Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)

由张弛有度 分享时间：2023-09-26 07:04:44 收藏本文

【简介】感谢网友“张弛有度”参与投稿，下面是小编为大家整理的Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)（共16篇），如果喜欢可以分享给身边的朋友喔!

篇1：Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)

1. quit sth/ doing sth

2. apply…to 把…应用到…

apply oneself to专心致志于，埋头于

apply for a job

3.on a scale of 按…的等级

on a large scale大规模的

4. add A to B 把A加到B 上

add to 增加了

add up 把…加起来

add up to 总计

5.more…than是…而不是,与其说…不如说

6.stand for支持，主张，提倡，拥护；代表; 容忍（否，疑）

7.circumstances 环境，情况（surroundings；conditions）

Circumstances permitting, I’ll go abroad to study.

in/under the circumstances在目前情况下

in/under no circumstances在任何情况下都不 (倒装)

8.fail to do sth succeed in doing sth; manage to do sth

9.lose heart 失去信心

lose one’s heart to sb 爱上sb

10.assess 评价，估计（价值，数值等） assessment

11.take it easy别紧张，放轻松点

Take your time. 慢慢来

12.keep up保持，继续; 使居高不下，保持高昂

She keeps up her spirits by singing.

in high/low/ good/ bad spirits心情，情绪

13.be cast away (被动)因沉船而流落于某地

14.on a desert island; a deserted street

15.do something oneself

16.the years to come = the coming years

17.leave…behind忘带，留下

18.be hard on够…受的;磨得厉害;对…苛刻;紧跟

19.in need of

20. be desperate for sth/ to do sth 急需…

21. accustom oneself to (介)习惯于

be accustomed to doing / sth = be used to doing sth

22.be lined with排列

23. anxiety for knowledge/ (to do sth) 求知的渴望

She was waiting for her son’s return with anxiety. /with joy

in despair / in surprise

be anxious about/ for担心

24.live through经历…（还活着）

25.the coming day; the day to come

26.to one’s relief 令人宽慰的是

relieve sb of sth减轻，解除某人的痛苦

27.go for 想法得到go for a job

go for a gold medal

喜欢 I don’t go for man of his type.

出去(进行某种活动) go for a walk

28.have difficulty (in) doing sth/ with sth

篇2：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)

1.an advertising firm; advertise for 登广告征求、找寻

2.complain to sb of/ about sth; make complaints

3.persuade sb (not) to do sth说服了; persuade sb into/ out of doing sth

4.in order (of) 按(….的)顺序

5.take … into consideration

consider doing考虑 consider sb/ sth to be/ as 认为，看作

6.make/take notes of 做笔记

7.make a list of = list

8.in charge of管理-in the charge of 在…的管理下

charge要价，索价charge (me) 300 for a haircut

charge sb with doing sth 指控某人accuse sb of sth

9.be to blame 应受到责备 Who is to blame for the broken glass?

blame sb for sth; blame sth on sb 把某事怪到某人的头上

10.be concerned about关心，担忧

be concerned with 和..有关

concerned adj. 担忧的，担心的 concerned parents

有关的（后置定语）the people concerned

concerning 关于(介词) Concerning your request, I am pleased to inform you that…

11.take (full) advantage of 充分利用 have an advantage over sb 比…

12.on/ over the radio, by radio on the phone; over the phone; by phone

13.post张贴 poster海报 Please post up the notice.

14. react to起反应 (respond to); react on有影响，有作用

15.inform sb of sth通知 informed了解情况的，见闻广识的

16. critic n.批评者 criticize (vt.) criticism n.

critical adj. 批评性的;

危急的，紧要关头的，关键时刻的

at the critical moment

a matter of critical importance极为重要

a critical stage in his illness

17.associate …with联系 (NBA association)

结交Don’t associate with bad boys.

18.get across传播;被理解，让…听懂

19.appeal to投合（兴趣）The idea appeals to me.

呼吁，恳求I appeal to your sense of justice/ responsibility.

The government is appealing to everyone to save water.

求助于He appeals to me for help.

上诉 He appeals against the judge’s sentence.

n. His appeal for forgiveness went unanswered.恳求，呼吁

The game has lost its appeal.吸引力

上诉权the right of appeal

20.keep an eye out for 当心，警惕

keep an eye on照看，照料

21.attract one’s attention to

pay attention to

draw one’s attention to吸引

devote one’s attention to专心于

fix one’s attention on

22.we differ from/ with(和) them on/about/over (关于)the question.

We differ in interests.(在某方面)

make a/ no/ some difference 有影响，有关系

23. attach …to…

1) 使附属于，使参加（某个团体）

The school is attached to (ZNU) Zhejiang Normal University.

I got lost so I attached oneself to another agency.

2)重视，认为…有重要性

He attaches great importance to study.

3)与…有关联

No blame attaches to him for the accident.

No blame can be attached to him…

be attached to喜欢，依恋

24.make a bargain with sb over sth关于sth和sb达成协议，做成交易

25.make sense有意义的 makes no sense 毫无意义

26.name sb as任命，指定

27.distinguish between A and B; distinguish A from B区别，辨别

distinguish oneself 表现突出

28.hand in hand 手拉手，密切关联的

篇3：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)

U1.fix one’s attention/ eyes on集中注意力于

2.Identification Card 身份证

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象（可数，常用复数）The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

5. at the appointed time

keep/break one’s appointment

make/fix an appointment with sb

6.be calculated to旨在，用意在

calculate on 指望

7.on purpose故意地; for the purpose of 为了…的目的

8.at one’s expense由某人负担费用

at the expense/ cost of牺牲，以…为代价

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

look out for sth小心;留心, 找寻

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

(同need/ want/require)

deserve attention值得注意

17.or else否则

18.be designed to do / for sth/sb专为…设计的，打算

be intended for/ to do

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

20.in view可以看到，在望，临近

in view of 考虑到，鉴于

21.a bunch of 一束

22.lead a cosy life; a cosy little house

23.on a large scale大规模的

24.name after以…命名

25. in detail 详细地

篇4：Unit 3-6 重点词组U3(人教版高二英语上册教案教学设计)

1. warn sb of (the danger)

2. 结果as a consequence= as a result= in consequence

因为as a consequence of= as a result of = in consequence of

3. have an influence/ effect on

4. transform into

5. differ…from

6. be sure to (说话人推测)一定，必然 He is sure to succeed.

be sure of（主语感到）有把握，确信 He is sure of success.

7. feed…on: The farmers feed the sheep on grass.

feed on 以…为食：Sheep feed on grass.

8. give birth to

9. I am in entire agreement with you. the entire day/ life

10. on purpose故意

11. keep out the wind/ cold…把…挡在门外

12. round up聚拢

13. go on a spring outing 春游

14. a roast duck

15. a medium size中等尺寸 He is of medium height/ weight…

16. barrier to

篇5：unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)

I. Useful words and phrases

1.be on fire for 对……充满热情 2.a promising graduate student有发展前途的研究生 3.Work on 继续工作 4.go by 过去，走过

5.get engaged to 和……订婚 6.dream of 梦想

7.on the other hand 一方面……另一方面 8.turnt out 生产，制造，证明是

9.use up 用尽，用完 10.take measures to do 采取措施做某事

11.the crime scene 犯罪现场 12 .make a difference 与众不同，有影响

13.be satisfied with 对。。。满意 14.take a closer look at 进一步观看

15.be described as被描述为 16.from season to season 从一季到另一季

17.believe in 信任，信仰 18.the other way around 相反地，从相反方向

19.be similar to 与……相似 20.reach one’s goal 达到目标

II. Useful sentences

1.There is no doubt that…毫无疑问……

2.There did not seem much point in working on my PHD.

There is no point in doing sth .

3.Instead of giving up, Hawking went on with his research, got his PHD, and married Jane.霍金没有自暴自弃，而是继续从事研究工作，取得了博士学位，和那位姑娘结了婚。

4.We were pleased and surprised to find that a scientist could write about his work in a way that ordinary could understand. 我们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的工作。

5.Even the best theory can turn out to be wrong.即使最好的理论都可被证明是错误的。

6.If knowledge is power, as Sir Francis Bacon wrote in 1597, then perhaps creativity can be described as the ability to use that power. 如果象培根1957年曾写的：知识就是力量，那么创造力就是运用那种力量的能力。

7.It was only later that the world recognized his greatness.直到后来世人才承认他的伟大。

8.Only by discovering what we do best can we hope to reach our goals and truly make a difference.只有发现自己的专长，我们才有希望达到自己的目标。

9.He found it difficult to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。

10.It is not necessary to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。

Unit2 News media知识点回顾

1. 面临困难 face difficulty 2 不再 no longer / no more

3 上升,增长,攀登 go up 4 使烧成平地, 烧毁 burn down

5 就那一次 for once = for just once = just for this once = this once

6 沉溺于 be /get addicted to 7 遭受 suffer (from )

8 对表示注意 draw attention to 9在各方面到处 on all sides =on every side

10 改变主意 change one’s mind 11 尊敬 look up to

12 爱上 fall in love with 13 通知某人某事 inform sb of sth

14不仅仅，不只是 more than 15 而不是 rather than

16 从某人或某地抢走某物 rob sb/ some place of sth

17 做某事有困难 have difficulty /problems /trouble (in) doing sth

18 第一次做某事 this /that /it is/was the first time that sb have /had done sth

19 与…..有关 relate to 20 即使 even if /though

21 时事 current affairs 22 对….负责 be responsible for

23 用武装自己 arm oneself with 24 适应 adapt to

25 对…..关心 be concered with /about

26 给某人带来麻烦 cause trouble for

27 在….集中注意力 focus one’s attention on

28 探索生活的奥秘 explore the mysteries in life

29 确信 make sure 30 同意转换角色 agree to switch roles

31 努力做某事 make an effort to do sth

32 有经验的编辑 experienced editors

33 展开故事 develop the story

34 保持报纸的平衡协调 keep the newspaper balanced

35 联系被采访者 contact the people to be interviewed

36 带来，导致，结果是 lead to

37 十分之九 nine out of ten nine in ten nine tenths

38 精心采写的文章 carefully-written articles

39 对作出评论 make comments on

40 勇敢而坚强的活跃人士在公司外与工人进行对话，并就保护地球提出了积极的建议。

Brave and strong , tha activists talked to workers outside the factory and left a positive message about protecting the earth.

Unit Three Art and architecture 知识点回顾

I. Useful words and phrases

1.preference n . prefer v .

prefer +n ./to do sth ./doing sth .

prefer +n ./doingsth .+to(prep .) n ./doing sth .

prefer to do sth . rather than do sth .

2.be made of/be made from/be made out of/be made up of/be made into/be made in/be made by

3.would rather(not) do sth . /would rather do sth . than do sth .

excited(about) (对……)感到兴奋（激动）

lost迷路

married(to)（同……）结婚

used to习惯于

4.get tired累了

dressed穿好衣服

paid付工资

drunk喝醉了

caught in困在……，陷进……

5.take examples from模仿

follow (copy)the example of以……为榜样

set an example to为某人树立榜样

take … for example以……为例

for example例如

6.impress…on把……印在……上

impress sth . on sb .=impress sb . with sth .使某人牢记某事

be impressed by/at/with被…..所感动

be impressed on one’s mind /memory被印在脑海里

7.fill up with…用……装满

fill up (fill in)填写，装满

fill…with… 用……把……装满

be filled with(=be full of ) 装满……的

8.decorate…with…

be decorated with

9.compare …with…

compare …to…

compared with/to…

don’t/can’t compare with

interest(=very interesting)

value(=very valuable)

help(=very helpful)

10.of great importance(=very important)

use(=very useful)

benefit(=very beneficial)

II. Useful sentences

1. If you were free to design your dream house, what would that house look like?

2. What words and phrases do you think will be used when you talk about art and architecture?

3. Architecture looks at the man-made living environment.

4. When you look around at buildings, streets squares and parks, you will find them designed planned and built in different styles.

5. Modernism was invented in the 1920s by a group of architects who wanted to change society with buildings that went against people’s feeling of beauty.

6. Seen from the top, it looks as if the stadium is covered by a gray net of steel, and it looks just like a bird’s nest made of branches.

7. A nest is to a bird what a house is to a man.

8. These buildings are pulled down after having stood empty without use for many years.

III. Grammar

want/order/see/hear/find/notice/have/keep/make/leave+宾语+宾补（p.p）

1. They wanted their buildings constructed in a way to look unnatural.

2. My family heard my article broadcast by the BBC.

3. Don’t leave such an important thing undone.

篇6：高二上unit8-10词组(人教版高二英语上册教案教学设计)

1. 拯救地球 save the earth

2. 地球面临的最大问题是什么？

What is the biggest problem facing the earth?

3. 一个有价值的资源 a valuable resource

4. 造成严重的污染 cause serious pollution

5. 讨论该问题 discuss the issue

6. 烧煤 burn the coal

7. 用一个比较好的方式 in a better way

8. 做笔记 take notes of…

9. 得出结论 draw a conclusion

10. 支持/反对 be for/ against

11. 交换意见 share ideas

12. 取得进步 make much progress

13. 主题 main theme

14. 可持续发展 sustainable development

15. 谈论 speak about/ of

16. 在不破坏环境的情况

without damaging the environment

17. 出席国际会议

attend the international conference

18. 做了一个很重要的演讲

make a very important speech

19. 根据世卫组织的意思

according to the World Health Organization

20. 愿意做某事 be willing to do

21. 参加活动 take part in

22. 自由利用 have free access to

23. 与。。。和谐 in harmony with

24. 结束死亡和苦难

put an end to the death and suffering

25. 擦干净 wipe out

26. 对。。。有影响 have an effect on

27. 劝说某人做某事 advise sb to do

28. 尽所能去做某事 do whatever one can to do

29. 在农村地区 in rural areas

30. 采取行动 take action

31. 采取措施 take measures to do

32. 有大的成效/有所不同 make a difference

33. 空调 air conditioner

34. 改变现状 improve the situation

35. 对。。。有更好的了解

have a better understanding of

36. 对。。。掌握；熟悉 have a good knowledge of

37. 找到解决办法 find solution to the problem

38. 教育是未来的关键

Education is the key to the future

39. 上学 attend school

40. 对学习满意 be content/satisfied with

41. 偶然 by chance

42. 充分利用时间 make full use of time

43. 以。。。的速度 at a speed of

44. 防御 defend oneself against/from

45. 因。。。表扬。。。 praise sb for sth

46. 强调保护水资源的重要性

stress the importance of protecting

the water resources

47. 对。。。负责 be responsible for

48. 刚。。。就。。。 hardly/ barely/ scarcely… when

no sooner…than

49. 照顾；护理 attend to

50. 与某人有共同的信仰/信念

share one’s belief/faith

51. 一个备用轮胎 a spare tire

52. 在空闲时间 in the spare time

53. 递给我一个婚礼请柬

hand me a wedding invitation

54. 加强；增强 build up

55. 消息传开 Word got around.

56. 一位著名的教育专家

a well-known educational expert

57. 有意义；行得通；有道理 make sense

58. 在危险中 at risk/ in danger

59. 与其说。。。不如说 more… than…(分开)

60. 不仅仅 more than （不分开）

61. 面对激烈的竞争 face fierce competition

62. 受益于 benefit from

63. 店员 a shop assistant

64. 受到压力 under pressure

65. 带某人参观 show sb around sp

66. 展览 on show

67. 名胜古迹

a place of interest/ places of interest

68. 过得高兴 have a wonderful time

69. 为你的观点辩护 defend your argument

70. 插嘴 cut in / break in

71. 插队 jump the queue

72. 令我惊讶的是 to my surprise

73. 收到某人的来信 hear from sb

74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out

75. 别无选择只能 have no alternative but to do

篇7：unit7 的重点词组(人教版高三英语上册教案教学设计)

I. Warming up

1. care for 喜欢，照顾

2. care about 关心，担心

3. safety measure 安全措施

4. fake food product 假冒食品

5. fake milk powder 假冒奶粉

6. an increasing problem 不断增加的问题

7. social conscience 社会良知

II. Reading

1. want/have a day off = ask for a day’s leave 1 请一天假

2. pick a man’s pocket 掏某人口袋

3. leave sb alone别管他

4. do good to sb对某人有好处

5. bring in profit带来利润

6. be in want/need of急需

7. raise money 筹款

8. make a contribution 捐赠，作出贡献

9. afford to do sth供得起

10. be badly off穷困

11. make it short 长话短说，简而言之

12. close up （尤指暂时）关闭，使靠近

Language study

1. love (n. ) for the poor 对穷人的爱

2. have no eye for 没眼力，没眼光，不关心，不注意

3. far from 远离，远远不，完全不

4. comment on 评论

5. of Dickens’ times 狄更斯时代

6. in favour of 支持，赞成

7. in praise of 表扬

8. in honour of 为纪念，为庆祝

9. in the face of 面对

10. in hopes of= in the hope of = in the hope that 怀着。。。的希望

11. in search of 搜寻

12. in memory of 纪念，追念

13. turn the whole room upside down 把整个房间翻了个遍

14. turn down my suggestion拒绝接受我的建议

15. believe in信任某人

16. admit doing sth承认做了某事

17. end up with 以…结尾

18. as follows 如下

Integrating skills:

1. take one’s place 代替某人的位置

2. have an eye for：有眼力；有眼光；对…感兴趣

3. be content to do 满足于做某事

4. of late 最近，近来

5. on the contrary 相反地

6. toast to 为…举杯庆祝

篇8：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)

课时 6-1 备课人万兴安授课时间 .12

教学目标 1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a computer, a tape recorder & a projector, some slides.

预习要求 Read new words in Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Warming up

Questions:

1. What’s the weather like today?

2. Do you often care about the weather?

3. How do you hear about it?

4. Have you ever heard of typhoon?

5. What words can you think of to describe the typhoon weather?

6. What will you feel in such kind of weather?

7. What about the hurricane? Have you ever heard about it?

8. What about volcano?

9. How is a volcano formed?

10. Where is the most possible place that a volcano may erupt?

11. Do you know how a volcano works, if you do, describe it?

Step 2 Pre reading

Show a picture

(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).

Show another.

(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q9: 1). Show a video about the eruption of a volcano.

2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

Q2: When and where did it happen?

Q3: Who is the writer of the letter?

Task 2 Decide whether the sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy.

2. My uncle planned to save his friend’s wife Rectina.

3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.

Task 4 Scan the text & fill in the following form.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.

7. A rain of rocks was coming down.

Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they

Homework.

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

Ss answer:

The eruption of the volcano called Mount Vesuvius.

On the 24th of August in 79 AD in southern Italy.

Pliny, the younger.

Check answers: 3T,5T

Ss read the text again and rearrange the order：

2431675

Check answers:

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Ss finish their homework.

课题 SEFCB2Unit 10 课时 6-2 备课人万兴安授课时间 2004.12

教学目标 1. The students can use what they have learned to describe volcanoes.

2. The students realize that human beings can overcome any hardship.

3. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text further

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a tape recorder , a projector, some slides.

预习要求 Read the text of Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Go over the text

Get Ss to listen to the recording of the text.

Step 2 Revision

Check their homework

Step 3 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

2. What’s the relation between human beings and nature?

3. What should we do to protect the environment that we live in?

5R policy.

Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text

Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.

Answer:

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

1. Reduce: Reduce the amount of waste by every possible means.

2. Reuse: Reuse the useful things before getting rid of them.

3. Recycle: Recycle the waste things if possible.

Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Step 4. Language points.

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 5 Homework

Finish Exercise 2 at Page 77 in SB..

Bb design:

4. Recover: Make use of good parts while getting rid of the bad ones.

5. Repair: Repair the broken things.

Ss listen and take notes when necessary.

Finish the homework

Check answers next time.

课题 SEFCB2Unit 10 课时 6-3 备课人万兴安授课时间 2004.12

教学目标 1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

教学重点 To master the useful new words and expressions.

教学难点 How to use what the students have learned to describe a nature disaster.

教、学具 a computer, a projector & a tape recorder

预习要求 Nothing but to read the new words.

教师活动内容、方式学生活动内容、方式旁注

Step1 Revision

Check homework.

篇9：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

1. What will life be like in the future? 未来的生活是什么样子？

in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。

Who knows what will happen in the future? 谁知道将来会发生什么事？

I'd like to be a teacher in the future. 将来我想当一名教师。

(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。

Don't do that in future. 以后别再干那种事了。

Be more careful with your spelling in future. 今后多注意你的拼写。

(2) for the future表示“为将来”，在句中作定语或状语。

We'd better lay up some money for the future. 我们最好为将来攒一些钱。

It's necessary to plan for the future. 对未来进行规划是有必要的。

用上述短语填空：

①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.

(Keys: ①in future ②in the future)

2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气

Pre-reading

3. What will the future be like in general? 将来整体上是什么样子？

in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：

I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。

I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。

in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答

用上述短语填空：

① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.

③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)

Reading

3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。

4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。

* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time

一眼瞥见; 大致看; 很快地看一眼

.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到

I caught a glimpse of her as she got into the car.

She caught a glimpse of Meg at the station this morning.

5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代

contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学

Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。

Keats and Shelley were contemporaries. 济慈和雪莱是同代人。

6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)

7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.

新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。

* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。

* environmentally friendly = not damaging the environment

environmentally friendly washing powder 环保洗衣粉

energy-saving节约能源的 paper-making造纸的 English- speaking说英语的

* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.

e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.

I bought the books at the price of 10 dollars each.

8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全

9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革

10. * in touch with ＝ in communication with 同…联系

e.g. Let’s keep in touch. Let’s keep in touch with each other.

We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。

* out of touch 失去联系

We have been out of touch with Lillian.

keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离

由keep构成的词组

keep back; keep in mind; keep one’s balance; keep on; keep up with;

keep doing; keep sb/ sth doing; keep sb/ sth from doing

11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入

12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题

remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人）逗留 remain/ stay in hospital

13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。

14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展

15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。

16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变

17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实

18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。

be hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money. hopefully

Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turns out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。

in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物

We have a lot of food in store for bad weather.

There will be a shock in store for him.

language study

20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。

(1)…倍数+the size(weight／height／width／length．．．)of+…

eg：That house being built there is 3 times the height of this old one．

正在被修建的那个房是这所旧房的三倍。

The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。

(2)…倍数+比较级+that+…

The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。

(3)…倍数+as +adj／adv．(原级)+as+…

Asia is 4 times as large as Europe．亚洲是欧洲的四倍大。

(4)…倍数+as+many+n．(可数名词复数)+as...

We got 3 times as many people as we had planned．我们买的书是我们原先计划的3倍之多。

(5)…倍数+as+much+n．(不可数名词)+as…

The book cost me 3 times as much money as the one I bought in Beijing last year．这本书的价钱是我去年在北京买的那本的3倍之多。

Integrating skills

21. Company n．(1)友谊，交情，陪伴[U]

We will be glad of your company 0n the journey．旅行中有你陪伴我们会很高兴。

(A) in company(with)陪伴某人，和……在一起

(B) keep sb．company=keep company with sb．陪伴某人，和……在一起

He kept me company．他陪伴我。

(2)伴侣，同伴[U]

eg：I have company this evening．今晚我有客。

公司[c] We organized a publishing company．

【拓展】 part company(with)和某人分手，断绝来往in the company of在……陪同下

篇10：unit5 whole unit(人教版高二英语上册教案教学设计)

The British Isles

(Designed to the periods)

Teaching aims and demands

1. Topic: Talk about British Isles---- the UK and Ireland.

2. Vocabulary and useful expressions:

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

3. Function:

Practise expressing agreement and disagreement

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

4. Grammar:

Noun Clauses (1)---- subject/ object/ predicative/ appositive

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

5. Using the language:

Write a description of a town and the countryside

Teaching procedure:

Period 1.

Step 1.Warming up

1. Brainstorming:

a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.

b. Use a map to let the Ss know the location of the British Isles.

2. Following the steps of the warming-up on page 33.

Step 2. Pre-reading

1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.

2. group work: describe the pictures.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are the most important facts about the United Kingdom?

How many countries make up the British Isles?

What are the most important facts about Ireland?

2. Ss read and get the main ideas of each paragraph.

Step 4. Post-reading:

Finish the three questions on P 36.

Step 5. Assignment

surf the internet and get more information about the topic.

Period 2.

Step 1. Warming up

Divide the Ss into a few groups to do group work.:

Choose one of the following topic to discuss: history / geography /culture / language

(after the discussion each group elect a speaker to report their result to the whole class.)

Step 2. Learning about the language

Teacher explain some language points in the text on page 19--20.

1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.

That 引导同位语从句。More examples:

I made a promise that if anyone sent the bag back to me, I would share the money with him or her.

比较同位语从句和定语从句：

Mother made a promise that excited all her children.

2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.

Make the most of 充分利用

You have only a short holiday, so make the most of it.

3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.

介绍或复习倒装句。

Step 3. Practice

1. Ss finish the Word Study by themselves.

2. check the answer.

3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Read the passage on P113-114, and finish the related exercises..

Period 3

Step 1. Revision

Check the comprehending Ex on P114

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the Noun Clauses.

Let Ss themselves find the functions of the Noun Clauses.

2.Ss study more examples .

3.More exercises to consolidate the Grammar.

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

4. finish EX1-4 on p38 for consolidation.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 110

2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.

3. Ss show their result to the class.

Step 4. Assignment

Finish Wb Ex 1and 2 on page 112.

Period 4. (Listening & speaking)

Step 1. Listening

1. Ss finish the listening task on page 33.

2. Ss listen to the tape again and check the answers.

Step 2 Speaking

Do the speaking practice as ususal, focusing the following expressions:

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 2. dealing with the Ex 1-2 on p 109 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Period 5 (Writing )

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Explain the skills on how to organize a paragraph.

Step 2. While-writing

1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.

2. Ss exchange their writing and correct the mistakes.

3. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Step 4. assignment

Ss in group 3-5, make an plan to travel around the British Isles.

Period 6.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.

篇11：unit 13 the water planet 教案(人教版高二英语上册教案教学设计)

课题：《Unit 13 The Water Planet》

一、Teaching Content

The First Period

Warming up& Listening & Speaking

二、Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for… We should/could…

If we…we can… It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

三、Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

四、Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

五、Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Individual, pair or group work to make every student work in class.

六、Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass, a bottle of water and a bottle of vegetable oil

七、Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss :Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it. (a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)

T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.

S: The part above is vegetable oil and the part below is water.

T: Good. Do you know why?

S: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?

Ss :Because oil can’t dissolve in water, but milk can.

T: Very good. Would you like to watch another experiment?

Ss: I’d love to.

T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2.come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

The water is being used to/for…

We should/could…

If we…we can…

It would be better…

九、Record after Teaching

2 Unit12.3.(1)

课题：《Unit 13 The Water Planet》

Teaching Content

The Third Period Grammar

Teaching Aims:

1.Review Modal Verbs.

2.Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2.Individual work or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1.The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3.An a_____ is the smallest part of any living or nonliving thing.

4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5.Soil can a______ water, so it helps keep water from flowing away.

6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7.Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb 5.absorb 6.relationship 7.freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7:I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Can you tell from the letter what John’s problem is?

2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Words:

atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float

Modal Verbs: can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better

九、Record after Teaching

2 Unit12.4.(1)

课题：《Unit 13 The Water Planet》

The Fourth Period Integrating skills

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike? -Yes, of course you ______.

3.The ground is wet. It ______ have rained last night.

4.A machine ______ think for itself. It ______ be told what to do.

5.Tom,don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4:Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases. Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2.have an opportunity to do something

e.g. I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15 2.The way she deals with the problem

3.that is 4.took advantage of

5.is very sensitive to temperature 6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Phrases:provide…for,have an opportunity to do,a variety of,contribute to

九、Record after Teaching

2 Unit12.5.(1)

课题：《Unit 13 The Water Planet》Modal Verbs

Teaching Aims:

1.Review the important usages of modal verbs. 2.Sum up the different situations of modal verbs.

Teaching Important Point: How to use modal verbs correctly.

Teaching Difficult Point: How to choose modal verbs correctly.

Teaching Methods:

1.Review method to master the important usages of modal verbs.

2.Inductive method and comparative method to master the important and difficult points.

Teaching Aids: 1.the multimedia 2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:

1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3.Modal verbs have no infinitives.

4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.

5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible. (Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1.Would you like to answer the phone? It ______ be your sister.

2.The part of the country ______ be very warm in September.

3.______ it be Lily?

4.It ______(not) be true.

5.You ______ be right.

Suggested answers: 1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

T: Then try to finish the following exercises, please. (Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3.Mary said that I ______ borrow her car.

Suggested answers: 1.Can/Could/May/Might;can/may 2.Can

3.might/could（“Might” and “could” can be used after a past verb.）

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

T: Now look at the blackboard.(Write the following on the blackboard.)

1.It must have rained last night, for the ground is wet.

2.You can’t have seen him yesterday, for he is still in Australia.

3.You could have told me he was coming.

4.She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2.You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5.The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5:People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6:Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T: Please make up a sentence using “had better”.

S7:You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Modal Verbs

1.It must have rained last night,for the ground is wet.

2.You can’t have seen her yesterday,for she is still in Australia.

3.You could have told me he was coming.

4.She is very late.She may have missed the bus.

九、Record after Teaching

篇12：unit 5 The British Isles(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

The topic of the unit is about the British Isles.

The whole unit is arranged to be taught in six periods. In the first period, we will deal with Warming up and Listening. In warming up, by talking about English cities, food, sports, places of interest, school education, geography, famous people ,etc. the students' desire to know more about Britain can be raised. The listening material provides detailed information about Dublin University for the students to catch. While listening, the students' ability to listen will be improved. Speaking will be dealt with I the second period. It includes three topics: Is English easy or difficult to learn? How can we learn geography well? What's your opinion about the development of a country?, and the students can express various opinions freely. Each topic can be discussed from different sides. The students can reach an agreement on the points. Meanwhile, their ability to speak English can be greatly improved. The whole text, including Pre-reading, Reading and Post-reading, is dealt with in the third and fourth periods. The students will learn some useful information which may perhaps be unknown to them before. The students are required to read the text and do different kinds of exercises, in the course of which their reading ability will be improved. In the fifth period, Word Study and Grammar Noun Clauses ( 1 ), are arranged for the students. They can practise using some useful words and get a good command of the noun clauses, among which Appositive Clauses should be paid more attention to . If more exercises can be given in addition, the result will be much better. Integrating skills, including Reading and Writing, are arranged in the sixth period. Reading is about Daniel Defoe's visit to Salisbury in southern England. At last, students are required to imitate the passage and describe his hometown, introducing the landscape, cultural relics, people's life, trade etc. They can use what they've learned from the text to describe what they want to say so as to improve their writing ability. Besides, the students will learn plenty of useful words and expressions from the unit.

Besides, the materials provided by Workbook enable the students to know more about Wales ,Ireland ,Oxford and Cambridge University.

II. Teaching Goals

1. Talk about the UK and Ireland.

2. Practise expressing agreement and disagreement.

3. Learn about Noun Clauses (1).

4. Write a description of a town and the countryside.

5. Improve students’ ability in listening, speaking, reading and writing

III. Teaching Key and difficult points:

1. Master the expressions for agreement and disagreement.

2.Learn and master the following words and expressions:

words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish

phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with

3. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.

4. Master the differences between the appositive clause and the attributive clause.

IV Teaching Approach: Task-base; student-centered; equipment-aided

Learning Approach: Exploration Study; Co-operation

V Teaching Aids: a computer, a courseware , a projector, a tape recorder

VI Teaching Procedures:

Pre-Unit Task:

Task 1: Exploring The British Isles

Before class, present students the following subjects about Britain :geography (including important cities/rivers/names of countries),history, language, culture, sports and arts , architecture, literature, film food, famous people and life .Divide them into several groups and each choose one to do some exploring study. Ask them to do as follows: First , surf the internet to find out as much information as you can and then sort out the information collected. Finally, make CAIS and get a leader to report the results.

Task 2: Investigate Your Hometown

Get the same groups to investigate their hometown, by interviewing experts, going to visit some places of interest and government offices related (eg. The weather station), and colleting information. Then fill in the chart:

Name of my hometown Location Weather Places of interest The life of residents Population or history

The First Period

Teaching Aims:

1. Refresh the students’ memory about ‘New Zealnd’which they learned last term.

2. Remind them useful ways of expressing direction

3. Develop the ability at doing exploration study .

Teaching Procedures:

Step1 Lead-In

Show the class the maps of China and New Zealand. Have them talk about these two countries. Teacher says ‘ As a Chinese, there’s no doubt that everyone here knows China very well. Besides, in last term, we have learnt a lot about Newzealand. Can you tell me something about them’.

Step 2. Warming Up

After talking about China and New Zealand, shows them the national flag of the UK while playing the national anthem‘God save the Queen’

T: You have really known much about China and New Zealand .Listen !what’s the song? Look! Which country’ national flag is it? Do you also know a lot about The UK and Ireland? Today we'll learn a new unit--the British Isles. In the last period, I told you to search for as much information as possible about the UK and Ireland through the Internet. I'm sure you've got a lot. Now can the leaders report your exploring study?

Get the leaders to report and add extra information

References for teachers:

Food and dishes: roasted beef, steak kidney pie, English fish chip, chicken ala king, sandwich and so on.

Sports. walking, swimming, playing football, playing tennis, bicycling, skating, hiking and so on.

Way of life: DIY. They often fix up a house, plant their gardens, and make furniture by themselves. Even they build their houses themselves.

Important cities are: London, Liverpool, Manchester, Birmingham, Edinburgh, Dublin, Cardiff, Belfast and so on. London is the biggest city and the capital of England. It lies on the River Thames. London is also a cultural and political center. In it there are many world-famous places of interest.

Places of Interest: St. James Park, Hyde Park, Big Ben, Tower Bridge, the Houses of Parliament, Buckingham Palace. National westminster and so on.

Geography : four parts. They are England, Wales, Scotland and Northern Ireland. There are many kinds of natural resources, such as coal, iron, oil and natural gas.

Languages: English is the official language in the UK. It is also widely used in the world.

Rreligion & beliefs : People in the UK mostly believe in Christ. Some of them believe in Islam, and Buddhism.

Schools :Two kinds. One is private school and the other is public school. Schooling is free of charge in public schools while it costs much in private ones. There are many world-famous universities in the UK, like, Cambridge University, Oxford University, London University and so on.

Famous people Shakespear / Franscis Bacon

Step 3.Listening

1. Presentation: So far, we have known so much about the UK and Ireland . Imagine this, today you have a chance to go to study in a famous university in Ireland-Dublin University, experiencing the school life. (Shows a picture of Dublin University )The teacher is telling us the course schedule, including the time, courses and teachers.

2. Play the tape for the first time for general ideas.

3. Play the tape many times for them to tick the sentences which are true ,answer the questions in Ex.3 and fill in the timetable on P 34.

Extensions: Ask to talk about their own school activities.

Step 4. Summary and Homework

T: Today we learned so much about the UK and Ireland. We’ve also get to know Dublin University. Most of you have done good jobs . After class, please exchange information you have collected.. Besides , carry out the task of listening in Workbook.

The Second Period Speaking

Step 1.Lead-in

T：As far as we know, today people in the world are paying more attention to the spirit of team work. We almost need to discuss together when we do everything. And more and more views and points are tolerated . By the way, if we agree or disagree to do something, what can we use to express ourselves?

(Teacher writes students’ answers and some other expressions on the screen.)

Useful expressions：

Don't you think that…?

I don't think that's right…

I don't think so.

You must be mistaken…

No, you are wrong thinking that…

I'm afraid you are wrong…

I believe that you've got it right. I'm not so sure about that…

Surely it must be…

Yes, you are right, but…

Aren't you confusing… ?

Yes. I agree with you.

Step 2. Make up dialogues

Ask the Ss to use these expressions to make up a dialogue in pairs in the following situation:

In October, the school meeting will be held. Some students who will take part in 3000-meter-race think that they need sports shoes to run faster and that our class should pay the bill instead of themselves because they can make contributions to our class. What do you think about it?

Step 3 .Debate

T: Now open your books at Page 34.

Go through the three statements together , while dealing with some words and phrase (consist of /statements/power/advantage/have advantage over)at the same time. Ask them to summarize these statements into three topics. Then divide the class into three groups and each group will discuss one topic and debate which point of view is reasonable.

Group Topics Why?

1 Is English easy or difficult to learn for Chinese people?

2 Can we learn the geography more easily by going there?

3 Which countries have more chances to become rich, small , big or island countries?

(Then teacher asks three pairs to present their dialogues.)

Sample dialogues:

1. A: How are you getting on with your English?

B: Very badly. I find it difficult to learn.

A: Why do you think so?

B: As you know, we have to learn a lot of words and phrases by heart every day. And there are many grammar rules we have to follow.

A: But I can't completely agree with you. In my opinion, it's easy to learn. As long as we master the basic grammar and speak it as often as possible, we can learn it well.

B: I don't think you are right. Personally, I think we have fewer chances to speak English. What's more, English and Chinese have little in common.

A: But I think we should find more chances to speak, just as we learn Chinese. If you speak, read and listen as much as possible, you can find it easy to learn. B: That's a good idea. Thanks for your advice. I'll do my best to study it wall.

A: I'm sure that you will.

2. A: What are you doing?

B: I'm reading the geography book.

A: I think it is difficult to learn if you can't go to that country.

B: I don't think so. You often look at maps carefully and remember all the names of cities and provinces.

A: I'm afraid I don't agree with you. I think those names are very confused and we can learn it easily by going there.

B: Certainly visiting some places is better in learning geography. But we can't go to all places of the world. That's too expensive and we don't have enough time, too.

A: Of course you are right. Now computers are used in many fields. You can get as much information as possible about the countries you want to know through the Internet.

B: That's a good idea. I'll try it.

3. A: Hello. Can you tell me which are the countries that make up the Group of Eight?

B: Yes. It consists of eight richest countries in the world. They are Britain, France, Germany, Italy, Australia, Japan, America and Russia. Five of them are quite small and two of them are island countries.

A: Do you think small countries have better chances than big ones to become rich?

B: I don't think so.

A: Why?

B: First small countries have few natural resources. They're very important for a country. Second, their labour force is limited. As a result, that prevents their economy developing fast.

A: I can't quite agree with you. In fact many small countries are very rich.

B: Yes. Though some countries are small, people of these countries can get good education and make their countries become powerful by developing science and technology. For example, Japan has few natural resources, but it can develop its education and use other countries resources as many as possible to develop its economy.

A: It may be true. Do island nations have more advantages than other countries?

B: Certainly. Island countries have more convenient traffic and they also have more sea resources.

A: I agree with what you said.

Step VI Summary and Homework

T: Today we've practiced speaking English a lot. We've also learnt many useful

expressions to express our own opinions. (Pointing to the blackboard and the screen. )After class, write a short paragraph about what you have debated in class and carry out the task in Talking Part on P109 .

The Third & Fourth Period

Teaching Aims:

1. Learn and master the following words and expressions:

words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish

phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with

2. Further develop the students' reading ability and reading skills.

3. Get the students to know more about the British Isles.

Teaching Procedures:

Step 1. Lead-in

T: In the first period, we talked much about the UK and you know a lot about it. (Teacher shows pictures of Big Ben, The Speaker’s Corner in Hide Park, Buckingham Palace, Tower Bridge, Stonehenge, Shakespear, national flags of Scotland, Ireland ,Wales and England on the screen for them to enjoy and describe.)

Step 2.Pre-reading

T: Now open your books at Page 35. Look at the questions in Pre-reading(Shows these questions on the screen) and have a discussion about what you know about these questions.

(A few minutes later, teacher asks three students to answer them.)

Step 3. Reading

1. Listening Practice:

Play the tape for the students to listen to get the general idea.

2. True or False Statements:

1) The tower of London is very famous in Britain.

2) The UK is made up of Britain Island and Ireland Island

3) Scotland is warmer throughout the year.

4) The European mainland has had a great effect on the culture of the people in the British Isles.

5) French was considered a noble language in the 12th century in Britain

6) Ireland has been an independent republic since the ancient time.

7) The Welsh have the language of their own besides English.

3. Choose the best choices :

1).According to the passage, what do you know about the Isle Man?

A. It lies between Britain and Ireland.

B. It’s run over by the king of Uk.

C. The king of England is in charge of it.

D. Both A and C

2).How many spoken languages are considered as native language in the British Isles?

A. 2 B. 8 C. 1 D. 6

3).What’s the main idea of the text?

A. Britain was once in the charge of the Frenchmen

B. The UK is made up of 3 countries.

C. The author delivers some more information about the British Isle.

D. It’s about the history of the country.

4).What can you conclude from the passage?

A. The UK is made up of 4 countries

B. The British Isles lies of the west coast of Europe

C. The culture of the UK is a mixture of different countries in the world.

D. The climate of the British Isles is mild with a lot of rain.

Answers: DBCA

4. Skimming

Get the Ss to skim the text to find out the topic sentence of each paragraph.

Paragraph Main idea

Para1 General idea about England

Para2 Position of the British Isles

Para3 climate

Para4 culture

Para5 The influence of French

Para6 history

Para7 Languages

5.Questions in details:

(Teacher shows the questions on the screen.)

Answer the questions:

1. What is the UK?

2. What's the weather in the British Isles like? What about in Scotland?

3. Has the culture of the people in the British Isles received many influences? From here?

4. Why do so many English words end u with the French words

5. How many countries are here in Britain ?Which are the first two countries that joined in the United Kingdom? Does the Ireland Island belong to the UK?

6. What do people throughout the British Isles speak now?

6. Language points:

While dealing with the above activities, it’s good time to explain some important language points.

Step 4. Post-reading Activity

Task1: Locate the places in the map

(Teacher shows a blank map of England on the screen. Ask them to locate the position of some places . Ex.1 on P 36)

Task 2:Discussion

T: Now you've known much information about England. It's known to all of you that England is separated from European mainland by the English Channel. Is it possible to swim across the channel? Where is the best place to do so? How far is it? Please have a discussion in groups of four.

(Suggested answers: It's possible to swim across the English channel though it is very difficult. Now there are many people in the world who have swum across the channel. Last July, Zhang Jian in our country was also successful in doing so. The best place where they swim across the channel is from Dover in England to Gallet in France. It is 33.8 kilometers. …)

Step 5. Summary and Homework

T: Today we've read a passage and learnt more about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relice, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going?

Today's homework: Imagine yourself to be an experienced guide in Britain. You have been asked to arrange a four-week tour of Britain for a group of tourists. You introduce your travel plan ,beginning with ‘Hello everyone, I’d like to tell you about…’and ending up with ‘I hope that everyone can enjoy staying here and have an unforgettable travel experience. Thank you for listening.’

The Fifth Period

Teaching Aims:

1. Improve the ability of defining words in English

2. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.

3. Master the differences between the appositive clause and the attributive clause.

Teaching Procedures

Step 1. Word Study

T: In this unit, we've learnt many important words. Now look at the words on the screen. Try to think of their meanings. Then finish the exercise on the screen to check if you can use them correctly. After finishing it, you can check your answers with your partner.

(Teacher shows the following on the screen.)

Complete each sentence with the words in the box.

View, narrow, kingdom, consist, mild, influence, basis, upper, union, republic

1. A group of trade_______ leaders met to discuss questions about job safety.

2. The official name of our country is the People's________ of China.

3. More and more young people go abroad to study when they graduate from high school. What's your________ on it?

4. Generally speaking, the_______ classes don't have a clear idea of the common people's lives.

5. Our class________ of twenty-five boys and thirty-two girls.

6. The weather is________ today; it is neither hot nor cold.

7. The street is too________. It doesn't allow two cars to pass each other.

8. Because of her teacher's_________, she chose to study English at college.

9. Don't judge a person only on the_________ of appearance.

(After three minutes, teacher may ask some students to say their answers .Teacher corrects the mistakes if any and gives some explanations. )

Step 2. Grammar: Noun Clauses

1. Lead-in

Show a picture of Pierce Brosnan, the current 007and have a free –talk about him together by asking and answering ‘Who is this man? What does he do? What’s his first film? What else do you know about him?’ etc. Then present the description on the screen:

Pierce Brosnan was born on May 16, 1953. Few people know that he is in his fifties,(OC) because he looks much younger than his age. And also that he is Irish is unknown to many people(SC). His wife died of cancer in 1991. It’s reported that he met his present wife in 1994 and married again(SC). The fact that he was offered the job as 007 in Golden Eye (1995) is not new to everyone(Appositive Clause). His second film is “Tomorrow Never dies”. Besides his career in films, he has a production company with a long-time friend . Another important fact for which we should show him respect is that he has raised a lot of money to help research into breast cancer(PC).

2. Get the students to pay more attention to the underlined sentences and with their help explain the functions of Noun Clauses respectively.(To make sure every student can be clear about this grammar points, Chinese can be used instead while explaining.

3. Drill: To help the students to have a further understanding of the functions of the Noun Clause.

(Teacher shows the screen.) T: Now look at some other sentences on the screen and decide which part the clauses act as. (On P 39-40)

Choose the correct part from the box to match with the sentences.

A. subject B. object C. predicative D. appositive

1. The idea that England stands for Fish & Chips, the Speaker's Corner and the Tower of London is past.

2. The fact that the mainland of Great Britain is made up of three Kingdoms is still unknown to many people.

3. The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4. Some people feel that Wales is an ancient fairy land.

5. That most of these are now threatened and many disappear is a serious matter to the people in Britain.

6. They realise that it is of great value to record and teach them to the younger generation.

Answers:

1. D 2. D 3. C 4. B 5. A 6. B

4. Comparison between the Appositive Clause and the Attributive Clause

(1) Presentation:

Present three groups of sentences for the students to compare fi

篇13：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

1.Stimulate the students’ interests in talking about art and architecture

2.Cultivate the students’ ability of speaking, reading, discussing.

3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. Help the students to learn about the past participle: used as object complement

Teaching difficult point:

Inspire the students to express their design of house.

Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

T: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

S: …

(Show students two pictures, a tall building and a traditional yard.)

T: what can you see in the two pictures?

S: We can see two different styles of house: block of flats and traditional house.

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

T: In which house would you prefer to live? Why?

S: I like living in …. because….

I prefer living…

I’d rather live…

(For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

(Show the students some different kinds of houses, and ask them to describe them.)

S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

S: ……

Step 2 Speaking

T: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.

(After listening to the dialogue for once)

T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .

S: ……

T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”

“I prefer something that…” “I don’t get very excited…”

T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.

S: …

(Show some chairs on the screen)

T: In your dream houses, are there any chairs? Which one do you like? Why?

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

Step 3 . Homework

Decorate your bedroom and classroom. And talk about your decoration.

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

S: Sydney House; the Eiffel Tower; the Temple of Heaven…

T: Among all of these pictures, which ones belong to modern architecture?

S: …

T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?

S: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)

Step2: While-reading

1. Fast- reading

T: Q1:Wha’s the difference between modern architecture and classical architecture?

Q2: What kind of materials is used? What other materials do you know?

Q3: What’s the characteristic? How do people feel towards modern architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

2. Careful-reading

T: Now please find out the information according to the key words on the screen.

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q4: What inspired Wright? ----Japanese seashells

Q5: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q6: How do they look like? ----Seashell/ nest

Q7: What do they (two architects / two examples) have in common? ---Nature

3. Listening

T: While listening, please pay attention to the key points in the text. (Show the key points on the screen)

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2 Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

1. An area with a wall or bars around it, joined to the outside wall of a building ________________.

2.A strong construction material which is a mixture of stone, and sand and water _________________

3.A shelter made by a bird to hold its eggs and young ____________

4.The structure on the top of a building to keep the rain out_________

Step 3 Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

S: →A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4 Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

(show the Ss the picture and ask them to describe it.)

T: What can you see in the market? Let’s see what can we do here?

For examples: I can have my hair cut here. I can have my bike mended.

Please make similar sentences.

S:…

T: In all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

T: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visiting beautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?

S: …

T: What about you? What’s your opinion?

S: …

T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?

T: …

T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?

S :…

T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

S:…

T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

Step 2. Listening

T: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.

(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)

Step 3. writing

T: Do you think the building in our school is beautiful?”

S1: It is very beautiful…

S2: The school looks like a desert ,The walls are white-washed and there aren’t any art works on them.

T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.

Suggest answer:

1. Mangy art works ca be made by teachers and students.

2. Art posters can be used for decorating.

Step 4. Homework.

T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

Paragraph1. Explain why the school should be decorated.

Paragraph2. Explain what function the art should have in the school.

Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.

Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

Period 5: Integrating skills

Step 1. Revision:

T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

(Show them the sentence pattern on the screen to revise the grammar.

--- You should have your walls painted white.

--- You had better have … done. )

T: Now I will call out some pairs to report their design. which group will give me good suggestions?

S:…

T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

T: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

S:…

T: Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.

(a few minutes later. )

T: Who has found out the answer?

S: → an old army factory ; an arts centre;

Step 4. Listening and reading

T: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

T: Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

--- We’ve known that Factory 798 was built in 1950s.

Q3:As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

Q5:Why was Factory 798 welcomed by painters, music bands, artists and musicians?

(Check the answers with Ss one by one, explain the language points meanwhile. Explain some difficult sentences in the text at the same time)

Step 6. Retelling

T: Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

S: …

Step 7. Discussion

T: In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

S1: To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

S2: New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Make your plan about how to reuse our old school buildings.

篇14：台州市交流教案Unit 1(人教版高二英语上册教案教学设计)

制作单位：三门中学

制作者：金莉萍吴亚琴赵定翠

叶华王银萍

Ⅰ.Teaching aims and demands

1.Topic:

Talk about science and scientists

2. Function: describing people and debating

That’s correct. It’s clear that…

I doubt that …

There is no doubt that…

It’s hard to say.

Well, maybe, but…

That’s true.

What’s your idea?

Have you thought about…?

3.Vocabulary

undertake analysis within gravity similar paragraph

debate scan boundary incurable engage promise

exploration disable theory seek that(adv.) misunderstand

scientific method observe match predict astronomer

curious microscope telescope punish intelligent patient

be similar to work on go by be/get engaged to sb. use up

go on with dream of turn out be satisfied with

take a look at the other way round on fire

make a difference be curious to do sth./ about sth. / that –clause

4. Grammar

The infinitive used as predictive/ adverbial / attribute / subject/ object

Ⅱ.The analysis of the teaching material

The topic of this unit is “ making a difference”. In this unit, first we can learn about the science subjects and know the importance of each subject. Second, we can get familiar with some great scientists and their famous quotes and achievements, such as Stephen Hawking, Galileo, Albert Einstein, ZhangHeng and so on. Third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. By knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired..

1.Warming up: It offers us five pictures of foreign great scientists with their famous quotes. By learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.

2. Listening: It contains 4 great minds including the students. In fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.

3. Speaking: The students are asked to have a debate about which branch of science is the most important and useful to society. By doing so, students can practice debating skills and use some useful expressions freely. At the same time, they will find that knowledge plays an important part in our daily life.

4.Pre-reading The three questions in pre-reading pave the way for reading.

5.Reading: The text describes Hawking’s disease, dream, achievements and opinions on science and scientific research.

6. Post-reading: The exercises help the students further understand this great scientist.

7. Language study It contains word study and grammar. Students will have a better knowledge of the uses of the infinitive in this part.

8.Integrating skills It includes reading and writing. In the reading passage, students can learn about characteristics of five scientists and their scientific spirit. In the writing part, students are asked to write a paragraph to describe a favourite scientist.

9. Tips Unit One also gives students some advice on how to use the scientific method to learn English.

10. checkpoint

It sums up the uses of the infinitive.

Teaching arrangements

Period 1&2: Warming up, listening and speaking

Period 3&4: reading

Period 5: Language study

Period 6: Integrating skills and writing

Notes:

1. Amending In warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning―make up a column about scientists and their quotes.

2. Replacement In speaking, the text gives the students the debate: Which branch of science is more important and useful to our society?

It’s too difficult and abstract for the students to carry it out. The reasons are as follows:

1) Their vocabulary is not large enough.

2) It’s too difficult to divide each branch of science in our daily life.

In fact, each branch can’t be divided from the others. Only by combining them together, can we make our world more beautiful.

So we change the topic, and ask the students to talk about what has happened in our daily life. That is , should a nuclear power station be built in Sanmen? This topic can give the students lots of space to talk about.

3. Adding This unit doesn’t give a good sample for the students to write about a scientist. So it is also very difficult for the students to do the writing well. Because of this, we add a research task to the students after finishing the reading material No Boundaries. (What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful. The students are asked to finish the task by surfing the Internet.) With the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.

Teaching procedures

Period 1&2: Warming up, listening & speaking

Goals:

1.To encourage the students talk about the science and scientists

2.To develop the students’ ability of listening for information

3.To enable the students to have a better understanding of the importance of science

Teaching procedures

Step1. Warming up

Task 1. Class work

T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!

T: What makes you get together here/ get apart with your former classmates ?

Some of us learn arts/ science while others learn science / arts.

Task2 Class work

1. What are arts subjects? What are science subjects?

Task3. Pair work

Why do you learn arts/ science?

I’m good / poor at…

I prefer … to…

I’m into…

Because I like/ dislike...

I want to be

My parents want me to…

My dream is…

Task4. Individual work

What is your dream? What will you do to make your dream come true?

Step2. Listening

Pre-listening

Having heard your dreams, I am glad to know all of you have great mind. I’m sure one day you’ll become great minds (great men /women).Before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?

Task1. Class work

What great scientists do you know?

scientists

Task2. Individual work

Enjoy the video, listen carefully and find out who are mentioned in the video.

(Copernicus, Galileo, Kepler and Newton.)

Task3 Pair work

Enjoy once more. What are they famous for?

Task4 Individual work

Listen to the three passages , finish the exercises and talk about the scientists.

Enjoy a video and do the listening comprehension on the screen.

Step3. Speaking

Thanks to the discovery of Madam Curie---- Uranium ( show the slide) and the equation of Einstein ( slide ), nuclear power station can be built nowadays. It is reported a nuclear power station is being built in Sanmen. Someone says it is a good thing, while others don’t think so. (Show slides to help the students learn more about the disadvantages and advantages of it.)

Task1 Group work

Debating (Should a nuclear power station be built in Sanmen?)

The following useful expression may give the students help.

That’s correct. It’s clear that… I doubt that …

That’s true. It’s hard to say. Well, maybe, but …

There is no doubt that… What’s your idea? Have you thought about …?

Step4. Homework

1. Finish off the WB listening.

2. Make up a column about scientists and their quotes

Period 3 & 4 : Pre-reading , reading & post-reading

Goals:

1. To get to know something about the famous scientist Stephen Hawking.

2. To learn the spirit of Hawking

3. To develop some basic skills of reading

Teaching Procedures

Step1. Pre-reading

Task1: Class work

During the last period, we talked about a lot of scientists and their great achievements.

Can you use one adjective to describe science?

Do you know any disabled scientist?

Today we are going to talk about a disabled scientist.

Task2. Class work

Enjoy the video and guess who he is.

Does he move his lips while speaking?

Task3. Individual work

Listen and answer:

1). How does he make a speech without moving his lips?

(through a speech computer)

2) What is it that Hawking doesn’t like about his speech computer?

(It gives him an American accent.)

Step2. Reading

T: Do you want to know more about Hawking? S: Yes.

T: What do you want to know about him? S: his family, his achievements…

T: Turn to P3

Task1: Group work

Skim the text and give one word to each paragraph.

Disease----- dream ---- achievements ---- opinions ---problem

Para1. Para2. Para3-4 Para5-6 Para7

Task2: Individual work

1) How would ordinary people feel when they were told that they had an incurable disease?

2) What did Stephen Hawking do when he was told that he had an incurable disease?

3) What is Hawking’s dream?

4) Read Para3 and Para4. Fill in the blanks.

5. What are the steps of the scientific method?

6. How do people misunderstand science?

7. What is Hawking’s opinion about science?

Task3. Group work

Now we know that in Hawking’s opinion even the best theory can turn out to be wrong.

1. Suppose Hawking’s theory of Black Holes was found wrong by himself, would he admit it ? Have a discussion and give your reasons.

2. Show the students the fact with the slide.

Task4. Class work

How do you understand the title “No boundaries”?

Suggested answers:

Unanswered questions have no boundaries.

science

in thinking.

imagination.

There are no boundaries

between truth and falsehood (谬误)

the healthy and the disabled.

Step4.Homework:

Group work research work

What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful.

Use a library or the Internet to finish the research work.

www.generationterrorists.com/quotes/abhotswh.html

news.qq.com/a/0513/000320.htm

www.edu.cn/0926/3069093.shtml

www.luminarium.org/sevenlit/bacon/

www.c-science.com/txt/sc/un/ot/9909unot01-01.htm

www.blupete.com/Literature/Biographies/Science/Copernicus.htm

www.blupete.com/Literature/Biographies/Science/Scients.htm

Period 5 Word Study ＆Grammar

Goals:

1. To get the students to reflect on the useful words and phrases in this unit

2. To enable the students to have a better knowledge of the uses of the Infinitive

Teaching Procedures:

Step 1. Individual work

1.Ask the students to tell the spirits of disabled people and what they can learn from them.

2.Finish the exercises in the SB Page 5

Suggested answers:

1.(A)这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子.

2.(C)大家很容易看出她不高兴.

3.(B)牛顿自言自语: “为什么苹果会落到地上,而不会飘向空中?”。后来，他发现了万有引力定律.

4.(A)科学家预言在未来的十年内,环境污染会更加严重.他们告诫人们如果不采取措施解决这个问题，我们将会毁灭我们的星球.

5.(B)哈利观察这个物体的运动已有多年了,并且预测它每76年回来一次.

6.(A)警察发现这个人的指纹和在犯罪现场提取的不一样后,就放他走了.

Step 2 Class work

A. (Look at the sentences on the screen. Ask the Ss to tell the function of the underlined part in each sentence.)

1. We’re surprised to hear the news. (Adverbial)

2. We have to get up early to catch the first train. (Adverbial)

3. He is considered to be a great scientist. (Object)

4. To see is to believe. (Subject, Predictive)

5. I have a lot of words to say. (Attribute)

6. It’s impossible for him to go there alone. (Subject)

7. She promised to make no mistakes at all. (Object)

8. I find it difficult to understand him . (Object)

B. Summarize the form of the Infinitive:

不定式的简单式由to+动词原形构成,其动作与主要动词同时发生或者发生在主要动词之后.

不定式的进行式由to be +现在分词构成,表示在主要动词的动作发生时,不定试的动作正在进行中.

不定式的完成式由to have+过去分词构成,表示不定式的动作发生在主要动词的动作之前.

Show the video of the explanation of the uses of the Infinitive to the students. Help the Ss master the Infinitive better.

Step3 Class work

Exercises高考回顾:

1. The purpose of new technologies is to make life easier ________ it more difficult. (MET99)B

A. not make B. not to make C. not making D. do not make

2. I’ve worked with children before, so I know what ______ in my new job. (MET)B

A. expected B. to expect C. to be expecting D. expects

3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET)B

A. to see B. to be seen C. seeing D. seen

4. Charles Babbage is generally considered ____the first computer. (MET1993)C

A. to invent B. inventing

C. to have invented D. having invented

5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET)A

A. much too heavy B. too much heavy

C. heavy too much D. too heavy much

6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)A

A. not to B. not to do C. not do it D. do not to

7. Little Jim should love _____ to the theatre this evening. (MET 92)A

A. to be taken B. to take C. being taken D. taking

8. There are five pairs ___, but I'm at a loss which to buy.(上海高考)B

A. to be chosen B. to choose from C. to choose D. for choosing

9.____late in the afternoon, Bob turned off the alarm. (北京春季高考)A

A. To sleep B. Sleeping C. Sleep D. Having sleep

10. With a lot of difficult problems ____, the newly-elected president is having a hard time.(上海春季高考)C

A. settled B. settling C. to settle D. being settled

11. She will tell us why she feels so strongly that each of us has a role ___in making the earth a better place to live. (2003上海春季高考)B

A. to have played B. to play C. to be played D. to be playing

12. In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive.

( 2002上海春季高考)A

A. to make B. making C. to have made D. having mad

13. The teacher asked us___ so much noise. (2003北京春季高考)D

A. don't make B. not make C. not making D. not to make

14. I've worked with children before, so I know what ____in my new job.

( 高考)B

A. expected B. to expect C. to be expecting D. expects

Step4 Individual work

Do Ex.3 Page6

Suggested answers:

1.discover nature of the universe; get married

2.live; be wrong

3.catch the train; find the train had gone; miss the train

4.pass the examination

5.have lunch

T: Now let’s revise the useful expressions in this unit together.

Fill in the blanks with the right phrases in the box

1.He __one day becoming a famous singer

2.John __Mary.

3.Two weeks slowly_____.

4.His suggestion ____to be a good one.

5.We ____ our money.

6.For we can’t finish copying the essay today, we have to ____it tomorrow.

7.Tom ____a story-book.

Suggested answers:

1.dreams of 2.is engaged to 3.went by 4.turned out

5.have used up 6. go on with 7.is working on

Step 2 Reading

T: There were many scientists in the world in the past. They made great contributions to our society. They help us understand the world better. Do you know why and how they made these important discoveries or inventions? OK. Today we are going to read a passage. It will tell us what makes the scientists make their discoveries.

Task1 Individual work

Who are mentioned in the text? (Hawking, Bacon, Zhang Heng, Galileo, Copernicus)

Task2 Class work

Match the following:

Hawking Telescope

Bacon Seismograph

Zhangheng A Brief History of Time

Galileo the solar system with the sun as its center

Copernicus knowledge is power

Task3 Class work

What characteristics should a scientist have?

篇15：Unit 4 garden of poems(人教版高二英语上册教案教学设计)

浙江省黄岩中学

王精红王宸溢毛海晨陈佩君许威

教材分析

本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。

“热身”(Warming up) 部分由English Poetry的一个分支--学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。

“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。

“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。

“阅读”(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。

“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。

“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。

语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。

学习技能(Integrating Skills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dust of snow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changes of mood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Right here waiting”。

学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。

复习要点(Checkpoint)简要总结了本单元的语法重点--“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。

课时安排

Teaching Plan for Unit 4 A garden of poems

1.Warming up&Listening

(1)Warming up

(2)Listening in SB

(3)Listening in WB

2.Post-reading

(1)Pre-reading

(2)Reading

3.Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

4.Speaking

(1)Warming up

(2)Speaking

(3)Talking in Work Book

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重点和难点

1.重点单词

poem n.诗；韵文；诗体文

intention n.意图；目的；打算

recite vt.背诵；朗诵

pattern n.型；模式；方式

dialogue n.对话；（文学，戏剧，电影中的）对白

sort vt.将事物分类；整理 n.种类；类型

sadness n.悲哀；难过

grammar n.语法；语法学

glory n.光荣；荣誉；荣耀的事；壮丽

absence n.不在；缺席；缺乏

district n.地区；区域

atmosphere n.气氛；情绪；大气；大气层

introduction n.序言；介绍；引进

translate vt.翻译；用简单易懂的语言表达

translation n.翻译；译文

extraordinary adj.特别的；不平常的；惊人的

idiom n.习语；成语；语言习惯用法

apart adv.相隔；相距；除去；单独地

recommend vt.推荐；介绍；建议

contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿

2.重点词组

put…together 把……结合成一整体；装配

play with 玩；玩耍；游戏

call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话

stand out 突出；显眼；远远超过某人（物）

light up 照亮；使放光彩；点上（烟等）吸起来

come into being 出现；形成；产生

send for 使某人来到；要求将某物取来或送到

contribute to… 为……作贡献（或捐献）；有助于……；向……投稿

3.词汇拓展

poem (n.) → poetry (n.) → poet (n.)

absence (n.) →absent(adj.)

translate (vt.) →translation(n.)

contribute (vt.) → contribution(n.)

4.句型结构

1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.

2. His sonnets, however, belong to the best English poetry.

3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.

4. Greatly loved in China are the English Romantic poets.

5. They can help us to understand each other better, or as Mu Dan wrote:…

6. Quietly, we embrace in a world lit up by words.

7. If I see you next to never, how can I say forever?

5、重点语法

本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。

6、教学难点

(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。

(2) 分词用法的总结与难点解析。

(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。

Unit 4 A Garden of Poems

The First Period Warming-up & Listening

by Wang Jinghong

Teaching Aims:

1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.

2.Improveing the students’ listening ability.

3.Introduce some poems to the students.

Teaching Difficult points:

1.To teach the students how to grasp the detailed information to finish the listening task.

2.How to make every students active in this lesson.

Teaching Aids:

1.a computer

2.a projector

Teaching Procedures:

(Play the song “Ten little Indian boys”)

Step I Greetings and Lead in.

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr …!

T: Sit down please. Just now we’ve enjoyed a song. Do you like it?

Ss: Yes./(No)

T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.

Step II Warming up.

1) Listen and read the rhyme

Good, better, best!

Never have it rest!

Till good is better!

And better, best!

2) Listen and read the limerick.

People laugh and people cry.

Some give up, some always try.

Some say hi while some say bye.

Others may forget you but never I.

Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.

3)Read the limericks and ask “What is the pattern of each poem?

Step III. Pre-listening

T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.

But where can I find a certain poem? Are poems put together in collections of poetry?

Maybe these questions can help us.

Who wrote them?

What are they about?

When were they written?

Step IV. While listening

In collections of poetry, poems are put together because they belong to the same group.

They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

1.Listen to the tape and list the name of the books on poems by different writers.

(Suggested answers: A Garden of Poems”

“1001 Songs or Poems in English”

2.Listen to the tape and list the the information of poems by a certain topic

Suggested answers: The topic can be human feeings (humour & love…)

“Poetry about Nature” (flowers, trees, plants & the old countryside)

“The Earth is Painted Green”

3.Poems by a certain period time

Suggested answers: “English Poem of the Early 17th Century”

“Poetry Between the World Wars”

4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

Suggested answer: poem, collection, the World Wars , The countryside and nature

5.Listen to the tape again and answer the following questions.

1).What is the dialogue about?

2)What kind of book is A Garden of Poems?

3)Which period is meant when we say “between the World Wars”?

4)How should you read a book such as 1001 Songs and Poems in English?

5)Which topic for poetry does the student like?

Step V. Post-listening

1.T: OK. What topic for poetry do you like?

S: …….

T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.

(A rhyme

Pick an apple

Pick a pear

Pick a banana over there.

Let’s work and let’s play,

Picking apples every day.)

2.Listen and imitate.

Step VI. Listening on the workbook.

Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.

1)Before the invention of writing, was there any other way but to remember important things?

2)Were rhyme and rhythm very helpful when they are trying to remember things?

3)Why did our ancestors invent poetry?

4)What is the listening text about?

Listen to the tape and find out the answers to the questions.

Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.

(Collect the answers from the students.)

T: Yes. Before the invention of writing, there was no other way but to remember important things.

And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.

Step VII. Listening and imitating.

T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.

1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.

2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”

3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.

“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.

Suggested answers:

Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)

Rhyme 2 is useful to remember how many days each month has.

Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.

Rhymes and rhythms are helpful. Do you use poetry to remember things?

Who sometimes still uses poetry to remember things today?

(Collect answers then listen to the following.)

But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.

So anyone who want to remember things better can still use poetry to remember things.

Step VIII. Post-listening

You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.

1)Women

If you kiss her, you are not a gentleman

If you don’t, you are not a man

If you praise her, she thinks you are lying

If you don’t, you are good for nothing

If you agree to all her likes, she is abusing

If you don’t, you are not understanding

If you make romance, you are an experienced man

If you don’t, you are half a man

If you visit her too open, she thinks it’s boring

If you don’t, she accuses you of double crossing

If you are well dressed, she says you are a playboy

If you don’t, you are a dull boy

….

“O Lord, tell me what to do. AMEN”

2)Always Have a Dream

Forget about the days when it’s been cloudy,

But don’t forget your hours in the sun.

Forget about the times you’ve been defeated,

But don’t forget the victories you’ve won.

Forget about the misfortunes you’ve encountered,

But don’t forget the times your luck has turned.

Forget about the days when you’ve been lonely,

But don’t forget the friendly smiles you’ve seen.

Forget about the plans that didn’t seem to work out right.

But don’t forget to always have a dream.

Step IX Homework.

Recite one or two poems and get ready for tomorrow’s lesson!

Teaching plan

For Unit 4 A Garden of Poems

The 2nd period

Reading (English Poetry)

By Wang Chenyi

Teaching Goals:

1. Learn about poets and poems of different countries.

2. The similarities and differences between the Chinese and English poets and poems.

3. Improve the student’s reading ability.

Teaching procedures:

Step1 Greeting & Warming-up

(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)

T: Morning, boys & girls!

Ss: Morning, sir!

T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?

SA: He is creating a poem.

T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)

Step 2 Lead-in

T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?

SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……

T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.

( Show the poem望庐山瀑布 on the screen)

T: Okay, let’s read it aloud together.

Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?

(Call several of them to recite)

T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?

Ss: Yes!

Step 3 Fast-reading

T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:

Q: 1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

(Give them 2 minutes to find the answers)

T: Well, let’s deal with the 2 questions.

A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.

2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne

Step 4 Careful-reading

Task 1. The main idea of each paragraph

T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.

Para. 1 The characters of poetry.

Para. 2 A look on Chinese poetry.

Para. 3 The first period of Modern English poetry.

Para. 4 Modern English poetry in the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 ①The translation of English poetry.②The role that poems act as.

Task 2 A timeline

T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!

Step 4 Post-reading

Task 1

T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.

(After 2 minutes, check the answers)

Keys: 1. A 2. C 3. B 4. D 5. C

Task 2

T: In several paragraphs, there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature

Step 5 Further-understanding

T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;

Task 1

Q: If a poem is translated into another language, is it still the same poem? What are some differences?

A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)

Task 2

T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.

Q: Can you use your own words to explain it?

A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.

Step 6 Enjoyment

T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?

A: 1.Poems and literature can be ties that bring the East and the West together.

2. Poems and literature can be fine wine enjoyed by the East and the West.

T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.

(After the end of the video, show the next slide)

T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.

Then I saw the Congo creeping through the black,

Cutting through the forest with a golden track.

Step 7 Discussion

T: It’s really amusing! At the end of this lesson, let’s have a discussion.

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!

Step 8 Homework

1. Read the text again to get a better understanding.2. Read and translate several good English poems.

3. Get some information about famous poets on internet if possible.

Websitewww.shakespeare.com

www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton

www.island-of-freedom.com/POPE.HTM www.john- keats.com

www.visitcumbria.com/wilword.htm

www.online-literature.com/byron

www.robertfrost.org

Reference for Teaching

ON THE SEA

John Keats

It keeps eternal whisperings around

Desolate shores, and with its mighty swell

Gluts twice ten thousand Caverns, till the spell

Of Hecate leaves them their old shadowy sound.

Often 'tis in such gentle temper found,

That scarcely will the very smallest shell

Be mov'd for days from where it sometime fell,

When last the winds of Heaven were unbound.

Oh ye! who have your eye-balls vex'd and tir'd,

Feast them upon the wideness of the Sea;

Oh ye! who have your eye-balls vex'd and tir'd,

Feast them upon the wideness of the Sea;

Oh ye! whose ears are dinn'd with uproar rude,

Or fed too much with cloying melody -

Sit ye near some old Cavern's Mouth, and brood

Until ye start, as if the sea-nymphs quir'd!

A SOLDIER

Robert Frost

He is that fallen lance that lies as hurled,

That lies unlifted now, come dew, come rust,

But still lies pointed as it ploughed the dust.

If we who sight along it round the world,

See nothing worthy to have been its mark,

It is because like men we look too near,

Forgetting that as fitted to the sphere,

Our missiles always make too short an arc.

They fall, they rip the grass, they intersect

The curve of earth, and striking, break their own;

They make us cringe for metal-point on stone.

But this we know, the obstacle that checked

And tripped the body, shot the spirit on

Further than target ever showed or shone.

The Isles of Greece

George Gordon Byron

The isles of Greece! the isles of Greece!

Where burning Sappho loved and sung,

Where grew the arts of war and peace, --

Where Delos rose and Phoebus sprung!

Eternal summer gilds them yet,

But all, except their sun, is set.

The Scian and the Teian muse,

The hero's harp, the lover's lute,

Have found the fame your shores refuse;

Their place of birth alone is mute

To sounds which echo further west

Than your sires' “Islands of the Blest.”

The mountains look on Marathon --

And Marathon looks on the sea;

And musing there an hour alone,

I dream'd that Greece might yet be free

For, standing on the Persians' grave,

I could not deem myself a slave.

哀希腊

拜伦

希腊群岛呵，美丽的希腊群岛！

火热的萨弗在这里唱过恋歌；

在这里，战争与和平的艺术并兴，

狄洛斯崛起，阿波罗跃出海面！

永恒的夏天还把海岛镀成金，

可是除了太阳，一切已经消沉。

开奥的缪斯，蒂奥的缪斯，

那英雄的竖琴，恋人的琵琶，

原在你的岸上博得了声誉，

而今在这发源地反倒喑哑；

呵，那歌声已远远向西流传，

远超过你祖先的“海岛乐园”。

起伏的山峦望着马拉松－

马拉松望着茫茫的海波；

我独自在那里冥想一刻钟，

梦想希腊仍旧自由而欢乐；

因为，当我在波斯墓上站立，

我不能想象自己是个奴隶。

Don Mclean – Vincent

Starry starry night

paint your palette blue and grey

look out on a summer's day

with eyes that know the darkness in my soul.

Shadows on the hills

sketch the trees and the daffodils

catch the breeze and the winter chills

in colors on the snowy linen land.

And now I understand what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

They would not listen

they did not know how

perhaps they'll listen now.

Starry starry night

flaming flo'rs that brightly blaze

swirling clouds in violet haze reflect in

Vincent's eyes of China blue.

Colors changing hue

morning fields of amber grain

weathered faces lined in pain

are smoothed beneath the artist's

loving hand.

And now I understand what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

perhaps they'll listen now.

For they could not love you

but still your love was true

and when no hope was left in sight on that starry

starry night.

You took your life as lovers often do;

But I could have told you Vincent

this world was never meant for one

as beautiful as you.

Starry starry night

portraits hung in empty halls

frameless heads on nameless walls

with eyes that watch the world and can't forget.

Like the stranger that you've met

the ragged men in ragged clothes

the silver thorn of bloddy rose

lie crushed and broken

on the virgin snow.

And now I think I know what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

They would not listen

they're not list'ning still

perhaps they never will.

繁星点点的夜晚

为你的调色盘涂上灰与蓝

你在那夏日向外远眺

用你那双能洞悉我灵魂的双眼

山丘上的阴影

描绘出树木与水仙的轮廓

捕捉微风与冬日的冷洌

以色彩呈现在雪白的画布上

如今我才明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

那时他们不知道该如何倾听

或许他们现在会愿意听

繁星点点的夜晚

火红的花朵明艳耀眼

卷云在紫色的薄霭里飘浮

映照在文森湛蓝的瞳孔中

色彩变化万千

清晨里琥珀色的田野

满布风霜的脸孔刻画着痛苦

在艺术家充满爱的画笔下得到了抚慰

如今我才明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

那时他们不知道该如何倾听

或许他们现在会愿意听

因为他们当时无法爱你

可是你的爱却依然真实

而当你眼中见不到任何希望

在那个繁星点点的夜晚

你像许多绝望的恋人般结束了自己的生命

我多么希望能有机会告诉你，文森

这个世界根本配不上

像你如此美好的一个人

繁星点点的夜晚

空旷的大厅里挂着一幅幅画像

无框的脸孔倚靠在无名的壁上

有着注视人世而无法忘怀的眼睛

就像你曾见过的陌生人

那些衣着褴褛、境遇堪怜的人

就像血红玫瑰上的银刺

饱受蹂躏之后静静躺在刚飘落的雪地上

如今我想我已明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

他们依然没有在倾听

或许他们永远也不会理解

Teaching plan For Unit 4 A Garden of Poems

The 3rd period Speaking

By Mao Haicheng

Teaching aims:

1. Talking about poems to raise the ss’interest in poems.

2. Making dialogue to improve the ss’speaking ability.

Teaching procedures:

Step1 Greeting & Lead-in

(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）

T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!

Step 2 Warming-up

T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?

(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)

Step 3 Speaking

1. T: It seems that you have mastered Chinese poems well.

T: 1) Do you all like the poems written by Li Bai or Du Fu?

2) Whose style do you like best? /Which poet do you like best?

So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.

2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.

3. T: When you are practising with your partner, do remember to use

the useful expressions listed in your book.

Step 4 Talking

T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.

T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.

------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.

One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).

Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.

T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？

T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.

T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……

(Then the monitor comes to host the discussion)

T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!

Step 5 HK

T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.

Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.

THE END

The Fourth Period Word Study and Grammar

By Chen Peijun

Teaching aims:

1.Learn and master the Past Participle used as adverbial.

2.Compare the differences between the Present Participle and the Past Participle used as adverbial.

Teaching Procedures:

Step 1 Song

Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.

An apple a day ,

Keeps the doctor away.

An apple a day,

Keeps the doctor away.

A-P-P-L-E, “apple”

Then ask the students to look at the words from the song---“day, away”.

T: What do these two words have in common?

S: They end with the same vowel---/ei/.

T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?

S: Horse and mouse, school and fool…

Now look at Part 2. Please read them and match the words that rhyme.

Suggested answers:

mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base

Step 2 Word study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:

Suggested answers:

1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)

Step 3 Grammar

Show the two sentences on the screen.

The past participle used as adverbial.

1.Once published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen, who can tell us their Chinese meanings.

1.一经出版，他的作品就因不押韵而著名。

2．即使翻译得再好，一经翻译，原作的一些精华就没有了。

T: Can you think of another way to express these ideas?

Suggested answers:

1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well it is translated, something of the spirit of the original work is lost.

T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?

Suggested answers:

1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

Step 4 Practice

Show the sentences on the screen.

1. The castle , burned down in 1943, was never built.

2. If left alone on a deserted island, what would you do to survive?

T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.

Suggested answers:

1. AT 2. AD 3. AD 4. AT

Step 5 Consolidation

T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures,

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step 6 Comparison

Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.

A. When crossing the street, you must be careful.

B. Followed by many students, the teacher came in.

T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.

1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.

分词作状语时,其逻辑主语是句子的主语.如:

正确:Looking from the top of the hill, we can see the whole town..

错误:Being an orphan, the villagers take good care of the child.

正确:Seen from the hill, our school looks more beautiful.

错误:Seeing from the hill, our school looks more beautiful.

2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.

式语态及物动词make的主动语态及物动词make的被动语态

不及物动词rise

现在分词一般式 making being made rising

完成式 having made having been made having risen

过去分词 made risen

3.易混淆点:

a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.

Followed by some officials, Napoleon inspected his army.

b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.

Having been told to stay in Beijing, the boy decided not to return to his village.

Step 7 Practice

“分词”专项能力训练题

单项填空

1. What’s the language _______ in Germany?

A. speaking B. spoken C. be spoken D. to speak

2. He had his leg ________ in the match yesterday?

A. to break B. broken C. break D. breaking

3. It was so cold that he kept the fire _______ all night.

A. to burn B. burn C. burning D. burned

4. She’s upstairs _________ letters.

A. writes B. is writing C. write D. writing

5. “ Can’t you read?” Mary said ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

6. The lecture was so _________ that they were all _________.

A. inspiring: exciting B. inspiring; excited

C. inspired; excited D. inspired; exciting

7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.

A. bring B. brings C. brought D. bringing

8. This is one of the books ________ by him now.

A. to be written B. being written

C. having been written D. is been written

9. The book ________ belongs to me.

A. which lying on the table B. lying on the table

C. is on the table D. lay on the table

10. The poor boy looked to the right and to the left, _______ where to go.

A. not knowing B. not to know C. didn’t know D. not being known

11. _________ anything about the accident, he went to work as usual.

A. Not known B. Known not C. Knowing not D. Not Knowing

12. This news sounds _________.

A. encouraging B. encouraged C. encourage D. to encourage

13. _________, the subject belongs to biology.

A. Strictly spoken B. Spoken strictly

C. Strictly speaking D. Speaking strictly

14. __________, the players tried their best to win the game for their country.

A. Greatly encouraged B. Having greatly encouraged

C. To be greatly encouraged D. Greatly encouraged

15. ________ that mistake once, I shall not make the same mistake again.

A. Made B. To make C. Making D. Having made

16. --- Will you go to the party?

---Of course I will _________.

A. if invited B. if having invited

C. if I was invited D. if I will be invited

17. _________ a child, Elizabeth enjoyed studying art and music.

A. She was B. When was C. When being D. Being

18. The bridge _________ now over the Changjiang River will be completed at the end of this year.

A. built B. is being built C. being built D. to be built

19. _________ that there was an accident ahead, the bus driver changed course.

A. Warning B. Having warned C. To be warned D. Having been warned

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.

A. having added B. to add C. adding D. added

Suggested answers:

1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C

Homework

Finish the word study and grammar part on the workbook.

The 5th Period Intergrating Skills

A Lesson Plan for Songs and Poems

By Euwix

Goals/objectives:

Students will:

1. Learn to read poems aloud with expression.

2. Learn to enjoy simple poems and interpret basic elements of poetry.

3. Practice listening actively

Time required

40 minutes

Step One

Warming-up

Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.

e.g.

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.

Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.

Ask them to compare singing songs to reading poems.

Step Two

Pre-reading

After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.

Step Three

While-reading

Invite students to list unfamiliar words that they noticed in the passage.

e.g. avoid, recite, extraordinary

Step Four

Post-reading

Assess students understanding by asking their a few questions:

e.g.

1. When does the writer sing songs?

2. When did the writer begin to touch on poetry?

3. When does the writer read Keats and when Wordsworth?

Step Five

Exercise I

Briefly introduce “Dust of Snow” by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion

Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:

Two (a crow and a person),

Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line “A change of mood”.

Ask them a few questions

1. his mood has changed, from what mood to what mood?

2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:

The Crow may let some of them think of bad luck.

The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step Six

Exercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow

2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.

篇16：高二上（unit 1-10）教案集(人教版高二英语上册教案教学设计)

Unit 1 Making a difference

Teaching Goals:

1. Talk about science and Scientists

2. Learn more about the Infinitive

3. Practise describing people and debating

Teaching Time: 6 periods

The First Period

Teaching Aims:

1.Learn and master the following words:

Inspiration, perspiration, undertake, analysis, obvious, within, quote

2.Talk about science and scientists.

3.Listen to the description of some scientists.

4.Do some speaking, describing people and debating.

Teaching Important Points:

1.Train the students’ listening ability by listening practice.

2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help students finish the task of speaking.

Teaching Methods:

1.Warming up to arouse the students’ interest in science.

2.Listening-and-answering activity to help the students go through the listening material.

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

Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard

Teaching Procedures:

Step I Warming up

1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?

(Bb) Scientists Contributions

Maria Curie Radium /Polonium

Albert Einstein The Theory of Relativity

…

2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.

(It is the way he uses his tools that makes a successful scientist.

A successful scientist must have much imagination and intelligence and he must be creative and hard-working.

Asuccessful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…)

T: Now look at the quotes on page 1.do you know what they mean? And do you agree?

天才就是百分之九十九的汗水加上百分之一的灵感。

想象力比知识更重要。

生活中没有什么可怕的东西，只有需要理解的东西。

分析明显存在的事物需要非凡的头脑。

你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。

T: Do you know any other quotes about science and thinking?

Wisdom is only found in truth. -- Johann Wolfgang von Goethe.

Knowledge is power. –Francis Bacon.

Step II Listening

T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.

Step III Speaking

T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.

Step IV Language points (computer)

1．It takes a very unusual mind to undertake the analysis of the obvious．

分析明显存在的事物需要非凡的头脑。

(1)undertake(undertook，undertaken)

vt．承担(工作，责任等)，承办+名词

例：He undertook the difficult task willingly．

他欣然承担那项困难的工作。

1 will undertake the responsibility for you．

我会为你负起责任。

vt.着手，进行，企图+名词

例：He undertook a new experiment．

他着手一项新的实验。

(2)analysis复数形式andyses．analyse vt．

A chemical analysis化学分析

We made a careful analysis of the problem．

我们仔细分析了那个问题。

(3)obvious adj. (more obvious，most obvious)

明显的，明白的，显而易见的

obviously adv．

例：He told her an obvious lie．

他对她扯了一个明显的谎言。

It is obvious that…．…是显然的。

例：It is quite obvious that he didn't do it himself．

显然他没有亲自去做。

It seemed obvious that he suffered from a bad cold．

显然他得了重感冒。

2．There is no doubt that．毫无疑问．．

例：There is no doubt that our team will win．

我队获胜是毫无疑问的。

I don't doubt that we will win the game．(否定句用that)

我不怀疑我们将会赢得这场比赛。

Do you doubt that he has passed the final examination ? (疑问句用that)

你怀疑他已通过期末考试了吗?

I doubt whether he is the best man for the job．(肯定句用whether)

我怀疑他是否是担任那项工作的最适当人选。

Homework

Preview the reading material.

Review the words and expressions in this period.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The First Period

Scientists Contributions

Madame Curie Radium/Polonium

Edison The light bulb

Einstein The Theory of Relativity

…

Record after teaching:

The Second &Third Period

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn from Stephen Hawking.

Teaching Important Points:

1.Master the following phrases and sentence pattern:

work on, go by, be engaged to, go on with sth, dream of, turn out

There is no point (in) doing sth.

2.Enable the students to understand the text better.

3.Improve the students’ reading ability.

Teaching Difficult Points:

1.How to make the students understand the reading text better.

2.How to make the students understand the following sentence.

There didn’t seem much point in working on the PhD.

Teaching Methods:

1.Scanning the text to get some information about Hawking.

2.Careful reading to answer some detailed questions.

3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.

4.Individural, pair or group work to make every student work in class.

Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard

Teaching Procedures:

Step I Lead-in and Pre-reading

T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is?

( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.

Answers:1 Because he wanted a job.

2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.

3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.

Step II Reading

T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.

What did Stephen Hawking do when he was told that he had an incurable disease?

1. How would most people feel when they were told that they had incurable disease?

2. What did Hawking write in 1988?

3. What did Hawking explain in the book ?

4. According to Hawking, how do people misunderstand science?

5. What are the basic steps of the scientific method?

6. What is it that Hawking doesn’t like about his speech computer?

Step III language points

There didn't seem much point in working on my PhD-I didn't expec to survive that long

取得博士学位对我来说没有什么意义，我没有期望活那么久。

PhD(Doctor of Philosophy ) 指“博士学位”

There is no point in doing sth．表示“做某事没有作用或没有意义”。

例：There is no point in arguing further．

继续争执下去没有意义了。

There is no point in protesting．It won’t help much．

抗议没有什么用处，于事无补。

that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。

例：I didn't expect he was that rude．

我没料到他会那么粗鲁。

I have never been out this late before．

我从未在外面呆到这么晚过。

Please cut my hair about this much．

请把我的头发剪掉这么长。

4．Yet two years had gone by and I was not that much worse．

但两年过去了，我的情况却没那么糟糕。

Go by意思是“(时间)过去”。

例：Time went by so quickly．We are already at the end of our summer holiday．

时间过得真快，转眼我们已经要结束暑假了。

Thirty years went by and her hair was beginning to turn gray．

三十年过去了，她的头发开始变白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。

get／be engaged to sb．“与某人订婚”

例：Did you hear they have got engaged last month?

你有没有听说他们上个月订婚的消息?

Tom got engaged to Mary，whom he had met on the train．

汤姆和玛丽订婚了，他们在火车上认识的。

Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的

例：She was engaged in protecting wild birds．

她从事保护野生鸟类的工作。

Right now I’m engaged．

我现在正忙着。

be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．

例：The line／number is engaged。线路被占用。

engagement n．订婚(to)

例：announce one's engagement to…宣布与…订婚

break off one's engagement解除婚约，解约

engagement ring订婚戒指(戴在左手无名指上)

6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。

Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天气预报说今天下午有雨，其实今天天气非常好。

The lecture turned out to be very dull．

讲座结果很无聊。

Everything turned out well．一切顺遂。

The rumor turned out (to be) true．那谣言后来证明是真的。

It turned out (that) two travelers had been killed

后来证实(查明)有两位旅客丧生。

turn out vi. (为集会等)外出，去。

turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等)

turn out vt. (可分开用 ) 生产 (产品)，出产

例：The factory can turn out l000cars a day．

这家工厂一天能生产1000辆汽车。

7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。

only修饰介词短语或从句时，要求倒装。

例：Only at that time did I realize its importance．

直到那时我才意识到它的重要性。

Only in this way can you make progress in your English study．

只有这样你才能在英语学习上取得进步。

Only when you finish your homework can you go out to play football．

只有当你完成作业你才能出去踢球。

only修饰主语时，通常置于主语之前。

例：Only you understand me．只有你了解我。

only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)

例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那笔钱我只是借给你(不是给你)。

He only works when he's got homework．

他只在有家庭作业时才做功课。

I've only seen him once．

我只见过他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。

imagine+名词

例：Can you imagine life with out electricity?

你能想像没有电的生活吗?

The gir1 tried to imagine the gentleman as her father．

这女孩试着把这位绅土想像成自己的父亲。

imagine+doing想像做”

例：I didn't imagine becoming a writer in my childhood．

在孩提时代，我并未想像成为一名作家。

imagine+名(人)+doing想像(某人)做…

例：I can't imagine her marrying him．

我无法想像她和他结婚。

imagine+(that)…／wh-想像…；想…，推测 (不可用进行时)

例：Imagine you are a bird．

想像你是一只鸟。

Can you imagine how much 1 was surprised to see it ?

你能想像我看见它后感到多么惊讶吗?

Iimagine (that) I have met you somewhere before．

我想以前曾在哪里见过你。

Can you imagine what he is doing?

你能猜测他在做什么吗?

(Just) imagine (it) ! 想想看!

Imagination (名) imaginative (形)

promising (形) 有希望的，有前途的，前途光明的

例：a promising actress有前途的女演员

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

从那时起，霍金就继续寻求关于宇宙特征的问题的答案。

seek+(for after)+名词搜寻，寻找；寻求，探求；追求

例：They sought shelter from the rain．

他们找寻避雨的地方。

He found it worthless to seek fame．

他发现追求名声是不值得的。

We must seek (for) a solution to the problem

我们必须寻求解决问题的方法。

seek+名征求，请求，

He sought his doctor's advice．

他向医生请教(征求医生的意见)。

Step IV Listening and Consolidation

T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.

Homework

T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences.

The Design of the Writing on the Bb

Unit 1 Making a difference

The Second Period

Useful expressions:

work on +n./pron. /doing,

go by: pass,

be/get engaged (to sb.): be bound by a promise to marry,

go on with sth: continue with sth,

dream of: imagine,

turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

Record after teaching:

The Fourth Period

Teaching Aims:

Review the words learnt in the last two periods.

Learn how to explain the words in English.

Learn and master the usages of the Infinitive.

Teaching Important Points:

Master the usages of the Infinitive.

Teaching Difficult Points:

1.How to help the students learn to explain words in English.

2.How to help the students master the usages of the Infinitive.

Teaching Methods:

1.Review method to help the students remember what they have learnt beore.

2.Explanation and inductive methods to make the students master the usages of the Infinitive.

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

Teaching Aids:the blackboard

Teaching Procedures:

Step I Revision

Have a dictation of some words and expressions..

Step II Word Study

T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.

Step III Grammar（详解见后）

Bb:1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer .

T: Tell me the function of the underlined part in each sentence.

S: No.1 is used as the object.

S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.

S: No.3 is used as the attribute.

S: No.4 is used as the adverbial for purpose.

S: No.5 is used as the predicative.

T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.

1.Some things need (1) to be believed (2) to be seen .

2.The doctor told him that he may not have more than twelve months (3) to live .

3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.

4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .

5.He traveled around the world (7) to give lectures .

6.What does it mean (8) to be a scientist?

7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .

8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.

S: Subject:(8)

Attribute(2)(3)

Object(1)(9)

Adverbial(4)(5)(6)(7)(10)

Step IV Practice

T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.

He wanted the nurses to take care of the patient.

-He wanted the patient to be taken care of.

Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.

The car was reported to have been stolen.

But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.

Homework

TFinish all the exx in Grammar. Preview the content in Integrating skills.

The Design of the Writing on the Bb

Unit 1 Making a difference

The Third Period

Phrase: use up

Grammar: the Infinitive

1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer.

6. He wanted the nurses to take care of the patient.

7. He wanted the patient to be taken care of.

Record after teaching:

The Fifth Period

Teaching Aims:

1.Revise the language points and grammar-the Infinitive.

2.Learn and master the following phrases:

take a look at, what if, the other way around

3.Do some reading and writing practice to improve the students’ integrating skills.

4.Learn how to write a descriptive paragraph.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Help the students write a descriptive paragraph.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to help the students learn to write a descriptive paragraph.

Teaching Methods:

1.Doing exx to revise what we’ve learnt before.

2.Asking-and-answering activity to go through the reading material.

3.Discussion to help the students understand the passage better.

4.Individual, pair or group work to make every student work.

Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard

Teaching Procedures:

Step I Revision

T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.

1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .

2.It takes time (4)to know a man .

3.Please remember (5)to bring me a book.

4.I’ve got a lot of work (6)to do .

5.(7)In order to catch the first bus ,she got up early.

6.It is important for us (8)to learn English .

Subject:(4)(8)

Object:(2)(5)

Attribute:(3)(6)

Adverbial:(1)(7)

T: Let’s do another ex. Fill in the blanks, using the Infinitive.

1.The goal of Stephen Hawking’s research is to and to is his biggest dream.

2.The doctor thought he only had three more years to , which turned out .

3.We took a taxi to .We hurried there, only to . We were unhappy to .

4.He studied hard to .

5.Lunch is ready. Let’s stop to .

T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.

1.He one day becoming a famous violinist.

2.Tom Ann.

3.Two weeks slowly .

4.His suggestion to be a good one.

5.He his ink.

6.If we don’t finish painting the room today, we can it tomorrow.

7.He a novel.

Step II Reading

T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?

……

T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.

1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work?

3.What can be described as the ability to use knowledge?

4.What’s the most important thing if we want to make a difference?

5.How can we hope to reach our goals and truly make a difference?

T: I’ll explain some expressions and sentence structures.

1. take a look at

2. what if

3. the other way round

4. …it was only later that the world recognized his greatness.

5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.

Step III Listening and Discussion

T: Listen to the tape twice. Then discuss the questions in pairs or groups.

1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?

2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.

What is the scientific spirit?

How do scientists solve problems?

How do scientists make a difference?

What can we learn from great scientists?

Step IV Writing

T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.

Step V Homework

Go over all the important points learnt in this unit and finish your writing.

Step VI The Design of the Writing on the Bb

Unit 1 Making a difference

The Fifth Period

A good scientists must be curious and careful .

Great scientists use their creativity and imagination to come up with new ideas.

Scientists must also be intelligent and patient .

The experiment proved that her theory was correct.

Other scientists were surprised by her discovery and called it a success .

She used a model to solve the problem .

Record after teaching:

Unit 2 News media （新闻媒体）

Teaching Goals:

1. Talk about news and the media

2. Practise expressing opinions

3. Learn about the Past Participle (1): used as Attribute and Predicative

Teaching Time: 7 periods

Period 1 Warming up & Listening

Teaching Aims:

1. Talk about news and the media

2.Train the students' listening ability by listening and answering some relative questions.

3. master the following words: reliable, elct, go up, burn down, injure…

Teaching Important Points:

1. Master the useful words and expressions in this period

2. Training the Ss’listening and speaking ability

Teaching Difficult Points:

How to help Ss understand the listening material exactly

How to help improve their speaking ability

Teaching Methods:

Listening-and answering activity to help the Ss qo through the listening material

Individual, pair or group work to make the Ss finish the speaking task

Teaching Aids:a computer, a recorder, the Bb

Teaching Procedures:

Step 1: Greet and Lead-in

Greet the whole class.

Lead in the new unit by asking:the Olympic Games are going on, how can we know the details of the games? For example, how many golden medals have we got? (By reading newspapers and magazines,watching TV, listening to the radio, also by a website.) In Nglish we call it news media.

Step 2: Warming up

Please open the book at page 9. Look at the pictures and discuss the following questions in pairs:

1. Which of the news media above is the most reliable? Why?

2. How are the media above different from each other?

3. How do you know whether what you hear, see and read is true?

4. Do you know how a newspaper is made?

(Background information:

新闻媒介的基本类型和特点各是什么？

六种主要的大众传媒：口语、书籍、报纸、广播、电视、互联网。

1.报纸。便于保存和检索；新闻性较强；读者可以反复阅读，认真思考。但是，它受读者文化程度的限制，发行需要一定的时间。

2.新闻杂志，是以传播和解释国内外重大新闻为主要内容的一种杂志，由于出版周期不同，分为周刊、半月刊和月刊等。周刊因为比较符合人们的工作节奏和生活习性，时效性较半月刊和月刊强，所以在世界新闻杂志中占据绝大多数，我国也一样。相对于报纸等其他新闻媒介而言，新闻杂志表现新闻的方式更多的是提供新闻的背景资料（有时提供背景材料比新闻事件本身更重要），并且以此说明新闻的发生对现在以及将来的影响。也就是说，它不是像其他新闻媒介那样着重报道动态新闻，而是对新闻事件进行有纵深、有广度、有背景、有分析、有评论的深层报道。从事新闻杂志工作的业内人士也常说：新闻杂志与报纸相比的一个优势是“后发制人”，这种后发制人意味着它的大量的报道必须具有深刻性或者深入性，如同当各种媒介以它们各自的特点关注着露出海面的冰山一角时，新闻杂志则把目光更多地投入到了海面以下那巨大的山体。

3.广播。比报纸具有感染力；不受文化程度限制；传播迅速。但是，其保留性差；无法对文字进行深度开掘。

4.电视。有感染力和说服力；不受文化程度限制；传播迅速。但是，其保留性差。

5.网络“第四大众传媒”

公认的大众传媒主要包括报纸、广播、杂志、书籍和电影等六大媒介。随着数字化技术的发展，电脑硬件的更新换代，互联网技术迅速普及和网站的大量建立，互联网正成为一种新的媒体广泛进入人们的生活。如今，国际上已把互联网纳入六大媒介中，并将其称为继报纸、广播、电视之后的“第四大众传媒”。这说明，人们已经认同了互联网的作用，能够同报纸、广播、电视等新闻媒介一样，广泛地传递新闻信息。

依托于互联网进行的新闻传播活动，具备了其许多的优势，这主要表现在：

（1）．包容了传统传播媒介的所有信息形式，整合了文字、声音、图象等多种传播的方式，实现了真正意义上的“多媒体”。

（2）．传播质量得以提升，受干扰程度降低，接收效果的物质实体有了保证。

（3）．能够以不同的方式和手段，灵活的报道同一事件，不致使人产生疲劳感和厌烦。

此外，就网络新闻本身而言，除了具备了网络所共有的优势之外，它还具有时效性强、容量大、速度快、超地域、超链接、可检索等特点，这些都猛烈的冲击着传统的新闻出版方式乃至整个新闻出版产业。)

Step 2: Listening(SB page 10)

T: Now let’s come to the listening. We are going to listen to two parts of conversations.The first part is an interview; the second part is a dialogue. Listen carefully to what is said in each part. I’ll play the tape twice. (after listening) Please work in pairs to talk about the questions in Exercises 2, 3,4.

(Check the answer with the whole class)

Step 3 Key Words

1. Which of the news media above is the most reliable? 以上的新闻媒体中哪一种最可靠？

reliable adj. 可信赖的; 可依靠的；确定的

They are reliable friends. 他们是可信赖的朋友。

Is the source of the information reliable? 那个消息的来源可靠吗？

[链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性

2. The man was fired. 那个人被解雇了。

fire的动词用法

(1) 解雇，开除

The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。

(2) 发射

He fired his gun at the big snake. 他开枪打那条大蛇。

(3) 激发（人、感情等），使充满热情

The story fired his imagination. 这个故事激发了他的想象力。

3. The man faced difficulties.

(1) face v.t. 面临（困难等），应付，面对；（危险、困难等）迫近

e.g. We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。

[短语]

be faced with 面临，面对

face up to面对；承担

face the music接受（不愉快的后果或情况）

e.g. I was faced with a new problem.

She couldn’t face up to the fact that she was no longer young.

她无法面对自己不再年轻的现实。

The boy was caught cheating in the examination and had to face the music.

那个男孩被发现考试作弊，不得不接受惩罚。

(2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。

e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。

We will face many difficulties in the future. 将来我们要面临许多难题。

4. The man was generous.

generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的

e.g. He is generous with his money. 他出手大方。

He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。

[链接] generous adv. 慷慨地 generosity n. 慷慨大方

The design of the writing on the Bb:

Unit 2 New Media

Five news media: website, radio, Tv, magazine, newspaper

Useful words and expressions: (step 3)

Homework:

1. Read the new words.

2. Keep the Language Points in mind.

3. Get reading for Speaking

Record after teaching:

Period 2 Listening(WB page 88) & Speaking(SB page 10)

Teaching Aims:

1. Train the students’ listening ability.

2. Train the students’ speaking ability.

Teaching Important Points:

1. Master the useful words and expressions in this period

2. Training the Ss’listening and speaking ability

Teaching Difficult Points:

How to help improve their listening ability

How to help improve their speaking ability

Teaching Methods:

Listening-and answering activity to help the Ss qo through the listening material

Group work to make the Ss finish the speaking task

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class.

Step 2 Listening(WB page 88)

Now let’s come to the listening. The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today. Listen carefully to what is said in the text. I’ll play the tape twice. (Check the answer with the whole class)

Step 3 Speaking(SB page 10)

Now it’s time for us to be a editor of a newspaper. Here is a list of ten things that happened today( on the screen)You only need to report five of them. Work in groups to diacuss. And then I’ll ask you t act out your dialogue. You can use the useful expressions in your book.. (walk around and give them help if necessary).

Step 4 Key Words and Expressions:

1. Below is a list of ten things that happened today. 以下列出了今天发生的十件事。

本句为倒装句，正常语序应为：A list of ten things that happened today is below.

below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away, down, in, off, out, over, up, above, below, here, there及介词短语与分词。

Here is a seat for you.这儿有你的一个座位。

There goes the bell!铃响了。

Written on the blackboard are the names of those who were late yesterday.黑板上写着昨天迟到的人的名字。

2. France elected a new president.

elect v.t. 选举，推选

e.g. They elected a president. / They elected him as President. 他们选举了总统。/ 他们选举他为总统。

注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。

e.g. Our classmates elected him as/to be/our/as our monitor.

They elected the old man to be chairman of the club.他们推选那位老人为俱乐部主席。

[辨析] elect, pick out, choose

elect是指通过正式手续的选举。

e.g. Roosevelt was elected four times to the presidency of the U.S.A.罗斯福四次当选为美国总统。

choose通常指在所提供的对象中，凭个人的判断力进行选择。

e.g. We had to choose between leaving early and paying for a taxi.我们不得不在早点动身和雇计程车中间作出选择。

There are ten to choose from.

pick out比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。

e.g. She picked out a scarf to wear with the dress.她挑选了一条围巾以配上她穿的衣服。

3. Food prices are going up. 食品价格在上涨。

go up上升，增长，提高

e.g. The temperature has gone up.

The lift went up to the fourth floor. 电梯升到了四楼。

4. A house in your city burnt down. Nobody was injured.你们镇上一座房子被烧毁。无人员伤亡。

(1) burn down 烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱

These houses were burnt down to the ground. 这些房子被烧毁。

The fire is burning down, get some more coal please.

[比较] burn up烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来

e.g. Put some wood on the fire and make it burn up.

(2) injure v.t. 使受伤；损害，伤害（感情）

e.g. The boy injured his leg.

In the accident his back was seriously injured.

I hope I didn’t injure her feeling.

[辨析] injure, wound, hurt, harm的区别：

injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。

e.g. In the traffic accident, two were killed and three get injured.在交通事故中，两人遇难，三人受伤。

He was so injured in his pride that he stayed at home all day without meeting anyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。

wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。

e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。

The bullet wounded his arm.子弹打伤了他的胳膊。

hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。

e.g. Luckily no one was seriously hurt in the car accident.

The girl fell off her bike, and one of her legs hurt.

harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。

e.g. There was a fire in our street, but no one was harmed.

Getting up early won’t harm you! 早起对你没有害处。

Homework:

1. Read the new words.

2. Keep the language points above in mind

3. Get ready for reading.

The design of the writing on the Bb:

Unit 2 news media

Key words and expressions(step4)

Record after teaching:

Period 3-4 Pre-reading/Reading/Post-reading

Teaching Aims:

1. Train the students' reading ability,especially the skills of summarizing and scanning.

2. Study and have a good grasp of some key words and phrases.

Teaching Important Points:

1. words and phrases:more than, relate to, for once, be addicated to, on all sides, inform, experienced, switch,etc.

2. Understand the passage excatly.

Teaching Difficult Points:

How to help the Ss learn more about reporters and newspapers.

Teaching Methods:

1.Fast reading to get the general idea of the text.

2.Careful reading to further understand the text.

3.Individual, pair or group work to make every student take an active part in the activities in class.

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 Reading

We have talked a lot about news media. Today we are going to read a passage about reporters and newspapers. Scan the text , try to get the general idea of the text. and finish pre-reading.(1 and 6)

Now please read the text again carefully, and find the answers to the questions on the screen.

1.Do newspapers and other media simply record what happens?

2.Who were asked to be interviewed? And why?

3. Whom does a reporter have to discuss with before he/she decides what to write? Why?

4. And what is the person’s job?

5. Is interviewing someone easy? What must a reporter know?

6. When an interview is finished,what should the reporter do?

7. Which of the articles that they have written do they like best? Why?

8. What could they write about if they could write any article? Why?

9. What is the basic task for a reporter?

10.What result can TV programmes and printed articles bring to us?

(check the answers)

Step 3 Language Points:

1. Newspapers and other media do more than simply record what happens.报纸和其他媒介并不仅仅记录已发生的事情。

(1) 该句中的do是助动词，起强调作用，用以加强说话者的语气。

e.g. Do remember to remind me to return the book I borrowed from you.

(2) more than不仅仅；极为，非常；多于；难以；不能

e.g. She’s more than a teacher to us.

The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。

We are more than pleased with the results. 我们对结果极为满意。

He has more than 300 pictures.

This room is three time larger than that one.这个房间比那个房间大两倍。

The old man is two times older than I am. 这个老人的年龄比我大一倍。

That is more than I can tell. 那是怎么回事我实在难说。

2. Experienced editors and reporters make informed decisions about what events to report and how to report them.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。

(1) 句中的experienced(富有经验的)和informed(见识广的，有知识的) 都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。

e.g. a fallen tree一棵倒下的树 a broken chair一把破椅子 stolen cultural relics被盗的文物

(2) informed adj. 明智的，有知识的，了解情况的

e.g. He is a well-informed man.他是个消息灵通的人。

inform的用法:

inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑问词＋不定式

e.g. The singer informed us of their arrival.歌手们把他们到来的消息告诉了我们。

The nurse informed me that visiting hours were over.护士告诉我探病时间已经结束了。

Who informed you when to start? 是谁告诉你们出发时间的？

3. They also make sure that readers can relate to the stories.他们还要确保报道的内容与读者的生活密切相关。

relate v.i. & v.t （和～）相关；涉及；把～与～关联起来

e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。

We should learn to relate the results to the causes.我们应该学会把结果与原因联系起来看问题。

Light industry is closely related to the people’s life.轻工业与人们的生活有密切的关系。

4. The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。

(1) switch v. 转换，改变

e.g. He is always switching jobs. 他总变换工作。

He switched the recorder to the “off” position.他将录音机拧到“关”的位置。

(2) for once 就这（那）一次

e.g. For once they broke the rule.这一次，他们违规了。

For once our manager came late. 我们的经理这次来晚了。

He beat me for once.他只有一次赢了我。

(2) rather than的特点是连接前后两个平行结构，即要求前后成分要一致。

e.g. He decided to write to rather than (to) phone.他决定写信而不打电话了。

I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。

He was engaging in writing a letter rather than reading a newspaper.他正忙着写信而不是看报纸。

5. After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。

(1) present vt.呈现；描述；介绍；赠送

e.g. When will you present your report?你什么时候提出报告？

The government presented cars to the hospitals. 政府向医院赠送了一些车。

Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。

(3) reflect vt. 反映；表现；反射；映出

e.g. This letter is sure to reflect our real opinion.这封信会反映出我们的真实意见。

Her face was reflected in the mirror.她的脸映现在镜子里。

Mirrors reflect light.镜子能反射光线。

6. My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。

(1) 本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。

e.g. I haven’t a pen. Can you lend me one?

指代可数名词复数用ones。

e.g. On the desk there is a red pencil and two black ones.

(2)effort n. [U,C]努力；艰难的尝试；努力的结果

e.g. He did it without effort.他毫不费力地完成那件事

[短语] make an effort努力，尽力 spare no effort不遗余力

7. I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。

(1) seldom adv. 很少；不常；难得

[扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。

e.g. Seldom does he quarrel with others.

Never did I dream of seeing him in America.

Never before have so many people come to see him.

Not a single word did she say.

(2)be / get / become addicted to sth. / doing sth.对~成瘾/成癖

e.g. It doesn’t take long to become addicted to these drugs.服用这些毒品不要多长时间就会上瘾。

It’s a pity that her child has got addicted to smoking.真可怜，她的孩子抽烟上瘾了。

Some children are addicted to computer games / TV.(喻)一些孩子玩电脑游戏/看电视上了瘾。

He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。

8. We shouldn’t ignore what happens even if it is difficult for people to accept some stories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。

(1) ignore v.t. 不理睬；忽视

e.g. You shouldn’t ignore your father’s advice.你不该无视父亲的忠告。

I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。

(2) even if / even though即使，尽管

e.g. The young man didn’t lose heart even if he had failed many times in finding a job.这个年轻人没有放弃，尽管他多次未能找到工作。

9. The media can often help solve problems and draw attentions to situations where help is needed.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。

draw attention to关注某事 draw / attract one’s attention引起某人的注意

e.g. This article will draw attention to farmers and agriculture.这篇文章奖让人关注农民和农业问题。

The fallen leaves drew /attracted the worker’s attention.这些落叶引起了那个工人的注意。

He drew my attention to a mistake in my homework.他要我注意作业中的一处错误。

10. The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。

(1) on all sides(=on every side) 在各方面，四面八方

e.g. They were trapped with enemies on all sides.他们四面楚歌。

The enemy were attacking on all sides.敌人从四面八方发起进攻。

(4) tolerate v.t. 容忍，忍受，允许

e.g. I can’t tolerate that loud music / that kind of behavior.我无法忍受那么响的音乐/那种行径。

Cheating on exams cant’ be tolerated. 考试作弊是不能容忍的。

11. I would not believe it, but I might check other sources and maybe change my mind.

change one’s mind改变主意

e.g. Since getting to know him better, I have changed my mind about him.更深入地了解以后，我改变了我对他地看法。

[相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one’s mind 精神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事

12.Famous people are often asked for their opinions on current affairs.名人经常接受采访、被问及对时事地看法

current affairs 当前的事件；时事

affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）

e.g. The minister deals with important affairs of State.这位大臣处理重要的国务。

current adj. 此刻的，现时的，当前的

e.g. current fashions时装 current events时事

Step 4 Discussion

Now you must have known about reporters and newspapers better. So let’s have a discussion. Look at the questios3 and 4 on page12, and work in pairs to talk about them..Then I’ll ask some of you to report. (encourage Ss to express their own opinion)

Homework:

1. Read the text.

2. Try to remember what have been taught above.

3. Work Book p89-90

The design of the writing on the Bb:

Unit 2 New Media

Language points (step3)

Record after teaching:

Period 5 Language Study & Grammar

Teaching Aims:

1. Review the words learned in Reading.

2. Grammar Study: The Past Participle used as Attribute and Predicative

Teaching Important Points:

How to guess the missing verbs and use them correctly according to the given sentences.

Help Ss master the Past Participle as Attribute and Predicative.

Teaching Difficult Points:

How to use the Past Participle correctly.

Teaching Methods:

Practising to finish each task in Word Study and Grammar.

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 check homework

Step 3 word study do exercise 1 on page 13

Step 4Grammar语法详释(computer)

The Past Participle used as Attribute and Predicative过去分词作定语和表语

过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。

1．过去分词作定语

(1) 在句中的位置

单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。

a broken heart一颗破碎的心 a lost dog丧家之犬 a risen sun已升起的太阳

an organized trip有组织的旅行 a broken glass被打破的玻璃杯

a trip organized by the league由共青团组织的旅行

a glass broken by the boy被这个男孩打破的玻璃杯

The excited people rushed out of the building.

They found a damaged car at the gate of the park.

(2) 所表示的时间

过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。

The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。

Have you read the books written by the young writer？你读过那位年轻作家写的小说吗？

(3) 语法功能

过去分词或过去分词短语作定语时，其功能相当于一个定语从句。

The stolen bike belongs to Jack.被偷的自行车是杰克的。

The bike which had been stolen belongs to Jack.

The lecture given by Professor Zhang is about environment protection.张教授所做的报告是关于环境保护的。

The lecture which was given by Professor Zhang is about the environment protection.

2. 过去分词作表语

(1) 过去分词作表语时，多表示主语所处的状态。

The door remained locked.门仍然锁着。

She looked disappointed.她看上去挺失望。

He seemed quite delighted at the good news.听到这个好消息，他似乎很开心。

(2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。

(3) 有些过去分词作表语时，构成的谓语很接近被动结构。

Everything is settled down.一切都解决了。

Thank heavens! The boy is saved.谢天谢地，孩子得救了。

The town is surrounded on three sides by mountains.这座小镇三面环山。

Do exercises 1, 2, 3 on page 14

Step 5 Language Points:

1. Nine out of ten women who were interviewed about the product said they liked it.

nine out of ten(=nine in ten)十之八九，百分之九十

e.g. Nine out of ten people will not agree with you.

也可以说

Four out of the ten children there can go to school.在那里十个孩子中只有四个可以上学。

2. And I like the way the fans look up to them.

look up to尊敬，敬仰（反义：look down on轻视，看不起）

e.g. The young should look up to the old.年轻人应该尊敬老人。

3. Americans will fall in love with this game too.

fall in love with爱上（表示动作，不延续）

e.g. I fell in love with her at first sight.我对她一见钟情。

She fell in love with the house as soon as she saw it.

[比较] be in love (with) 相爱，喜欢（表示延续状态）

e.g. If you’re really in love with art, you don’t mind hard work.

Homework:

Try to remember what have been taught above.

Do exercises 4, 5 on page 13, and exercises 1, 2, 3 on page 91

The design of the writing on the Bb:

Unit 2 New Media

Language points (step 5)

Record after teaching:

Period 6 Integrating Skills

Teaching Aims:

1. Learn and master the following : arm, disappoint, etc

2.Train the students' integrating skills.

3. Learn about the five basic elements in a news report

Teaching Important Points:

Train the students' integrating skills.

Teaching Difficult Points:

How to inprove the students' integrating skills.

Teaching Methods:

Asking-and-answering activity to check Ss’understanding of the two reports.

Teaching Aids: the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 check homework

Step 3 Reading and speaking

Now please read the two reports on page 15 carefully and compare them. Then discuss the questions in part 1 and part 2.(give SS enough time to do it, and let them express their ideas freely.)

Five basic elements in a news report: when, where, who, what and why.

Step 4 Language Points:

1. Brave and strong, the activists talked to workers outside the factory…

brave and strong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。

e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又饿，他决定停下来休息一会儿。

Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。

2. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.

arm v.t. 武装，用武器装备

e.g. The robber was armed.那个强盗有武器。

The soldiers were armed to teeth.士兵们武装到牙齿

3. I’m sure they won’t feel disappointed.

disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的

e.g. The book disappointed me.这本书令我失望。

The news was really disappointing.那个消息真令人感到失望。

Are you very disappointed about losing the game?你是不是因为比赛输了而感到很失望?

Homework:

Try to remember what have been taughtin this period.

Review this unit.

The design of the writing on the Bb:

Unit 2 New Media

Language points (step4)

Record after teaching:

Unit 3 Art and architecture

Period 1：Warming up & Listening

Teaching Aims:

1 Improve the students’ listening ability.

2.Improve the students’ speaking ability.

3.Learn and master some useful words and expressions.

Important and difficult points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion

2. Individual or pair work

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses, and ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 3 :Pre-listening

T: You have already designed your own dream house; it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Teaching log:

Period 2 Speaking

Teaching aims:

1. To learn how to express one’s preferences.

2. To teach students how to describe a house.

Suggestions for teaching:

1. Important and difficult points:

(1) To find the proper words to describe a house.

(2) To express one’s own preferences in different ways.

2. Suggested teaching methods:

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Task one and task two: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Useful expressions:

I’d rather…..

I’m much more interested in…….

In my opinion……

I really prefer……

I wouldn’t feel happy if……

I’m not very excited about ……..

If you ask me, then…..

I prefer something that…….

I like seeing something……

What I like is ……

I can’t stand……

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Task three: Discussion (group work)

Here are some things that are important to some people when they choose a place to live. Try to get the students to discuss in groups, which of the following ideas are the most important. Students can add some other elements to the list when they discuss.

(1) close to work

(2) close to public transportation

(3) attractive building

(4) modern kitchen and bathroom

(5) reasonable rent or purchase price

(6) available parking

(7) plenty of space

(8) close to shopping

This discussion is close to students’ daily life, so teacher can make use of it to make them understand architecture better.

Homework:

. Decorate your bedroom and classroom. And talk about your decoration.

Teaching log:

Period 3 Reading

Teaching aims:

1. To learn something about art and architecture.

2. To give students profiles of some famous artists and architecture.

Important and difficult points:

To get students to understand the Past Participle used as Object Complement.

Step I. Lead –in:

Step II. Pre-reading:

Do you think the text will be about the following topics?

1.The text is about classical Chinese architecture. ( )

2.Some modern architecture takes examples from nature. ( )

3.The text is about parks and gardens. ( )

Step III. Reading:Scanning:

Part1( ) A.The differences between traditional.. and modern..,and why ancient architecture had many beautiful buildings

Part2( ) B. Every great culture in the past had its own ideas expressed in art and architecture

Part3( ) C. Examples of famous architects and great buildings that take examples from nature.

Part4( ) D. How and when modernism came into being?Careful reading:

1. Answer the following questions:

1.Why did a group of architects invent modernism?

2.What are the materials of modern architecture? And how about the traditional architecture?

3.What do the modern buildings look like?

4.Who are the two architects mentioned in the text? What inspired them?

5.Where were Antonio Gaodi’s works structured?

6.What is the outstanding feature of Gaodi’s works according to the passage?

Balconies look like _________.

Walls seem to be covered with the _____

of a _____.

The roof looks like the ____ of a _______.

Other parts look like ________.

7.What does the 2008 Olympic Stadium in Beijing look like?

2. Multiple-choice:

1.Which of the following belongs to modern architecture?

A.Taihe Dian

B.The Temple of Heaven

C.The Opera House is Sydney

D.The great European Cathedrals

2.From this passage we can infer that _____.

A.The writer prefers ancient buildings to modern ones.

B.The writer prefers traditional materials to modern ones.

C.The writer doesn’t like modern architects at all.

D.The writer prefers buildings that look natural to ones that look unnatural.

3.Which of the following best expresses the main idea of this passage?

A.Ancient architecture is popular.

B.Modern architecture is popular.

C.Ancient buildings look more beautiful than modern ones.

D.Different times, different styles of architecture.

3. True or false:

1.To many people modern architecture equals progress.( )

2.Many people find modern buildings unfriendly and ugly.( )

3.Modern architecture stands closer to nature than ancient architecture.( )

4.Gaudi was a Spanish ancient architect.( )

5.There are a few sharp corners and straight lines in Gaudi’s designs.( )6.Gaudi only used natural materials, such as stone, brick and wood.( )

7.Opera House in Sydney makes many people think of seashells.( )

8.The 2008 Olympic Stadium in Beijing will be made of stones and bricks.( )

4. Compare ancient architecture with modern architecture according to the passage.

Step IV. Post-reading

Discussion:

Suppose our school needs a new teaching building, now give you a chance to be an architect. Try to use your imagination to design it. And you should tell us why you want to do so.

Step V. Homework:

After class you should read the text more to understand it better and try to retell it.

Teaching log:

Period 4 Language points

Teaching aims:

1 To learn the useful words, expressions and sentences in the reading.

2.To enable students to use these language points in both spoken and written English.

Important and difficult points:

词语学习:

1.I'd rather = I would rather我宁愿

I'd rather live in an older building．我宁愿住在一座比较古老的建筑物里。

I'd rather not live in a modern building．我宁愿不住在一座现代的建筑物里。

2.prefer v．更喜欢…..

prefer sth to sth

I much prefer dogs to cats．与猫比起来，我更喜欢狗。

prefer to do sth

Many people living in cities would actually prefer to live in the country．许多住在城市的人实际上更愿意住在乡村。

prefer doing sth ，

Peter prefers traveling by train．彼得更喜欢乘火车旅行。

would prefer to do sth

We would prefer to live in the US，but l can't get a visa．我们宁愿住在美国，但是我不能得到签证。

prefer doing sth to doing sth

I prefer staying home to going out today．我今天宁愿呆在家里，也不愿出去。

3.I wouldn't feel happy if…我不会感到快乐，如果…

(1)与事实情况相反的句子(假设情况与假设结果均在现在)

I would buy a house if I had more money．如果我有更多的钱，我就会买一座房子。(I can't buy a house because I have no money)

(2)与事实情况相反的句子(假设情况与假设结果均在过去)

I would have called Ellen if I had known her phone number．如果我早知道艾伦的电话号码，我就会打电话给她。(1 didn't call Ellen for l didn't know her phone number．)

(3)与事实情况相反的混合时间句(假设情况在过去，假设结果在现在)

If l had been more practical, I would have more money now．如果我那时更实际些，我现在就会有更多的钱。(I wasn't more practical so l have less money.)

If l hadn't moved here，1 would be living in Italy now．如果我那时没有搬到这儿，我现在就会住在意大利了。(I did move here，so I am not living in Italy．)

(4)与事实情况相反的混合时间句(假设情况在现在,假设结果在过去)：

He would have called you if he weren't so shy．如果他不是如此害羞，他那时就会打电话给你的。(He is shy so he didn't call you．)

4.I can't stand我不能忍受…

stand sth．

I don't know if I can stand his words．我不知道我是否能忍受他的话。

stand one's doing sth．

How can you stand Mary coming home late all the time? 你怎么能忍受玛丽总是很晚回家?

5.preference n．偏好

I must admit I have a preference for romantic movies．我必须承认我更喜欢浪漫电影。．

I asked her where she wanted to go on vacation，but she didn't express any preference．我问她想到哪儿去度假，但她没表示自己的偏好。

In allocating housing，preference is given to those who have young children．在分配房子时，那些有小孩的人有优先权。

Many people choose the train in preference to driving．许多人宁愿选择火车也不愿选择自己驾车。

6.sale n．销售

--Excuse me, are these for sale? 请问这些卖吗?

--No，the pa

Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)

篇1：Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)

篇2：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)

篇3：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)

篇4：Unit 3-6 重点词组U3(人教版高二英语上册教案教学设计)

篇5：unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)

篇6：高二上unit8-10词组(人教版高二英语上册教案教学设计)

篇7：unit7 的重点词组(人教版高三英语上册教案教学设计)

篇8：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)

篇9：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

篇10：unit5 whole unit(人教版高二英语上册教案教学设计)

篇11：unit 13 the water planet 教案(人教版高二英语上册教案教学设计)

篇12：unit 5 The British Isles(人教版高二英语上册教案教学设计)

篇13：unit 3 全单元教案(人教版高二英语上册教案教学设计)

篇14：台州市交流教案Unit 1(人教版高二英语上册教案教学设计)

篇15：Unit 4 garden of poems(人教版高二英语上册教案教学设计)

篇16：高二上（unit 1-10）教案集(人教版高二英语上册教案教学设计)

相关文章列表

相关推荐

精选图文

相关栏目

热门排行

推荐图文