion
What kind of woman is Helen Thayer ? Describe her in a few sentences.
What can you learn from her?
Step 5 Rle Play:
Imagine Helen were invited to Wenzhou TV Station. One student acts as Helen and the other a reporter . Make up an interview between them.
Step 6 Summary 小结
Step 7 Homework :
1. Write down your own interview.
Retell the passage with the help of the following pictures.
“Winner” Period 1 in Unit 17.
Unit 18
一、明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about New Zealand.
二、教学过程
Step 1 Lead in
How many continents and oceans are there in the world?Asia ,Europe , America, Africa, Oceania Pacific, Indian, Atlantic, Arctic
Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)
Step 2 Pre-reading discussions
Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.
Answers to Exercise 1:
Name of the island Location
Taiwan Taiwan Island lies off the east of the mainland of China.
Hainan Hainan Island lies off the southern coast of the mainland of China, in the“ South China Sea.
The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.
Hawaii ”Hawaii lies in the middle of the Pacific Ocean.
New Zealand New Zealand lies off the east coast of the mainland of Australia.
Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.
Answers to Exercise 2:
The capital of Taiwan is Tapei, which lies in the north of the island.
The capital of Hainan is Haikou City, located in northern part of the island.
The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.
London, the capital city of Great Britain, lies in the southeast.
Answers to Exercise 3:
For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.
Step 3 Skimming
Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph
Paragraph 1 location or geography
location: lie off the eastern coast of Australia
Size The same as Japan
Capital: Wellington (on the North Island)
Cities: Auckland (north) ; Christchurch (south) ; Queenstown (further to the south)
Paragraph 2; climate
Temperature: Mild sea climate; subtropical
Rainfall: Rain a lot
Season: Summer ( Dec.-Feb.) Winter (June-Aug.)
Paragraph 3: natural resource
Seas: Deep blue
Cities Lie on a bay & a natural deep harbor
Beaches Clean
Mountains Dead volcanoes
Hot springs Throw hot water high into the air
National bird Kiwi (can not fly)
Paragraph 4 history
1000 years ago The Maori (earliest
1421 Chinese sailors
1642 Dutchman Abel Tasman named the islands
1769 Captain James Cook took possession of the islands
1840 Europeans (British) signed an agreement; National holiday (6th Feb.)
Paragraph About Title
Paragraph 1 Location Geography
Paragraph 2 Climate Climate
Paragraph 3 Landscape Nature
Paragraph 4 History History
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are native
Third paragraph the agricultural products that the place is famous for.
Fourth paragraph things people like to do in their free time in that place.
True or False
1.The other name for New Zealand is Aotearoa. T
2.North island is colder than South Island.
3.The south island is famous for hot springs.
4.New Zealand is a French-speaking country.
5.Besides the kiwi, there are other types of birds that only live in New Zealand.
6.No Chinese people live in New Zealand.
Step 4 Scanning
Answer the following questions.
1. How many islands is New Zealand made up of and what are they?
It is made of two large islands. They are North Island and South Island.
2.what and where is the capital of New Zealand?
The capital is Wellington and lies on the North Island.
3.What do you know about the weather in New Zealand?
New Zealand has a mild sea climate, while the north is subtropical. It rains quite a lot. The warnest months are December to February. The coldest months are June to August.
4. What kind of animal do you think only lives in New Zealand? Kiwi
5. Who were the earliest people to come to New Zealand and how did they get there?
The Maori were the earliest people to come to New Zealand.
They traveled In narrow boats and brought dogs, rats and plants with them.
6.What is the official language in New Zealand? English and Maori.
7. For the Maori, what are special days called? Huis.
8. When are the school main holidays? Mid-December till early February
9. What do you know about weather in New Zealand ?
A mild sea, subtropical in the north
Step 5 Choose the right answer.
1. From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand. B
A. 532,000 B. 304,000 C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ . D
A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____ C
A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies. D. one’s spirit will disappear the moment he is dead.
4)The cities whose rainfall changes least from winter to summer are___ . D
A. Queenstown & Wellington B. Auckland & Christchurch
C. Auckland & Wellington D. Christchurch & Queenstown
Step 6 Summary
New Zealand:
location: lie off the eastern coast of Australia
climate: have a mild sea climate and subtropical
natural beauty: have natural deep harbors clean sand beach beautiful landscape hot spring、 special plants and animals
history: 1,000 years ago the Maori
around 1421 Chinese sailors
in 1642 the Dutchman
in 1769 Captain Cook
by 1840 Europeans, the Maori
Politics: women’s voting pension
Agriculture: cattle sheep deer goat
Sports & free time: sailing swimming horse-riding rock-climbing
Wildlife: flightless birds (kiwi)
Step 7 Find out what the words in bold refer to:
It New Zealand
Which hot springs
this heat the heat near the earth’s surface
these settlers Europeans / British settlers
it England
Step8 Post-reading
Answers to the exercises:
1 I It refers to New Zealand.
2 which refers to hot springs.
3 this heat refers-to the heat near the earth's surface.
4 these settlers refers to European I British settlers.
5 it refers to England.
2 I History I Fourth paragraph
2 Climate I Second paragraph
3 Natural beauty I Third paragraph
4 Geography I First paragraph
3 A New Zealand lies in the Pacific Ocean.
B The Tasman Sea lies to the west of New Zealand.
C Wellington, the capital of New Zealand, lies in the southeast of the North Island.
D Auckland lies on the northeastern coast of New Zealand.
E Christchurch lies to the east, on the South Island of New Zealand.
4 I B 2 B 3 D 4 D
5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don't give any information about the climate and weather in autumn and spring. The graphs also don't give any information about the number of hours that the sun shines.
6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.
（四）总结扩展
Step 9 Summary 小结
Step 10 Homework：
1、 Finish half part of Period 2 in Winners of Unit 18
Unit 19
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature.
3. To encourage the students to learn more for the future green agriculture of our country and the importance of protecting of environment.
二、教学过程
Step 1 Presentation
1.Who is the man in the picture? He’s Jia Sixie.
2.What do you know about him?
Jia Sixie, author of China’s first agricultural encyclopedia (百科全书), was one of the leading agronomists in Chinese history. In the late years of the Northern Wei Dynasty (386-534), he wrote Qimin Yaoshu (Essential Skills for the Common People). It is the earliest and most complete agricultural encyclopedia still in existence in China.
Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.
Step 2 Pre-reading discussions
Answers to Exercise 1:
The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.
The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.
The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.
The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.
The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.
The picture below shows a greenhouse, where plants grow in a building .made of glass.
Answers to Exercise 2:
Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.
Raising chickens
Small scale Large scale
The farmer can keep only a few chickens. The farmer can keep thousands of chickens.
It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.
It is not a lot of work to keep the chickens. It's a lot of work to keep the chickens: feeding, cleaning etc.
The chickens don't have many problems. If chickens get ill, many die or must be killed.
The chickens are not so fat. The chickens are big and fat.
The eggs and meat taste very good. The meat and eggs do not taste so good.
The chickens are free. The chickens are not free.
The farmer can sell the chicken dung
Fertilisers
Natural fertiliser (manure; also dung) Chemical fertiliser
It's free or can be bought at low prices.
It is a lot of work to mix it with the soil.
It has a bad smell.
It takes a lot of place to store.
It is difficult to transport. It's expensive.
It is not a lot of work to mix it with the soil. It has no smell.
It takes little place to store.
It is easy to transport.
Animals (buffalo; also ox) Machines (Tractor) Horsepower
They are not so expensive. They are expensive.
The “fuel” is cheap (grass, hay etc). The fuel is expensive (gasoline).
They don't pollute the air. They pollute the air.
They can be used on different terrain; eg hill slopes or wet ground. They can only be used on flat (level) and dry terrain.
They need to rest sometimes. They don't need to rest.
You can use them for about 10-20 years. You can use them for 5-20 or more years if you can get enough spare (repair) parts.
If they get young ones, you get more for free.
If they totally “break down”, you can eat them.
Climate control
Open air Greenhouse
If the weather conditions are bad you can loose the crops.
The landscape is more beautiful.
The land must be good for farming (arable land).
Weather conditions are controlled, so they cannot damage crops.
It is expensive to build and operate (gas, water, electricity) a greenhouse.
If there is a power failure, you may lose crops.
The landscape is ugly:
Greenhouses can be built where the land is not suitable for farming.
1950s - 1980s 1980s - present
The use of machines eg tractors The use of greenhouses
The use of electric pumps for irrigation To make vegetables bigger or better
The use of chemical fertilisers To change vegetables so they can grow on poor
The use of insect killers soil
The use of special seedbeds Knowledge from abroad
IT technique and technical are words that mean something with
technology FORM machines, then technology must be the noun to match these two
words meaning new machines or doing things that are based on
modem knowledge.
agricultural FORM IT cultural is the adjective for culture, then agricultural must be
the adjective for agriculture, meaning to do with agriculture.,
Step 3 Scanning:
Q1:What is the biggest problem to Chinese farmers?
China is a country with the largest population in the world,but only seven percent of the land can be used for farming.
Q2:What does GM mean?
“G” stands for “genetically” from the world “genes”.M” stands for “modified”,which means “changed”.
Step 4 Skimming
Read the whole text .Find out the topic sentence in each paragraph.
Para.1: For thousands of years traditional agriculture in China did not change very much.
Para.2: Over time, many farming techniques have been modernised.
Para.3: Not only is food production important but also taking care of the environment.
Para.4: Using the latest technologies, Chinese scientists grow vegetables in greenhouses.
Para.5: Another technique tries to create plants that produce more and bigger fruit.
Para.6: The tomoto is one of nearly 4,500 different plants thet are genetically modified.
1.What helps Chinese farmers produce enough food for the largest population in the world?
High technology.
2.When was more advanced technical information brought in from abroad? In the 1980s
3.What does “which ” refer to in the last two lines ? “Which” refers to “golden rice”
4. What is the other name of “golden rice ” in the text ? GM rice
5.How much does arable land take up in China? Only 7 percent.
6.How many ways are mentioned to make the land produce more? What are they?
4. Fertilisation; irrigation; 2 or more crops are planted each year where possible; more advanced technical information.
7.What does new techniques mean?
Those that are used to increase agricultural production without harming the environment.
8.When did scientist start to develop new techniques? From the early 1990s.
5.How many unusual ways are mentioned to deal with the shortage of arable land?
2. Grow vegetables in greenhouses; GM.
Step 5 Scanning
1: What’s the biggest problem to Chinese farmers?
The shortage of arable land.
2: What does GM mean?
“G” stands for “genetically” “M” stands for “modified” (changed)
3.What is important for future agriculture ?
Both food production and taking care of the environment are more important .
4.What should future agriculture depend on?
Future agriculture should depend on high technology as well as traditional methods
Read the text carefully again
What advice does Jia Sixie give farmers?
1. Farmers should do things at the right time of the year.
2. Farmers should examine the soil carefully.
3. If the conditions of the soil is not good, farmers should improve it.
4. Before sowing or planting crops, farmers should clean rough ground and remove weed.
5. Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6. Farmers should plough the land, so weeds are destroyed.
7. When ploughing the land, farmers should plough deep the first time and less deep the second time.
8. Farmers will get the best results if they change crops in their fields.
9. If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops
10. If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.
11. It is good to grow different plants next to each other in the same field.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Choose the best answers.
1 In China only seven percent of the land is used for farming. This is _______. D
A because farmers don’t need more land to produce food for the whole population
B because China needs more & more land to build cities
C because there are not enough farmers to work on the land
D because the other land can’t be used for agriculture
2 Fertilisation is a technique that is used to ______. A
A make poor soil better B make wet land drier
C make dry land wetter D grow vegetables with their roots in water instead of earth
3 Modern agriculture means finding ways to ______________.C
A increase irrigation & stop using fertilisers
B stop irrigation & using fertilisers
C increase production & be friendly to the environment
D produce the same amount while taking better care of nature
4 In the sentence “ … they are protected from the wind, rain & insects”, “they” means _______. C
A greenhouses B roots C vegetables D tomatoes
5 In GM “M” stands for “modified”, which means “changed”. What changes is _____________. C
A the way in which poor soil is made better
B the way in which Chinese farmers work on their land
C the way in which crops develop from seed
D the way in which farmers take care of the environment
6.What should future agriculture depend on according to the text ? D
A. High technology B. Traditional methods
C. High technology or traditional methods
D. Not only traditional methods but also high technology
7.How do farmers in China make their land produce more? D
A. They have long used techniques such as fertilization and irrigation
B. More advanced technical information was brought in from abroad
C. Technology and machines are imported
D. All above
8. Which of the following statements is not true ? C
A. It saves time for the farmers to plant two or more crops every year where possible
B. Scientists began to develop new techniques to increase agricultural production without harming the environment
C. Food production is more important than taking care of the environment
D. Only 7% of the land can be used for farming in China
9. The biggest problem of Chinese farmers is ____. A
A. the shortage of arable land B. lack of labor force
C. lack of technology D. lack of money
10. Scientists have started to develop new technology to increase agricultural production without harming the environment since _____. C
A. the 19th century B. modern times
C. the early 1990s D. the 1980s
11. New techniques are those which can ____. D
A. increase agricultural production B. protect the environment from being harmed
C. bring in great profit
D. not only increase agriculture production but also be friendly to the environment
12.The text is about ____. B
A. farmers in China
B. the development of agriculture in China
C. advanced technology in China
D. genetically modified plants in China
13. Which of the following is most probable in future agriculture according to the text ? D
A. Only high technology is used
B. It will greatly harm the environment
C. It will depend on only traditional methods
D. It will depend on both high technology and traditional methods
Answers to Exercise 2: Sample:
Answers to Exercise 2: Sample:
Kind How would you change it? Why do you want to change it in this way?
Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space
Vegetable Onion Make sure they don't hurt your eyes anymore EasIer to peel, and cut
Animal Sheep To have red wool Looks funny and then we don't need to dye wool to make clothes
Step 6 Summary 小结
Step 7 Homework:Write a short passage about how we should protect our environment and build a green world.
Finish Post-reading in SB
Unit 20
一、明确教学目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about Laughing Matter.
3. Learn to interview a person.
二、教学过程
Step 1 Leading in
Who can say something about comedians? Comedians are people, especially professional entertainers, who tell jokes or do amusing things to make people laugh and think. Look at the pictures . Do you know who these comedians are? What make them funny to you?
Step 2 Pre-reading discussions
Pre-reading
1. Who is the main character in the film? Charlie Chaplin
2. Do you know any comedians both at home and abroad? Please name some. Charlie Chaplin
The comic duo of the 1930s “Laurel and Hardy”. The thin one is called Stan Laurel, the stout one Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.
Get the students to read and practice the dialogue in the text.
Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Sample answers for Question 1
Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.
Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.
Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.
Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.
Sample answers for Question 2:
Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.
Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.
Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).
Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.
Sample answers for Question 3:
1 I have seen some films of Laurel and Hardy and I think that they are very funny.
2 I find Mr Bean always very funny.or: I know some people think it is funny, but I think Mr Bean is very silly.
3 I don't think I ever saw this comedian. I am not sure if I would like it.
4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.
Listening
Listen to the tape of the text and answer the question.
How many types of humor are introduced in the text?
Comedies clowns Laughing Matter crosstalk comedians
Laughing matter : 1.comedies 2. clowns 3.comedians 4-5.crosstalk
What is the text about?
1,The title is a bit of a puzzle to me and there are no other clues to find out what the text is about. I suppose it will be about something to laugh about.
2,If it’s about laughing or humour, it can be about jokes or funny storied.
Read the text again , try to divide the text into several parts and find out the main idea of each part:
Part 1: Comedies
Part 2: Clowns
Part 3: Comedians
Part 4: Crosstalk
PartⅠ Comedies
1. How do the writers of comedies often use to make people laugh?
Cross-dressing
Making fun of ….
Telling an amusing story
Acting out stereotypes
Speaking foreign language with an accent
Word play
2. Why is Dustin Hoffman so famous? C
A. He is famous for his works. B. He is famous for his foreign accent.
C. He is famous for his role acting as a woman. D. He is good at playing on words.
3. What techniques are used by the writers of comedies to make the audience laugh? _________. D
A. Stereotypes of nationalities or people doing certain jobs. B. Word play.
C. Cross-dressing way. D. Both A, B and C
4.“Funny plays often have characters that are stereotypes of nationalities or people doing certain jobs.” Which of the following has the same meaning with “character”? A
A. Mathilde Loisel is one of the characters in the play “The necklace”.
B. Chinese character is hard to learn for most of the foreigners.
C. His character is different from his wife’s.
D. The picture shows us the character of the desert landscape.
Part Ⅱ Clowns
1. In what ways do clowns make us laugh? What about comedians?
Clowns make people laugh by acting alone or as a pair
not using any words
using clothes, make-upand the way they walk
2. What is the writer’s opinion on clowns? _____ C
A. They would like to reach a wide audience.
B. They only have children in mind.
C. They are funny not only for children but also for adults.
D. They can help people forget their problems for a long time.
Part Ⅲ Comedians
Comedians make people laugh by body language and their face
acting out a sketch
playing with words.
Effect of comedians’ performance on people:
Make people not only laugh
but also think about life
True or False
1. Comedians are different from clowns because they don’t use body language or facial expressions in their shows. F
2. The show of a comedian is more profound (深刻的) than that of a clown T
3. The show of a comedian is more like that of a comedy. T
4. The situations comedians act out in their shows just look like comedies. F
Part Ⅳ Crosstalk
Crosstalk shows make people laugh by playing with words
making many jokes and funny conversations
dressing up a little or acting out small sketches
using rhythm and rhyming words.
using tongue twisters.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.、
1. ----John sends his best wishes. ----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like? ----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat? ---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago? ------_______.
A. Soon B. Lately C. Late D. Sooner
5. -------Excuse me, have you got a light? ______. I don’t smoke.
A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Step 4
Para. 1: Comedies:
- Ask students about famous Chinese and Western comedies.
- Ways of dressing or behaving.
- Stereotypes of people from different countries (including China)
- Funny accents (foreign, local or in certain jobs)
- Examples of word play.
Para. 2: Clowns: - Ask about different Chinese and Western clowns
- Ways of dressing, make-up
- Examples of jokes, fun
Para. 3: Comedians: - Ask about different Chinese and Western comedians.
- Mime, body language, facial expressions
- Retell famous sketches for comedy shows.
Para. 4: Crosstalk: - Ask about different crosstalk shows.
- In which way do crosstalk artists make people laugh?
Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from Chinese crosstalk shows (in Chinese).
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
1. How long has the tradition of crosstalk existed in China?
The tradition of crosstalk has existed in China for more than 2,000 years.
2. Give three examples of techniques that writers of comedies often use to make people laugh.
cross-dressing stereotypes word play
3.Why are some of Shakespeare’s comedies not so funny for us?
Some of Shakespeare’s plays are not so
篇19：高一英语下册Unit13-22教案集(人教版高一英语下册教案教学设计)
第二学期高一英语教学计划
1、 总体目标：
1） 争取在20第二学期使学生的英语语言素质有一定程度的提高。期中考试和期末考试进入段前三名；期中考试我教的班级平均分高出全段平均分3。01分；平均及格率高出段平均及格率15。2%。
2） 争取在高一段学科竞赛中有较多的学生获奖，培养出一批尖子学生，带动学习有困难的学生。
2、 具体的措施：
1） 加强备课的环节的细化；
2） 充分利用网络资源；
3） 强化交际， 加强互动；
4） 发挥“空中课堂“的优势，加强交际和答疑，培养学生的自主学习能力；
5） 每2、3单元测试一次；加强测试评价的调控，及时发现问题，解决问题；
6） 加强早读课的指导， 做到每周二、四、五三天早读下班辅导。
7） 保证当天作业两天内一定完成全批全改。
3、 利用好期中考试和期末考试的调控作用，及时查漏补缺。
4、 坚持做好每周日下午4；00-5：00 的“空中英语课堂“的课程辅导，促进学生的自主学习能力的发展。搞好课题成果的原始材料的积累，完成课题研究的论文（已经完成），参加温州市教师优秀科研论文评比。
5、 认真完成高一英语研究性学习课程辅导，完成相关课题的指导和研究任务， 发表五篇相关的教学论文（《建构网络环境下的高中英语研究性学习模式》已经发表于《外语基础教育》20第1期）,《宾语从句六大考点》发表于《学生时代》年第1期。《利用Internet创新高中英语课堂教学的实践与思考》发表于《浙江现代教育技术》2006年第一期。《高考英语任务型阅读理解解析》发表于《学英语》高二听说读写拌第28期第3版，以及浙江《教育信息报》2006年6月4日高考专刊上。
6、 保质保量地完成教育组的温州市基础教育科研课题；
7、 完成电教科研论文的撰写（已经完成）参加2006年温州市电化教育科研论文评比活动。
本学期， 我已经获得温州使006年研究性学习教学案例评比一等奖； 温州市2006年高中英语教学案例评比三等奖； 温州市2006年课堂教学评价改革教学案例评比三等奖。
8． 在校园网上传精品课件46个； 上传精品教案15个，上传试卷30份； 在博客发表文章26篇。
Unit 13 Healthy eating单元教案
一、教学目标
Teaching Aims and Demands
1.Words and Phrases
Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.
2.train the students’ listening ability.
3.develp the students’ speaking ability by describing, talking and discussion.
Three Skills:
energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you? What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorite.
2. Learn the basic knowledge of healthy eating.
3. Learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
高中英语绿色教案（1）
Unit 13 Healthy and Green eating
-. 教学目的和要求 ( Teaching aims and demands )
I: Topics 1. Talking about healthy food and junk food.
2. Talking about eating habits and health.
II: Functions
看病 ( Seeing a doctor )
Patient Doctor
I’ve got a pain here. Lie down and let me examine you.
This place hurts. Let me have a look.
I don’t feel well. Where does it hurt?
There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.
You’d better have more green food and take enough exercise in the green fields.
提出建议和忠告 (Giving advice and making suggestions)
What can I do for you ? Can I help you? What’s the matter?
I advice you to ….? You’d better…. I think you should…
Why not …? I suggestion you should… Why don’t you …?
III: Vocabulary
1.Words: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance of nature fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice
2.Phrases:
junk food green food ought to plenty of keep up with make a choice
now and then roll up
IV: Grammar 情态动词(1)-had better, should, ought to
1. 就某事向某人提出建议或发表自己的观点-----使用 had better(not)
You had better get some rest. or You’d better get some rest.
2. 劝说某人做某事或不要做某事, 向某人提出忠告-----使用should(not) 或ought(not)to
You should /ought to be careful with fruit.
You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.
二. 能力训练 (Ability training )
1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.
2. Through the learning of the passage, develop the Ss’ knowledge of green food.
3. Master the patterns of giving advice and making suggestions.
三. 德育渗透 (Moral training teaching)
Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits of having green food.
四. 美育渗透 (Art training teaching )
Develop the Ss’ good sentiment of loving their life and health and have good living habits.
Period 1 New words and Warming Up
Teaching Aims
1. Learn the new words and expressions.
2. Learn the Warming Up to arouse the Ss’ love in talking.
Important Points in Teaching
1. The use of some words: fat vitamin snack fever ripe plenty of
2. Sentence pattern: I think…
3.The sense of green food
Difficult Points in Teaching
1. the use of the words
2. talking in English
Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use
Teaching Methods Reading and speaking ；Pair/group work, individual work, class work
Teaching Procedures
Step 1 Learning
1. Learn the new words and expressions.
Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.
2.Explain some uses of the words.
Step 2 Presentation
Every day we have food. Green food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food? Today we’re going to learn something about food, junk food and green food.
Step 3 Lead-in
Revise the names of different foods we eat.
Step 4 Warming Up
I. Talk about the pictures on Page 1 by asking and answering the following questions:
What food is it ?
What kind of food is it ? Is it green food or junk food? Why ?Which do you like better? Why ?
II: Ask your partner what they eat for breakfast, lunch, snack and supper and say if what they eat is junk food or green food ?
Step 5 Listening
Do the listening practice in Students’ book at Page 2.
Listening: Part One
1: What’s wrong with Mike?
A :He has a headache. B: He has a stomachache.
C :He has a toothache.
2: What did Mike have for breakfast?
A :Two pieces of chocolate. a glass of coke, and two cookies, which are not green food.
B : A couple of sandwiches.
C : Two hamburgers.
Part Two
Which side of Mike’s stomach hurts?
His left side hurts.
2. Does Mike have a fever?
No, he doesn’t. His temperature is normal.
3. What does the doctor tell Mike to do?
Take some pills and call him if there is a problem.
Step 6. Speaking
看病 ( Seeing a doctor )
Patient Doctor
I’ve got a pain here. Lie down and let me examine you.
This place hurts. Let me have a look.
I don’t feel well. Where does it hurt?
There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.
You’d better have more green food and take enough exercise in the green fields.
Do the speaking Practice of Speaking in Students’ book at Page 2 in pairs.
Situation 1
Student A (Doctor)
Ask the patient what is wrong and give him some advice.
Student B (Patient)
I cough all the time. I have a fever and a headache.
Situation 2
Student A (Doctor)
Ask the patient what is wrong and give him some advice.
Student B (Patient)
I can’t sleep at night, so I am always very tired.
Student A (Patient)
My left arm is broken. It really hurts.
Student B (Doctor)
Ask the patient what is wrong and give him or her some advice.
Situation 3
Student A (Doctor)
Ask the patient what is wrong and give him some advice about green food .
Student B (Patient)
I can’t sleep at night, so I am always very tired.
Step7. Discussion about green food
1. If you are to host a party for your family, what kind of food would you like to buy? Would you like to buy any green food? And why?
2. Is it important to keep the balance of nature?
Step 8 Homework
1.Read and recite the new words and expressions.
2.Get ready for the next period.
3.Introduce some idea about green food.
3. Finish off Period 1 Unit 13 in “Winner”.
The design of the writing on the blackboard
Unit 13 healthy eating
The first period
green good j unk food
all the time,
have a fever,
be careful .
in the future,
advise sb. To do sth.
had better(nott) do
教学反思：
1、教学有法， 但无定法， 教要得法。这节课，我始终在教学中渗透绿色教育思想教育，作了这方面的尝试，使学生增长了关于绿色食品的知识， 使学生明白了保护环境， 促进国家可持续性发展的重要性。 我没有故意做秀， 很好地实现了自然渗透的原则，比较好地进行了绿色教育德育渗透的效果。
2、语言是交际的工具， 我始终坚持听说课的交际性原则， 让课堂的Warming-up部分成分热身， 让学生的语言思维动起来；交流和讨论非常充分。
3、这节的语言重点：建议的表达法和情态动词的用法在实际的语境中让学生深刻领悟到学以致用产生的效益。
4、绿色和交际是这节课的主旋律， 我一直让学生交流着， 让绿色贯穿了教学的整个过程， 包括教学课件和回家作业等。
PERIOD 2
Teaching Aids：Individual,pair or group work to make every student work in class.
1.Aims of knowledge:
Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’ speaking ability by describing, talking and discussion.
1. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use
Teaching steps:
Step 1 Introduction
Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3.Skimming
Paragraph 1 (T or F)
1.Choosing what to eat is not as easy as it once was any longer.
2.Our eating habits have changed while our way of life has not changed.
3.21-century people prefer traditional food very much.
4,we had better learn to make right choices about food to keep up with the high pace of modern life.
Para2.
Nutrients Function Sources
protein
calcium
Carbohydrates
Vitamins
fiber ,minerals
Carefully-reading
--How many parts can be divided into
--Three parts.
--What’s the main idea of each part?
1.our eating habits are changing.
2.why the eating habits are changing the best way to develop healthy eating habits？
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
1. Finish Period 2 in Winner.
2. Recite the following sentence.
1) You ought to be careful with fruit.
2) Take this medicine three medicine three times a day.
3) I advise you not to eat fruit that is not ripe in the future.
3.Finish Post Reading exercises at Page 4
教学反思：
1、 这堂课在六班上得不大好， 计算机失灵； 在5班上得很顺， 学生的饿焦急也比较流畅， 主要原因在于铺垫比较很里， 让学生实现了自然过度。
2、 对于第2段的整体理解部分表格设计得比较好， 有利于学生学会寻找信息， 提高思辩能力和分析问题能力的提高。
PERIOD 3（Reading 2）
Step 1.evision
1、 Check the reciting of key sentences。
2、 Check the homework
3、Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use
Step 2. Post Reading
1. What does the word” fuel” mean in the text above?
What about the word “green”?
Can you find any other words used in the same way?
3. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food, especially about the green food.
Step3 Language points
1.Our eating habits have changed, as has our way of life.
If we want to keep up with the high pace of modern life, we’d better ,make the right choices about what and how we eat.
2.keep up with1. 跟上 2. 和...保持联系
They walked so fast that I could not keep up with them.他们走得那么快,我没法跟上。
She has kept up with some of her friends since her retirement.
3.Some nutrients help build our body and make it stronger.
buildvt.1. 建筑; 造 2. 建立;发展;增进[(+up)]
4.Fish, meat and beans contain a lot of protein.
5.Other nutrients help keep our body functioning well.
functionn.[C] 1. 功能,作用 2. 职务,职责vi.1. (机器等)工作,运行 2. 起作用[(+as)]
The teacher did not explain its grammatical function.
What is his function on the committee?
The refrigerator is not functioning well.
The sofa functions as a bed at night.
6.Vitamins help our body fight disease.
fightvt.1. 与...作战;与...斗争
fight with 和...斗争;fight for 为争取...而斗争
7.But the choice we make are not just about nutrition..
not just=not only
8.Many people make their choices about eating habits based on what they believe.
9.Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.
chemical
a化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C]
He devoted his life to chemical research.
He is experimenting with a new chemical.
be harmful to对什么有害(also 'do harm to')
Smoking is harmful to health.
10.Because we have so much to choose from, many companies offer advice about what we eat.to choose from
11.It is probably better if we spend our time and money on buying keeping a balanced diet. probablyad. 大概,或许,很可能（比可能性大，而且常有一定依据）
He will probably refuse the offer.
spend: spend...(in)doing; spend...(on)doing; spend...on/for sth
12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.
go for适合于；对...适用
What he said about you goes for me too.
13.lose weight体重减轻
I think she might have lost a bit of weight.
put on weight/gain weight长胖
13.We ought to learn more about our body and the fuel it needs to keep fit.
fit此处：健康的;强健的You look very fit, Mike.
14.Only in this way will we be ready for the challenges and opportunities in life.
Only in this way will we...
only+状语放在句子开头要引起主句倒装
Only when you grow up will you understand the importance of learning.
Only then could he thought of me.
15.Sugar is bad for your teeth and can make you gain weight.
be bad for对什么有害
be bad for 对什么有好处
be good/bad to 对某人好/不好
18.You have a bit of a fever.
a bit有点在修饰名词时要加of
Step 4,Discussion
Work in pairs. Discuss the questions below.
1. Why do people go to fast restaurant?
2. Why is it not good for you to eat too much sugar and fat?
3. Why are crash diets and supplements so popular?
4. What can we do to keep a balanced diet?
5. Do you like green food?
6. Is it necessary to advise more people to eat green food?
Step 5. Home work
1、 Recite the new words and useful expressions in Unit 13.
2、 Finish Period 3 in Winners
教学反思：
3、 在教学设计中我注意了绿色教育思想的渗透，加强了德育教育。
4、 我没有死板地只讲语言点， 我还注意了教学剃度的自然连接。
5、 语言的重点抓得比较准，学生的知识落实较好。 讨论花时间多了些， 导致同步训练没有落实， 只能通过回家作业来弥补。
Period 4
Teaching aims:
1.aims of knowledge:
1. Review the words learned in the last two periods.
2. Learn and master modal verbs:
had better, should, ought to
3.Ability aims:
1.How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching important points:
1.How to guess the missing word according to the given sentence.
2.Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use
Teaching difficult points
How to correctly use “should, ought to, had better and their negative forms” to give advice.
Teaching procedures:
Step 1 Revision
Check the homework.
Step 2 Grammars
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask Ss in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
1. Finish the exercise 3 on P74 in the students’ workbook.
2. Finish Period 3 in Winners.
教学反思：
1. 这节课注意从语境出发让学生感受情态动词的特点：表现说话人的语气和态度。
2. 讲解部分比较详细，实例举得不够全面，旧了点，应该增加一些和高考试卷的情态动词部分的效果会更好。
PERIOD 5
Teaching aims;
1. Aims of knowledge:
1.Review the useful expressions learnt in this unit by making sentences with them.
2、Review how to use some Modal verbs to give advice or opinion about something.
2.Ability aims:
Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.
3．Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use
Teaching important points:
1. How to master Modal verbs-had better, should, ought to
2. How to let the students understand the text “SNACKS” better and learn to write a recipe.
Teaching difficult point:
How to improve the students’ integrating skills.
Teaching procedures:
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Pre –reading and Reading
As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)
Step 3.Language points:
1.Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.
Even if=even though，即使；尽管
2.now and then=a little now and a little then; every now and then，有时候
3.Most fruits are naturally sweet and we can eat them just the way they are
just the way thay are=in the way that they are
4.There are many recipes for simple and healthy snacks that taste great
and keep us going.
Step 4 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 5 Discussions
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 6 Homework
1.Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
1.Finish Period 4 in Winner
2.Make good preparations for the dictation of Unit 13
教学反思：这堂课上得很一般， 说不上满意， 也说不上不满意， 一句话缺乏闪光点。对学生的调动不够。
Period 6-7
Step 1.Revision
Let some students read their reply to the letters
Step 2.Dictation
Have a dictation about the key sentences, new words and useful expressions in Unit 13.
Step 3.workbook
1.May I take your order, please?
take your order餐馆常用语，order：叫(菜或饮料)
2.What do you recommend?
recommend:vt.1. 推荐,介绍[(+as/for)]
Can you recommend me some new books on this subject?
3.A hamburger is a dish while the others are not.
while:而，强调对比关系
4.You should avoid eating vegetables that are grown with too many chemicals.
avoid:避免，后接ing形式
5.You must pass your driving test next time you take it.
next time:连词用法
6.There is a species of inactive people, namely the 'mouse potato.'
namely:ad. 即,那就是
Only one person can answer the question namely you.
只有一个人能回答这个问题,那就是你。
7.The best source for calories is carbohydrates.
sourcen.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料
Do you know the source of Amazon River?
They are required to publish the sources of their campaign funds.
The news comes from a reliable source.
The library has quantities of reference sources.
8.A healthy diet should include a variety of food, most of which should be rich in nutrients.
be rich in富于...的,有很多...的The country is rich in resources.
9.Vegans do not eat or use any animal products.
product:n.[C]产品,产物;产量;出产
They came here in search of new markets for their products.
Step4.Practice:“《大赢家》第13单元综合测试”试卷讲评
教学反思：这两节的教学反思觉得很难写， 我觉得自己至少讲解得很清楚， 能够联系高考从高一开始就对学生进行了高考知识和能力的训练。 我认为这是很好的一种知识与能力的储备， 有利于学生思维能力的发展。
Unit 14 Festivals
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1。.Talking about festivals and customs
2.Function: 交际功能
表达和支持某意见(Expressing and supporting an opinion)
In my opinion we should... I believe we should... I don t think it s necessary to...
We must decide... I hope we can make a decision. If we do this,we can...
I think that...should...
3.Vocabulary 重点词汇和短语
theme; parade; holy; Easter; symbol; conflict; argument; opinion; major; probably; honour; ancestor; principle; nation; purpose; creativity; faith; commercial; joy; light; similar; generation; salute; kiss; cheek; nod; celebrate; respect; gift; cycle; fool; invitation
dress up; in one s opinion; play a trick on sb; take in
4.Grammar:语法
情态动词(2)---must, have to and have got to
1 能够用英语表达做某事的重要性或必要性---must/have to/have got to
2 能够用英语表达做某事不重要或不必要---don t have to/haven t got to
3 能够用英语坚决表达某事不可接受或不可取---must not
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure：
Period 1
Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
1. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival Time Customs
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, “family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
3. Finish Period 1 in Winners
4. Preview Reading for the next period.
教学反思：
1、 这节课贯彻了交际性的听说课教学原则--交际充分。
2、 对话的表格化线索降低了学生口头表达的难度。
3、 听力的难度较大， 我使用了提示语来帮助学生克服困难，效果还比较好。
4、 说的部分学生的文化基础较表达比较困难， 说明我的铺垫做得不够。
Period 2: Reading
Step 1 Revision
1、Check the homework exercises
2．Get Ss to work in pairs to match the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
aspects Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.
1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
1. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
2. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。
Step 5. Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
3. Finish Period 2 in Winners
教学反思：
这节课处理得比较好的地方在于：
一、读前通过对于圣诞节和春节的对比引入阅读教学；
二、读中的图表阅读线索分析能够充分调动学生的积极性， 促进了学生思维能力的提高和发展。
Period 3/4 Language Study & Grammar
Step 1 Revision
Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.
Q1: Who created Kwanzaa?
Q2: Is it a young or an old festival? When was it born?
Q3: When is Kwanzaa celebrated?
Q4: Who celebrate the festival of Kwanzaa?
Q5: Why is it celebrated?
Q6: What are the characteristics of Kwanzaa?
Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.
Step 2 Language points (in the text The Birth of Kwanzaa)
T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?
1. Let Ss do a word matching exercise to check whether Ss master the new words well.
1. nation A. a strong wish to succeed in doing something
2. faith B. large community of people; country
3. determination C. belief in something or someone
4. purpose D. an action meant to deceive (欺骗) someone
5. generation E. a reason for doing something
6. ancestor F. the people born at a certain time
7. peace G. a person in your family who lived a long time ago
8. trick H. quietness and calm
(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )
Then check answers to the exercises in Word Study on Page 13.
(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)
2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.
1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（现在分词作后置定语，表示名词中心词与分词是主动关系。）
Kwanzaa is a seven-day festival created to celebrate the culture and history of AfricanAmericans.（过去分词作后置定语，表示名词中心词与分词是被动关系。）
The dog following Mr. Wang into the room is my dog.
The man followed by a group of students is our teacher, Mr. Wang.
2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.
get together: 聚会
On New Year’s Eve we Chinese get together for a family reunion dinner
get somebody together:把…聚集起来
Every Monday morning, our school leaders get all the students together to have a meeting.
get-together n.聚集
Every year my classmates in junior middle school have a get-together.
3)…so that… 表示目的
He works hard so that he can get high marks in the exam.
…so+adj.+that 从句
He works so hard that he gets high marks in the exam.
4) in common 共同
Mr. and Mrs. Li own the store in common.
have something/nothing in common (with sth.) （与…）有共同点
I have nothing in common with my sister.
5) honour (=honor Am.E) n./v.
n. [ C ] “ 荣幸，使感到光荣的人或事”, 一般用单数形式。
To host the 29th Olympic Games is a great honour for China.
v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.
I felt highly honoured when the teacher spoke highly of me before classmates.
in one’s honour; in honour of something/somebody.为了纪念、尊敬某人/某事
Dragon Boat Festival is created in honour of the famous poet Quyuan.
6) as well as 与…一样好， 不仅…而且
She cooks as well as her mother.
Christine can speak Japanese as well as English
His children as well as his well were invited to the party.
A as well as B …谓语动词单复词由A决定
7）nation, country, state 三者的区别
三个都有“国家”的意思，但侧重点不同。
nation着重指人民、民族、国民。
The whole nation was in deep sorrow at this bad news.
country着重指疆土、国土、家园，也可指一个人的祖国或国籍所在， 还可指乡村。e.g. The soldier fought bravely for their country.
state着重指政策、政权、政府和国家机器， 还可指组成国家的州，特别是美国。e.g. Highways in China belong to the state./ How many states are there in the United States of America.
8) purpose: with/ for the purpose of (doing) something 表目的
He went to the supermarket for the purpose of buying something to eat.
on purpose 故意地，特意地
I came here on purpose to see you .
9) faith: have/ lose faith in…对…有/失去信心
I have faith in you, you will do it well.
Keep/break faith with somebody 对…某人守/不守信用
We will not treat him as our friend as he breaks faith with us.
10) believe in … 信仰，信任，赞成
We believe in his good character.
11) light v. (lighted/ lighted; lit/ lit)
Step 4 Grammar
1. Presentation : Present a sign “No Rubbish”
Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”
T presents the following two sentences on the screen.
①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.
②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.
2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.
must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.
must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.
must--subjective have to --objective
I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)
I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)
3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late,
I’m afraid I have got to (=have to) go.
4. Forms in tense & Negative form
forms in tense: must, must have to, had to
negative form:
must--must not(mustn’t)(=not be allowed=be forbidden)
have to -- do not have to (don’t have to)(=needn’t)
e.g. It is a secret, you mustn’t tell others.
It is none of your business, I don't have to tell you about this.
Step 5 Practice
1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.
Greeting manners
get off the bike when you greet someone salute
bow kiss on the cheek
nod hug
smile look into the eyes
take off your hat shake hands
Example: When you greet a friend who you know very well, you don’t have to shake hands.
If you want to make friends with someone, you have to smile more often.
2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.
1) Your school starts tomorrow, so you have got to go back today.
2) You broke your grandma’s favourite vase, so
3) Your parents went back to work three days ago, so
4) Your grandparents have give you quite a lot of money, so
5) You have done your homework all wrong, so
6) You do not know when you should go to school tomorrow, so
7) _______________________, so ______________________
8) ______________________, so________________________
Step 6 Discussion
Ask Ss to have a discussion of Dos and Don'ts at school, using the modal verbs: must & have to
Dos Don’ts
We must keep the classroom clean. We mustn’t jump the queue in thedining hall.
We have to wear school uniforms We don’t have to use credit card in the every day.
Step 7 Homework
1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …
2. Finish off the grammar exercises in Workbook
3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.
教学反思：
1、这两节课语言点处理得比较好， 抓住了单元的重点， 思路分析到位。另外，选用的课件设计水平很高对教学起到了很好的辅助作用。
2、这个单元的语法-情态动词比较难处理， 我坚持从语境出发效果还可以。如果在增加几个同步的练习，其效果会更好。
Period 5 Speaking & Integrating Skills
Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Step 1 Lead in
In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)
Step 2 Reading (Integrating skills)
1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.
2. Ask Ss following questions about each festival.
(Earth Day): When is Earth Day celebrated? What does it celebrate?
What does it tell us? What could we do to celebrate Earth Day?
(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?
(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?
(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?
Step 3 Speaking
Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?
Fist, get Ss to discuss in pairs.
Then, ask individual Ss to report their decision using the following structures:
I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.
Step 4 Tasks
Task 1: Design your new favourite holiday or festival and give reasons.
Report your new holiday or festival, using the following expressions:
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.
Name of the festival: ________________________________
Date: __________________________________________
Meaning: _________________________________________
Principles: __________________________________________
How is the festival celebrated? ___________________________
What is the symbol of the festival? _______________________
Step 5 Writing
T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.
T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)
Sample:
Dear Mr. and Mrs. Silver,
We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.
We should be very pleased if you could honour us with your company.
Sincerely yours,
John Brown
Step 6. 书信文体的写作特点：
1、 分三段写：第一段说明写信的目的； 第二段回复对方的要求； 第三段、要求与问候。
2、 以第一或第二人称为主， 以现在时态为主；
Step 7.Practice
Write a letter to your favourite star.
Step 8.Homework
1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.
2. Make good preparations for the dictation of Unit 14
3.Finish Period 4 in Winners
教学反思：
1、这节课以说带动写。通过充分的交际， 先让学生积累必要的语言素材， 同时为后面的作文的处理创造良好的条件。这一点今后要坚持。
2、作文的讲解， 我先介绍课本的范文， 再介绍书信类赎买内表达的特征，最后布置当堂写作训练和讲评。
3回家作业量适宜，再布置一个写作练习作为课堂写作训练的延续。
Period 6
Step 1. Revision
Check the homework exercises
Step 2.Composition Correcting
常见错误:
1. 句子结构混乱， 体现在状态与动作混淆；
2. 书信格式错误；
3. 句子中的关键词选用不当；
4. 语法错误和逻辑错误；
Step 3 Integrating skills
After fast reading, do the following True-or-False exercises.
1. Our body doesn’t need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.参考答案：1. F 2.T 3.F 4.F 5F
Step 3 Listening to the Passage
Step 4 Reading comprehension
1.After fast reading, discuss these questions with your partner.
2.We can do a lot of things or organize some activities that improve or protect the environment, for example cleaning up the school yard, picking up trash, planting trees etc.There are several similar festivals or days in China that are devoted to the environment and helping people in the community, e.g. tree-planting day and Lei-Feng Day Have a short discussion.
3.To have “a day off” means to stay at home from work for a day, usually to relax. A “day on” means that although an American doesn’t work that day, they should do something serious to honour the man for whom the holiday is given.It is not a time for us to rest, but a time to think about and do something important and great.
Give the students some explanations when necessary.
Step 5 Writing
Sample festival creations:
Name of the festival Space Flight day
Date October 15th
Meaning Remembering the unforgettable day when the first manned space flight was successfully made
Principles Creativity collective work unity love
How is the festival celebrated Making model spaceship
The symbol Wearing clothes with five stars
Name of the festival Grandparent’s Day
Date April 15
Meaning To honour the hard work and caring
Principles Respect dignity
How is it celebrated? Children vist or call their grandparents
The symbol The Chinese character for long life
Step 6.总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
3. Integrating skills
1.It is the reminder that we need to care about the world we live in.
reminder [用法]n.[C]1. 提醒者,提醒物,令人回忆的东西
2. 提示,帮助记忆的记号
2.The festival honours both the living and the dead.
the living and the dead [用法]the+形容词表示一类
3.It is not a sad day, but rather a time to celebrate the cycle of life.
cycle:n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车
vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)
[举例]The seasons of the year make a cycle. 一年四季构成一个循环。
I cycled to the beach. 我骑车去海滩。
4.Our friends play tricks on us and try to fool us.
trick [用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计
vt./vi.1. 哄骗
[举例]He got into the castle by a trick. 他耍了个花招混进了城堡。
Daily practice is the trick in learning a foreign language.
每天练习是学会一门外语的诀窍。
No one understood how I did the card trick.
谁也没有看出来我是怎样玩纸牌戏法的。
5.If a person is taken in, he or she is called April Fool .
take in [用法]1. 让...进入;接受 2. （此处）欺骗
Step 7 Homework
1、 Finish Winners Period4Unit 14
2、Make good preparations fot the dictation of Unit 14
教学反思：这节课以听带动泛读是一种新的教学尝试,效果还可以,至少学生的学习积极性比较高。
高一第十五单元The Nechlace
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1.Talking about drama and theatre
2.Talking about the play The Necklace
2.Function: 交际功能 征求许可(Ask for permission)
Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?
讨论可能(Talk about possibilities)
It can t be... It could... He might... They must...
3.Vocabulary 重点词汇和短语
dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality
call on; bring back; day and night; pay off; at most; act out
4.Grammar:语法
情态动词(3)---must, can/could, may/might
1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t
2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Period 1
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information：
1.About the Author
Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.
Maupassant's stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.
Most of Maupassant's works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.
Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).
2.About the Text
This short play is a stage version of The Necklace,one of Maupassant's best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.
The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk's family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.
One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn't want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.
Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.
On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn't find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.
At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn't recognize her when they met in a park one day.When Jeanne heard Mathilde's story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.
IV.Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Period 2
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Dos
Find a good chance to get rid of dangerous situation
Call 110 for help.
Ask neighbours for help.
Use your clever head to defeat the other.
Don'ts
Don't enter the dangerous situation.
Don't fight with him,for you are weak.
…
T:Your advice is very good.
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let'
篇20：Unit15 The Necklace(人教版高一英语下册教案教学设计)
Teaching Aims and Demands
Teaching aims: to get students to know some knowledge about dramas and plays by learning the short play written by Maupssant To get the students to master the modal verbs :must can could may might and to enable students to learn how to write a play and encourage them to act it out
Words and Phrases
Master the following words and phrases : dormitory explain recognise precious positive attend earn continue besides surely ball lecture silly author outline quality call on bring back day and night pay off at most act out come up with try on would rather be worth after all
Communicative English:
Ask for permission
Could we/I … ?
May/can I …?
Shall we …?
Is it possible…?
Do you mind…?
Talk about possibilies
It can’t be …
It could …
HE might …
They must …
Grammar:
Use the modal verbs must, can/could, may/might
Certainty possibility impossibility
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Important points: to get the students to receive the education morally.
Difficult points: to fell the real meaning of the modal verbs.
Teaching aids: Computer, tape-recorder
Ways of Teaching: communicative teaching methodology
Period one
Step 1 greetings
Greet the whole class as usual
Step 1 Presentation
If it is possible, it is better to show the play to the students so that we can get the students mentally prepared for the coming class. If it is not possible, teachers can give a brief introduction about dramas and plays.
Step 2 Warming Up
First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.
Step 3 Listening
Have a short listening test as shown in the students books and check the answers.
Step 4 Acting
(1) First divide the students into several groups. And then let them choose their favorite title.
(2) Read the short play one by one so as to better understand the play.
(3) Give the students several minutes to prepare for the play.
(4) At last act it out.
Step 5 Homework
Finish the exercise on the textbook
Period two
Step 1 Revision
Check the homework. and review some of the new words and expressions:dormitory explain recognise precious positive attend day and night pay off at most act out come up with
Step 2 Presentation
First, introduce the general idea of the novel to the students as well as the writer.
Step 3 Reading
Get the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.
Scene one
1.When and where did the story happen?
2. Why didn’t Jeanne recognize Mathilde at first?
3. What was the life Mathilde lived in the past ten years like?
4. Why did Mathilde borrow a necklace from her friend?
5. Why had she been working very hard?
Scene two
1. How did Mathilde feel when she heard the news?
2. Why was Mathilde worried?
3. How much did her dress cost her?
4. What else did she want to wear?
5. What did Pierre suggest?
6. What did they solve the puzzling problems?
Scene three
1. What kind of necklace did she get?
2. What did they do when they found that they lost the necklace?
3. How much did the diamond necklace cost?
4. What did they do in order to pay back the debt?
5.How did Jeanne feel when she knew the truth?
Step 4 Language points
Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)
1) after all
⑴It’s not surprising you’re tired. After all, you didn’t go to bed until 12 last night.
I think we should let her go on holiday alone. 她毕竟十五岁了，不再是个小孩了。
⑵Although they met with difficulties， I hear they’ve succeeded after all。I did promise to buy a car for you，但实在对不起，我实在无能为力了。
2) marry/be married (to)/ get married (to)
She married a Frenchman.
He got married to a world-famous model last week.
Are you single or married?
Is he married ?/Has he got married?
He married her daughter to a blind but rich man.
他们结婚已有十年了. So far, they have been married for ten years.
3) call on sb call at sp visit/sb./sp pay a visit to sb./sp. drop in on /at
4) pay back 偿还 pay off 还清/pay for
You have to pay back the money you borrowed.
At last he paid off the debts.
Have you paid all your debts?
I have paid 20 yuan for the tapes.
Here the workers are paid by the hour.
Once we have paid off the store, we shall owe money to no one.
5) worth/wothyThis VCD is worth 1,000 yuan..
What you said is worth considering
Our school is worth a visit.
Our school is worth visiting
It is worth visiting our school.
Our school is worthy of being visited.
Our school is worthy to be visited.
Period three
Step 1.Revision
Check the home work and ask the students to retell the play in their own words.
Step 2 Word Study
Check the exercise about words on P19.
Step 3 Grammar
List all the modal verbs that we are going to learn on the blackboard
Step 4 Practice
Use the exercise on P19 to check if the students has really understand the use of the modal verb.
Step 5 Workbook
Check the exercises in the workbook.
Step 6 Homework
Finish the exercises on the workbook and do some translation
1他和他兄弟为了养家糊口而日夜操劳
2凡是看过这本书的人都认为不值得去读
3你还记得三星期前的一个下午我们一起去打网球吗？
4这就是他想要知道的事情
5我想他没有四十岁，至多三十五岁
6他们结婚有十年了
7Jim欠债了，他必须要干几份活来还债
Period four
Step 1 Revision
Check the homework by doing exercise 1 in part Grammar in the workbook..
Step 2 Reading
First play the tape for the students for one time then ask the students to read the dialogue on P20-21.then,answer the questions
1) when and where did the story happen?
2) How many characters are there in this dialogue?
3) Do they know anything about plays?
4) Have they tried writing plays of their owns?
5) In order to write a play, what should we do first?
Step 4 Discussion
Ask students the questions on P16so that we can make sure that they really understand what a play is.
Step 5 Writing
Then, according to what they have just discussed,ask the students to write a short play after class
Step 6 Homework
Finish the left exercises of this unity
Try to retell the story to the whole class
The end
