高一英语第五单元第一到第三教时教学设计
【简介】感谢网友“猪肠碌”参与投稿，这次小编在这里给大家整理了高一英语第五单元第一到第三教时教学设计（共17篇），供大家阅读参考。
篇1：高一英语第五单元第一到第三教时教学设计
武进高级中学
Unit 5 The sliver screen
Period 1 Warming-up& listening
Tasks: 1. To talk about some scenes from different films
2. To discuss what questions the reporters would ask when interviewing famous directors.
Step 1 warming-up
Present the topic of this unit to the Ss by asking questions as follows
1. Do you like seeing films? How often?
2. How many actors or actress do you know?
(Here students may list a lot of actors of mainland or HK. Finding some pictures of Hollywood stars may be helpful.)
Step 2 group work
Look at the pictures on P29 and divide Ss into four groups. Ask questions as follows:
1. What is happening in this scene?
2. What do you think happens after this scene?
3. What kind of films do you like to see? Why?
Step 3 speaking
1. Most of you have seen a lot of films and you also know quite a lot of actors or actresses. But do you know the detailed information of them? If so, share the information with classmates.
2. Fast-reading of Merly Streep and Keanu Reeves with the class
3. Tell the Ss that they will interview a famous person and ask them what questions are usually asked during a interview. List the questions together!
Eg. birth place/time,
schooling,
beginning of the acting career,
films
family
4. work in groups of 2 and act out the interview (any actor or actress will do)
Period 2 Reading Getting to know Steven Spielberg
Introduction: Steven Spielberg is one the most important film makers in US. Many of his films are known to people all over the world, like Jaws, ET and Jurassic park.
Pre-reading
1. How much do you know about Steven Spielberg?
2. What does a director have to invite if he/she wants to make a film?
While-reading
1. fast reading and find out basic information such as his family, childhood and so on.
films
Childhood
Music teacher, a small town in America
Start to make films, 12, use real actors, 1959, firelight
dream
Go to the Film Academy
young
Study English , director, career took off
Family
Cate Capshaw, 7 children
2. further reading and then talk about the films
Jaws:
ET:
Jurassic Park:
Schindler’s List:
Saving Private Ryan:
Post-reading
1. Why did Spielberg study English instead film?
2. How important is his family to his career?
3. What have you learnt from reading about Spielberg?
Debate about copyright : WBp109
Period 3 Integrating skills
Pre-reading
1. talk about the famous directors in China and some of the popular films
(teachers may provide a table of the four famous directors with their photos and their films in the CAI. Ask Ss to discuss and put them in right orders.)
Directors
Films
Zhang Yimou
I’ll be here for you.
Pekinger in New York
Chen Kaige
Purple Sunset
Red River Valley
Feng xiaoning
Not one less
Hero
Feng xiaogang
Together
Fare, My concubine
2. show Ss some information about Zhang Yimou
Name: zhang yimou
Sex: male
Birth Date: Nov,11,1951
Birthplace:Xi’an
Occupation:photographer/actor/director
Some of the films he directed/filmed/acted
Year Name of the films
1984
Yellow Earth
1987
Laojing
1987
Honggaoliang
1990
Judou
1991
And I hate you so
Not one less
My father and Mother
Happy Time
Hero
While-reading
1. reading the text and find out the information about following questions:
The story is about:__________________
The plot is :_________________
The ending is:___________________
In a word, I think it is a ____ film, because______
Post-reading
Play the part of the film(the part in TV)and ask one question
Does the film have a happy ending? Why?
Discussion
What kind of film do you like? Give one example.
篇2：高一英语第四单元第三教时教学设计
武进高级中学
Goals
1. Read all the new words and the passages frequently and get the general ideas，try to retell them in their own words.
2.Improve the reading abilities by scanning, skimming, careful reading, generalization,inference etc.
3.Pay attention to some verbs such as roar、mass、fright、crack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. and some attributive clauses.
Teaching Design
A. Warming up
Task 1：Free talk(an interview about an unysual experience then questions and answers)
Task 2. Describe unusual experiences.
What natural disasters do you know about?
Have you or your parents experienced a natural disaster?
Can you describe what it was like and how you felt?
B. Pre-reading
Task 1: Look and guess
1. What can you see in the picture?(rapid water , things floating on the water , a womwn trapped in the guarden, a man who tries to help her)
2. What happened to them ?(There’s a flood and both of them are in danger.)
3. What words will you use to describe this disaster?
( scare, mass of water, sweep, struggle, swallow, frightened, flow, etc.)
C. While-reading
a. Fast reading
Question 1. What natural disaster did Flora and Jeff suffer? (Flood)
Question 2. What rescued them? (Chimney)
b. Careful reading
Task 1: Divide the whole passage according to the change of the places. Pay attention to some verbs.
Para 1：In the garden(from”Flora heard…”to”Run!…”)
Para2：On the way to the house (From “The next moment”to”but Jeff had opened the door.”)
Para3：Inside the house(From “Flora quickly began climbing…”to the end.)
Task 2:After catching the general idea of the story,imagine:
Question 1：What was the house like? ( B )
A、a flat B、a two-storey house
Question 2：What words support your idea?(began climbing the stairs)
Task 3 :Read the passage for the second time and finish the following form,then try to retell the story.
Place
in the guarden
on the way to the house
Inside the house
Flood
a loud noise;
a terrible roar;
a wall of water that was quickly advancing towards…;
the water was upon her;
the first wave swept herdown,swallowing…;
a new great wave came,sweeping down …;
the water … was above her knees;
another great roar;
flow around their legs
another wave struck the house;
a strange cracking noise;
the water moved up like…
the water swept past…like…;
a terrible noise …through…;
Reaction
Hear…shouting;
Lookaround…;
see…;
shout…seize...,
Drag…towards…;
both of them went down under water
Pull…up;
hold…;
struggle but can’t…
his … hold her…;
fight for …and finally…;
run when…;
open…;
Begin climbing;
Run up…;
Stop,listen to…;
Start crying…;
Shout;
Look out of the window;
…be destroyed,swept by…;
the house…;
the floor…;
feelings
Surprised;
Want to watch;
Look into each other’s face with a look of fright;
silent
D. Post reading
Task 1 Imagine the end of the story
Task 2 Practice for understanding and word study
1.Why was Jeff looking for the chemney?
2.What does the word“there”in para.1 refer to ?
3.“However, before she could think twice, the water was upon her”
Which is Not the correct explanation to this sentence?
A、She has no idea that the water came upon her so soon.
B、She had no time to think more before the water was upon her.
C、The water came upon her so soon that she had no time to think more.
D、The water came upon her so soon that she didn’t think it for the second time.
4、What’s the Chinese for the phrase “get on her feet”?( )
A、双脚站立 B、爬到脚上 C、淹没脚部 D、踩到脚上
5、Which of the following statements is Not true?( )
A、Flora was so surprised by the coming water that she couldn’t do anything .
B、The garden was completely destroyed by the water.
C、Jeff and Flora were saved by holding the chimney.
D、It was Flora who first found the flood.
6、How many times did Flora fall over on her way to the house? (twice)
7. The word “ after” in “ Tree after tree went down, cut down by the water.” has the same meaning as _________.( )
A. We will come back after 10 o’clock.
B. He would look after my baby when I went shopping.
C. Many tourists will come to visit this temple year after year.
D. The place was named after a famous explorer Columbus.
Task 3. Fill in the blanks according to the text.
Task 4.Give some advice on these topics:
If we were caught in the following situations in our daily life, what can we do to rescue ourselves /to protect ourselves from danger?
Situation 1: We were caught in the flood.
Situation 2: We were caught in the earthquake while sleeping.
Situation 3:We were caught in the fire while working in a tall building.
Situation 4:One of your friends fell into the river while playing on the riverside and were going to be drowned.
E.Homework:
1.Write an composition about an unforgettable experience. 2.Preview the next part.
篇3：高一英语第五单元第四至第五教时教学设计
武进高级中学
Period 4 Language points
The Script: n. text of a play, film, broadcast, talk, etc eg. a script editor
v. write a script for (a film, play etc) eg. a film scripted by a famous novelist
Win a prize eg. She won first prize in the 100 meters race.
The reason why… is that… eg. The reason why many people want to buy it is that the price is low.
Studio: place where cinema films are acted and photographed
pl studios
Take off: 1)suddenly become successful or popular eg. The new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. When he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
Afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
I’m afraid…
Go wrong: experience trouble eg. The experience went disastrously wrong
make a mistakes eg. If you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.
When asked about…=when he was asked about…
Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth eg. He owes his success more to luck than to ability.
2）be in debt to sb eg. I owe ten dollars to my father.
3 ) feel gratitude to sb eg. We owe our parents a lot.
Period 5 Grammar
Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
篇4：高一英语第一单元第3教时教学设计
Section 3
Step1. Revision
Step2. Notes to the passage
1. 皮尔斯布鲁斯南在电影007中总是扮演Jams Bond。
Pierce Brosnan is always playing (the man named) James Bond in the films 007. 1) play = play the part of = act
She is always playing a kind old woman in films.
2) named Chuck Noland = who is named Chuck Noland 过去分词作定语
The girl called Mary is from England.
2. 他的演技如此出色以致很多人爱看他的电影。
His acting is so fine that many people like his film.
Cf. so … that ---- so that
1) so…that
(1) so + a. / v. + that
(2) so + a. + a(an) + 单数可数名词+ that
(3) so + many / few + 复数可数名词+ that
(4) so + much / little + 不可数名词+ that
e.g. 1. He ran so fast that I couldn’t catch up with him.
2. Jack is so smart a boy that he can work out the difficult math problem quickly.
3. I’ve had so many falls that I’m black and blue all over.
4. There is so much room in the hall that it can hold many people.
2) so that
(1) 引导目的状语从句，从句中的谓语动词常和can, many, should等情态动词连用。
（2）引导结果状语从句，意为“因此，结果”，前面通常有逗号。
e.g. 1. They set out early so that they can arrive on time.
2. He didn’t plan his time well, so that he didn’t finish the work in time
3. 上一部电影对他来说是一次挑战，因为他得学习如何驾驶直升机。
The last film was a challenge for him, because he had to learn how to drive the helicopter.
1) challenge challenge sb. to do sth.
e.g. He challenged me to play another tennis game.
I challenge him to a game of chess.
疑问词+不定式作主语、表语
4. 为了学习飞行，他和教官交上了朋友。
In order to learn flight, he developed a friendship with the drillmaster.
1) cf. in order to ---- so as to
in order to 引导的不定式短语既可放于句首又可放于句后。
so as to 引导的不定式短语只可放于句后，不能放于句首。
e.g. 1) China is paying more and more attention to education in order to / so as to catch up with advanced countries.
2) In order to find the book, he searched the whole house.
2) flight on a flight
on表示“正在……中，正从事于”
e.g. They are on holiday.
on the trip / journey on strike on duty
3) friendship通常不可数，表“友谊，”但表示“一段友谊”时为可数名词。
e.g. 1) Real friendship is more valuable than money.
2) There is a friendship of twenty years between him and me.
5. 在拍摄过程中他和同事们同甘共苦。
During the course of screening, he shared his happiness and sorrow with his fellows.
1) 公用；分摊（与in连用，可省略）
We shared the cake.
2) 分配（与out连用，可省略）
share sth. (out) between / among平均分配
The two children shared the watermalon between them.
3) share sth. with sb. 公用；合用
She shares her bed with her little cat.
4) share sth. with .sb. 告诉别人
He shared the story with us.
6. 这部电影很精彩，我要是看了就好了。
This film is very wonderful, I should have seen it.
should have done 表责备，后悔，该做某事而没有做。
------ I’m late for school today.
------ You should have gone to bed early last night.
Homework
1. Review the language points.
2. Finish some exercises in KKL.
篇5：高一英语第一单元第4至第5教时教学设计
Section 4 Direct speech and indirect speech
一、Explain.
1. 人称的变化
e.g. She said,“I am busy.”
She said that she was busy.
2. 时态的变化
1）现在时变为过去时
2）一般过去时变为过去完成时，过去完成时不变
“Where have you been?” he said to me.
He asked me where I had been.
但是如果直接引语说的是真理或客观事实，或者有明确的过去时间状语，改成间
接引语时，时态不变。
(1) He said to me “I was born in 1978.”
He told me he was born in 1978.
(2) “The sun rises in the east,” said the teacher.
The teacher said the sun rises in the east.
3. 指示代词、时间状语、地点状语和某些动词的变化
He said to her, “Where did you meet Tom three days ago?”
He asked her where she had met Tom three days before.
here-----there; yesterday-----the day before;
said-----told; tomorrow-----the next day;
4. 不同句型的转变方法
1）直接引语是陈述句时，一般间接引语用that引导，that 可省略。
Tom said, “I was in the library this morning. ”
Tom said (that) he was in the library that morning.
2）直接引语是一般疑问句时，间接引语用whether或if 引导，谓语动词用asked，从句用陈述句语序。
Peter said to me, “Have you seen the film?”
Peter asked me if / whether I had seen the film.
3) 直接引语是特殊疑问句时，间接引语用原来的疑问词作连接词，并改成陈述句的语序。
“Where is the station?” said Tom.
Tom asked where the station was.
4）直接引语是祈使句时，用ask / tell / order sb. ( not ) to do sth. 句式。
“Please come with me, Tom,” said the teacher.
The teacher asked Tom to go with him.
“Don’t run so quickly,” Mr. Black said to him.
Mr. Black told him not to run so quickly.
二、Practise.
Page 5,6,87,88.
三、Homework.
1. Review the grammar.
2. do some exercises in KKL.
Section 5 Revision
一、Some useful phrases in Unit One
1. Practise talking about friends
2.apologize to sb.=make an apology to sb.
3.argue with sb. about sth.
4.make differences
5.what’s up=what’s wrong
6.nor do I like…,so is his teacher
7.be into sth.=be interested in sth.
8.be fond of classical music
9.surf the Internet all the time/all night long
10.play an important part/role in daily life
11.survive the plane crash
12.land on a deserted island
13. be successful in doing=succeed in doing
14.share happiness and sorrow with each other
15.do sth. all alone=do sth. all by oneself
16.a challenge to us students, challenge sb. to sth.
17.develop a friendship with sb.
18.have a brother to care about,
have some topics to choose from
19.should have cared more about him
20.learn a lesson from the accident
21.go outing, go fishing, go shopping
22.be quick in mind and action
23.be afraid of doing sth.
be afraid to do sth.
24.drop me a line
25.keep sth. in mind
26.stay/be loyal to your country; turn against…
27.make much progress in sth.
28.be 100 percent honest to sb.
29.in one’s opinion
30.be worth doing, be worth the price
31.realize one’s dream, one’s dream came true
32.start off on a trip for Japan, leave for Japan
33.regret doing/having done, regret to do
34.have my pocket picked, have sb. do sth.
have sb/sth doing, have sth to do
35.imagine doing sth, imagine oneself to be…
36. see sb off at the airport
37.admit breaking the window
38.be busy with sth, be busy (in) doing sth
39.give my regards/wishes to sb, remember me to sb
40.break into a house, break in
41.fail in the exam=not pass the exam
42.have a great interest in sth, have much interest in
43.don’t agree with everything/both/all
44.break up with his girlfriend
45.have problems/trouble/difficulty with sth
46.remind sb of sth
47.talking and laughing
48.in spite of=despite
49.burst into laughter=burst out laughing
50. call on/drop in on sb, call at/drop in at sb’s
51.be off work, be out of work
52.a sick man, an ill man
53.a variety of=various =many kinds of
54.miss the chance to do sth
55.be popular with sb
56.book a room in advance/ahead of time
57.go to some place for a visit
pay a visit to some place
58.look forward to doing sth
59.get into trouble, get sb into trouble
60.tears come to one’s eyes
二、Translation.
1. 我昨天看的那部电影很有趣，值得再看一遍。
2. Tom很用功，对工作一丝不苟，他的朋友Mike也一样。
3. 你本应该早5分钟到这里的。
4. 我们的英语老师总是想方设法使他的课生动有趣。
5. 尽管我们常为一些小事而争吵，但我们还是好朋友。
6. 你认为我们班谁说英语说得最好？
7. 你认为该怎么做才能学好英语？
8. 林教授告诉我们不要让孩子看太多的电视
9. 那个老人一个人在山脚下的一个偏僻的房子里生活了15年。
10. 你可以想像Marry和那种人结婚吗？
11. 这次飞机坠毁，只有10人幸免于难
12. 你不应该什么话也不说就离开的，我们很担心你。
13. 即使我们在工作中取得很大成绩，我们也不应该骄傲。
14. 我们的书不够每人一本，我们的两人合用一本。
15. 他不喜欢说英语，因为他怕犯错误。
16. 他不敢过那座独木桥，因为他害怕掉进河里
17. 我有很多同学可以交朋友。
18. 直到我们给他指出来，他才意识到自己的错。
19. 他总是关心别人，很少想到自己。
20.天气是如此好我们大家都想外出郊游。
三、课课练做完对完。
篇6：高一英语第四单元第四教时教学设计
武进高级中学
Period Four (Language and Grammar)
A.Free talk
B.Language study
Task 1. Understand words in different situations
Word study about “advance”and “strike” (individual work)
Judge the different meanings of “advance”or “strike” in the following sentences:
1. The hunter advanced toward the bear carefully.
2. A month has passed but the project has not advanced.
3. He worked so well that his boss advanced him to a higher position.
4. The date of the meeting was advanced form June 10 to June
5. The boy struck the pig with a stick.
6. The workers were striking for higher pay.
7. Typhoon Swan struck Hainan, killing 20 people.
8. On New Year’s Eve, we waited for the clock to strike.
Task 2. Finish the exercises in the text.
Task 3. Talk about people and things using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bat, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/ which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/ that teachers you how to learn.
Third, finish Exercise 2 of Grammar orally. (individual work)
Task 1. Expanded reading
Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)
The Great Fire of London that lasted four days started in the very early hours of 2nd September 1666, which destroyed over three-quarters of the old city. 100,000 people whose houses were wooden became homeless.
The fire began in the house of the King’s baker in Pudding Lane. The baker, who could not put out the fire, got out through a window in the roof. A strong wind blew the fire from the baker y into a small hotel next door, which ten spread quickly into Thames Street.
The next day nearly a kilometer of the city was burning along the River Thames. Many people threw their things into the river. Many poor people whom nobody cared stayed in their houses until the last moment. The fire also destroyed many buildings which had a long history and were famous at home and abroad. The fire stopped only when the King finally ordered people to destroyed hundreds of buildings in the path of the fire.
1. Which of the following can be inferred to the main cause that made the fire spread so quickly?
A. The baker set the fire.
B. The baker’s house was made of wood.
C. Wooden houses were too close to each other.
D. The wind was so strong.
2. What would the King do after the fire?
A. Kill the baker.
B. Give the homeless some money.
C. Leave London.
D. Rebuild London.
Task 2. Finish Exercise 1 of Grammar. (individual work)
Task 3. Homework
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and compound sentences with and, but.
篇7：高一英语第四单元第二教时教学设计
武进高级中学
Period Two (Speaking)
Aims:1.Learn how to offer other people help, comfort and his particular opinions.
2.Describe people, things, events and people’s feelings.
3. Talk about past experiences.
Retell the story in their own words.
Teaching Design
A. Pre-dialogue
Task 1. Free talk
Task 2.Revision
Questions:
1. Do you remember the person who was caught in an earthquake?
2.What happened to him in the earthquake?
3. What difficulties does he have now in his life?
4. If you are his friend, how will you encourage him and what advice would you offer him?
e.g Don’t worry/ Don’t be afraid/ It will be OK/ You can do it/ Come on/ Keep trying….
Task 3 Make up a dialogue according to the situation
A is having some difficulty in learning English,
B is helping him.
B. While-dialogue
Task 1: Learn the dialogue
1. Listen to the dialogue.
2.Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ That was a very good ball.)
Task 2: Mechanical Practice( pair work)
1.Act the dialogue out.
Task 3 Practice
The teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.
Situation 1: A little child is learning to walk, his mother is ahead of him.
Situation 2: A schoolgirl is disappointed because she failed to pass the exam.
Situation 3: A young boy is very sad at his dead pet.
C. Post-dialogue
Task 1: Make dialogues according to the following situations (pair work):
Situation 1: You have just been saved from a terrible earthquake and you are worrying about your family.
Situation 2: Your neighbour will take care of your pet while your are on holiday.
Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.
Task 2.Performance
Four students act as psychologists. They are good at dealing with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.
Task 3. Homework:
Collect the information about natural disasters and describe them. (work in group of four)
篇8：第五单元整体规划及阅读课详案 (人教版高一英语上册教案教学设计)
Students’ Book 1A
Unit 5 The Silver Screen
江苏省金湖中学 涂颖
Teaching Aims and Demands：
类别 新课程标准要求掌握的项目
Topics 1． Talk about films：famous actors and directors
2． Make comments and give opinions on films
Function 1. Giving opinions ＆ Making comments
I think the film has a good beginning/ending.
I think that DVDs shouldn’t be sold at such a high price/should be much cheaper.
The actors/actress are… How do you like…？
What do you think of/about…? We think highly of…
What do you feel about…?
2. Sequence
You studied/worked/acted at different… Later on…
First …, and then … What made you decide to…?
What did you do next? What roles did you act？
Finally you found a job as … How long have you been working as…？
Vocabulary silver hero scene law career drama role actress award prize choice degree director speed script actor academy studio creature outer adult follow-up cruelty peace industry owe happiness accept icy primary leader determine live(adj.) boss comment action
silver screen take off go wrong owe sth. to sb in all
stay away primary school lock sb up run after bring sb back
on the air think highly of sb
Grammar The Attributive Clause
Introduced by relative pronouns who, whom, whose, that, which or adverbs when, where, why
Period Arrangements:
The first period: warming-up, listening and speaking
The second period: pre-reading reading post-reading
The third period: language study and grammar (The Attributive Clause)
The fourth period: integrating skills
The fifth period: reading in the workbook
The sixth period exercises in the workbook
The second period
Teaching Aims:
1. Improve students’ ability of reading comprehension through reading activities.
2. Enable students to master the new words and expressions, as well as the language points.
3. Get students to understand the meaning of being successful.
Teaching Important Points:
1. How to make the students understand the reading text better.
2. Learn and master the following phrases:
work on, take off, cut…in pieces, hit, go wrong, win over, in the end, owe…to…
Teaching Difficult Points:
1. The differences between the following pairs of words or phrases:
be afraid of doing sth./ be afraid to do sth, high/highly
2. Learn the following sentence pattern:
…love and friendship are the most important things in life.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Question-and-answer activity to get the detailed information in the text.
3. Explanation to students to master some language points.
Teaching Aids:
1. a computer
2. a tape recorder
Teaching Procedures:
Step I. Greetings ＆ Revision
1. Greet the whole class as usual.
2. Ask the students to act out the dialogue assigned in the last period.
Step II. Lead-in
Watch a video about one of the famous directors-Steven Spielberg. The last scene is the portrait of Steven Spielberg.
T: This world-famous director will be the topic of today’s class.
T: Now I’ll take you to enter his world
---Getting to Know Steven Spielberg
Step III. Skimming
T: Now look at the reading text on Page 31. Please read the text quickly and try to find the answers to questions.
How many films are mentioned（提到）in the passage? And what are they?
What are Steven Spielberg’s later films about?
Suggested answers:
Five. Jaws (1975), ET (1982), Jurassic Park(1993), Schindler’s List(1993) and Saving Private Ryan.
His later films are about the cruelty(残忍) of war.
Step IV. Listening
T: Listen to the tape and then finish these T or F statements.
Suggested answers:
1.T 2.F 3.F 4.T
Step V. Careful Reading
T: You have done very well. Now it’s time for us to read the text paragraph by paragraph.
Look at the first paragraph and try to fill in the two charts.
Date of birth
Place of birth
Mother
age event
12
13
Firelight
Look at the second paragraph and try to answer the following questions：
What was Spielberg’s dream?
Why did Spielberg study English instead of film?
How did his career take off ?
Suggested answers:
His dream was to go to the Film Academy.
Because his grades were too low.
He worked on a short film and became the youngest film director in the world.
Look at the third paragraph：
（Show the picture on the screen）
Look at the fourth paragraph：
Look at the fifth paragraph：
Look at the sixth paragraph：
T: After these highly successful films Spielberg made several follow-ups of Jaws and Jurassic Park.
Ask the students: ① What are his later films？
② What are they about？
T: Now let’s fill in the following chart. It’s about the theme of Spielberg’s films.
Theme
Jaws ＆ Jurassic Park Cruelty of nature
ET Love and friendship are the most important things in life.
Schindler’s List ＆ Saving Private Ryan Cruelty of war
Look at the last paragraph：
T: Steven Spielberg is one of the top directors in the film industry.
When asked about the secret of his success, what did he say？
Step VI. Post-reading
1. Look at the definitions and give out the words:
① a highly successful film
② the written form of a film ,play or speech
③ a mark to a student’s piece of work
④ the place a film company use to make films
⑤ a kind of animal living about 200 million
years ago
⑥ a fully-grown person or animal
2. Filling in the blanks with proper words:
Steven Spielberg is one of the top _________in the film industry. He was born in America in _________. When he was 12 years old, he _______his first film and in 1959, he ______ a prize ______a short film. When he was young, he couldn’t go to the Film Academy _______________his low grades. After studying English, he got a job ____a film studio. Here he worked ____ a short film, which won him a job as the youngest director. From then on, his career really__________. He is successful, but he _____ much of his success and happiness ____his family.
Suggested answers:
directors, 1946 , made, won, for ,because of ,at, on, took off, owes ,to
Step VII. Extension
T: Look at the screen. What’s this?
It’s a picture about Oscars.
T: It’s also called Academy Awards. And Oscars are
among the film industry’s most coveted prizes.
T: Now let’s take a look at Steven Spielberg’s honors.
Steven Spielberg’s Honors
Step IX. Further Discussion
Suppose you are the director, how will you arrange the ending of ET?
T: First let’s enjoy the ending of ET. (Watch the video clip from ET)
What do you learn from Steven Spielberg?
Suggested answers:
Choose what you are interested in.
Work hard to realize your dreams.
Perseverance(毅力) and energy are necessary to success in life.
Step X. Study for the Language Points
T: There are some words, phrases that are difficult to understand. Now find them out in the text. (Teacher writes the words and phrases on the Bb: create, work on, take off, cut…into /in pieces, hit, go wrong, win over, in the end, owe…to)
T: There are pairs of words or phrases that are similar to each other. We should tell the differences between them. And there’s also a sentence pattern that we should master. (Bb: be afraid to do sth. / be afraid of (doing) sth., high/highly; …love and friendship are the most important things in life.)
Now I’ll explain them to you. Look at the examples on the screen, please.
Step XI. Summary and Homework
T: In this class, we’ve read a passage about a famous American director Steven Spielberg. Now please divide the whole passage into several parts and summarize the main idea of each part. Pair work.
Para1: Spielberg’s childhood
Para2: Spielberg’s beginning of his career as a film director
Para3-6: his famous films
Para7: his secret of success- his family
T: Today’s homework
1. Read the text and try your best to retell it using your own words.
2. Preview language study.
That’s all for today.
Step XII. The Design of the Writing on the Blackboard
Step XIII. Record after Teaching
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
篇9：三年级英语上册第五单元教学设计
三年级英语上册第五单元教学设计
第三课时
一. 教学内容与分析：
1.Letters and sunds
本部分只要学习O，Pp，Qq,Rr,Ss,Tt要求学生能听，说，读，写所学字母，并在学习字母音，形的基础上，初步掌握5个辅音字母作为单词首字母的发音。
2. Start t read(Find and sa)
Find and sa是一个字母认读活动，要求学生找出图片上出现的字母，并且能够准确地数出字母的个数。
二．课前准备：
1.教师准备字母的图卡和词卡
2.教师准备以这些字母开头的单词图片和卡片。
3.教师准备Let’s learn 的单词卡片。
三 . 教学步骤
1．创设教学情境
（1）Dail ral practice (3-5 inutes)
（2）教师将A. Let's learn中的图卡的背面给学生看，让学生猜是哪种食物或者饮料的单词
（3）教师利用字母卡复习之前所学的字母，让学生认读，并在练习本上默写。
（4）唱字母歌
2． 出示教学目标
学习O，Pp，Qq,Rr,Ss,Tt要求学生能听，说，读，写所学字母，并在学习字母音，形的基础上，初步掌握5个辅音字母作为单词首字母的发音。
3.指导学生自学
让学生观察本课所学字母的`书写，提示注意的问题，读一读。
4.学生自主学习
让学生学习本课字母的书写
5.检测自学效果
请学生到黑板上书写字母，让同学帮忙改正。
6.教师精讲点拨
(1) 教师出示字母Nn,引出O字母。教读大写O把大写O和小写让学生认读。再把大小写组合，让学生认读。
(2)引导学生联想（寻找）生活中像O的物品，加深学生对字母的印象
（3）教师在黑板上板书大小写O，学生书空，让学生观察大写和小写的区别。
（4）学生在练习本中进行模仿书写，教师巡视，及时改正学生在书写上的错误。
（5）教师呈现n和range的图片，并读出单词，让学生感知O在单词中的发音，然后引导学生推断O作为首字母的发音。
（6）以同样的方法教字母Pp，Qq,Rr,Ss,Tt的发音和在单词中的发音。
(7)播放Listen，repeat，and chant的录音并跟读。
7．课堂巩固训练
(1) 让学生听Let's listen and circle 的活动。
(2) 完成Find and sa的活动，引导学生找出图片上出现的字母，并数出字母的个数。如:I see big R,t…H5
篇10：高一英语第十九单元教学设计
高一英语第十九单元教学设计
一、目的与要求
掌握本单元出现的单词和词组, officer, fair, army, handtruck, careless, carelessly, remove, refuse, cross promise, support, engineer, design, pretend, boss, department, designer, gently, pick up, to one’s surprise, call at, look down upon, make a decision, agree with…等等，高一英语第十九单元。
二、掌握本单元出现的日常交际用语
It seems that…, I believe …, I (don’t) think…, I (don’t) think so, I (don’t) agree, That’s right, That’s unfair, I’m (not) sure, You are right, I guess… , I can believe that … , In my poinion, …等等。
三、本单元知识重点与难点分析
⒈复合名词的第一个词是man或woman时，两部分都要变成复数，例如：
man student──men students男学生
woman doctor──women doctors女医生
如本单元women police officers女警官，women teachers女教师,women engineers女工程师
⒉It seems that it’s more difficult for women to get to the top of a company.
妇女要想取得一个公司的最高职位，似乎更加困难。
It seems that…是一个常用句型，作“似乎”、“好象”、“看来”解，例如：
It seems that he is interested in collecting stamps very much.
他好像对集邮非常感兴趣。
It seems that your father knows this city very well.
看来你父亲对这个城市非常了解。
It seemed that the students were reading English when the teacher came in.
当老师进来的时候，学生们好象正在读英语。
注意上述句子也可用另外一种形式表达，意思一样，没有差别。例如：
He seems to be interested in collecting stamps very much.
Your father seems to know this city very well.
The students seemed to be reading English when the teacher came in .
⒊Companies that make telephones and computers and so on preper to employ women.
那些制造电话和电子计算机的公司更喜欢雇用妇女。
⑴这是一个含有定语从句的主从复合句，其中that引导定语从句，并在定语从句中作主语。
⑵(would) preper to…作“宁愿”，“更喜欢”解，例如：
I would preper to go there by bike. 我宁愿骑自行车去那里。
I would preper to stay at home alone than go out to play with you.
我宁愿独自一人待在家里，也不愿和你们一起出去玩。
⒋His job was to design new machines. 他的工作是设计新的机器。
此句中“to design new machines”是动词不定式，作表语。动词不定式在句中可作主语，表语，宾语，宾语补语，定语和状语。例如：
To answer this question is not easy. (It is not easy to answer this question)（作主语）回答这个问题并不容易。
His with is to become a scientist in the future.（作表语）他的愿望是将来当一名科学家。
She has forgotten to telephone them. （作宾语）她忘记给他们打电话了。
I think it impossible to work out this math problem in so short a time. （作宾语，it是形式宾语）我认为在这么短的时间里算出这道数学难题是不可能的。
The headmaster warned the students not to be late. （作宾语补足语）校长警告学生们不要迟到。
He was the first to come to school that morning. （作定语）那天早上，他是第一个到校的。
She went to the train station to meet her uncle.（作目地状语）她到火车站去接她的叔叔了。
She is too young to go to school. （作结果状语）她太小了，不能上学。
⒌Mr. King, whose legs were badly hurt, was quickly taken to hospital.
金先生的腿部受了重伤，很快就被送往医院。
句中whose引导的是一个非限定性定语从句，它与主句的关系不十分密切，只表示对先行词作附加说明，前后用逗号与主句分开。由于限定性不强，只起补充说明的作用，所以，在译成汉语时，通常分开来译成两个句子。而限定性定语从句，主句和从句的关系密切，其间不用逗号，译成汉语时通常都译成一个句子。例如：
The engineer whose legs were badly hurt was quickly taken to hospital. （限定性定语从句）腿部受伤的那位工程师很快就被送到了医院。
Last week I happened to meet Li Li in the street , who seemed to be very busy. （非限定性定语从句）上星期我碰巧在街上遇到了李立，他似乎很忙。
I’d like to take care of the child whose mother died recently.（限定性定语从句）我想照顾最近母亲去世了的那个孩子。
The child, whose mother died recently, is taken good care of by his teachers. （非限定性定语从句）那个孩子的母亲去世了，他受到了老师们很好的照顾。
⒍To everyone’s surprise, Mr. King refused. 使每个人感到惊奇的是，金先生拒绝了。
to one’s surprise / to the surprise of sb.意思是“使某人惊奇的是”，例如：
To their surprise, they saw not locusts this time, but seagulls. 令他们吃惊的是，他们这次看到的不是蝗虫，而是海鸥。
To the surprise of the young couple, they found the necklace missing. 使这对年青夫妇吃惊的是，他们发现项链不见了，高中英语教案《高一英语第十九单元》。
类似的表达方式还有：to one’s job / to the joy of sb.使某人高兴的是
to one’s delight / to the delight of sb. 使某人高兴的是，to one’s sorrow / to the sorrow of sb.使某人悲伤的是，例如：
To the sorrow of the family, the house was completely destroyed by the fire. 使全家人伤心的'是，房子被大火全部烧毁了。
⒎Unless you tell me, I shall not be able to help you. 如果你不告诉我，我就不会帮助你。
unless是从属连词，引导条件状语从句，作“除非”，“如果不”解，例如：
Don’t come in unless I call you. 如果我不叫你，你就不要进来。
You will fail in French unless you work harder. 你要是不再加把劲儿，法语考试就不及格了。
One cannot learn English well unless he works hard. 除非下苦功夫，否则英语是学不好的。/ 如果不下苦功夫，英语是学不好的。
⒏But I had to lie to the company and pretend to be a man in order to get a job. 但是，为了得到一份工作，我不得不向公司撒谎并装成一个男人。
⑴lie是不及物动词，意思是“说谎”，是规则动词，它与lie（躺）是同形而不同意，后者是不规则动词。要注意它们之间的区别，如：lie（说谎）过去式，过去分词和现在分词分别是lied, lied, lying；lie（躺）过去式，过去分词和现在分词，分别是lay, lain, lying。另外，还有一个动词，lay（置放）过去式，过去分词和现在分词是laid, laid, laying。
⑵pretend是及物动词，作“假装”解，例如：
She pretended that she was not at home when we rang the doorbell. (=She pretended not to be at home when we rang the doorbell.)我们按门铃时，她假装不在家。
When the teacher came in, they pretended that they were reading English. (=When the teacher came in, they pretended to be reading English.)当老师进来的时候，他们假装正在读英语。
He pretended to be ill yesterday and did not go to school. 昨天，他装病，没有去上学。
⒐He called at the hospital after work to find out whether Mr. King was better. 下班后，他就来医院探望，看看金先生是否好些了。
⑴call at…意思是“访问（某家，某地）”，call on sb.意思是“访问，拜访某人”，例如：
I really don’t want her to call at your house. 我真的不想让她到你家去拜访。
Yesterday afternoon I went to call on an old friend of mine. 昨天下午，我去拜访了我的一位老朋友。
I’ll call at your office next Monday. 下周一，我要到你办公室去看你。
⑵find out作“搞清楚”，“弄明白”，“了解”，“打听”解，表示通过研究，调查，观察找出原因或秘密等。而find则表示“找到”，“发现”的意思。例如：
You’d better go and find out when the meeting will begin.
你最好去搞清楚会议什么时候开始。
Can you find out his telephone number for me?你能帮我打听一下他的电话号码吗？
I’ll try my best to find out the truth of it. 我会尽力弄清楚事实真相的。
He work up and found himself in hospital. 他醒来发觉自己在医院里。
When we came back ,we found her asleep on the sofa. 我们回来时，发现她在沙发上睡着了。
Have you found the bike that you lost last month? 你已经找到上个月丢的那辆自行车了吗？
⒑I don’t agree with your decision. 我不同意你的决定。
⑴agree with… 作“同意”，“赞同”解，通常后边接人或表示某人的意见，想法，看法，观点，决定等词。例如：
I really hope you will agree with me on / about this matter.
关于这件事，我真的希望你会同意我的看法。
Do you agree with me / my views on this problem?
你同意你对这个问题的看法吗？
I do not agree with what you said at the meeting yesterday.
我不同意你昨天在会上所说的那些话。
⑵agree to sth.作“同意”，“赞成”解，后面通常接表示，“计划”，“安排”，“建议”等词，例如：
I completely agree to your proposal. 我完全同意你的建议。
I don’t think he will agree to this arrangement. 我认为，他不会赞成这个安排的。
⑶agree on sth.意思是“对…取得一致意见”或“达成共识”，例如：
We all agree on an early start tomorrow morning. 我们一致赞成明天早上早些动身。
They agreed on the date for the next meeting. 他们对下次会议的日期达成一致意见。
⒒She lied to us because she had to in order to get a job.
她对我们说了谎话，那是为了得到一份工作不得不这么干的。
句中“…because she had to”的后面省略了“lie to us”，以避免重复。英语中常用不定式符号to来代替整个动词不定式短语，以避免重复。例如：
─Do you want to listen to the concert with me? 你想和我一起去听音乐会吗？
─Yes, I’ll be glad to. 是的，我很乐意。（和你一起去听音乐会）
─Would you like to go and visit the History Museum?你愿意去参观历史博物馆吗？
─Yes, I’d like to. 是的，我很愿意去。
⒓But we have never had women working in this part of our company before.
但是我们从前从来就没有让妇女在我们公司的这个部门工作过。
have sb. doing的意思是“使某人作某事”，have是使役性动词，作“使”，“让”解，这一结构通常表示，“让某人或等物持续进行的动作或状态”，例如：
Don’t have the water running all day long. 不要让自来水老花花地流。
The two cheats had their lights burning all day and all night. 两个骗子让灯白天黑夜都亮着。
Don’t have him waiting for me at the school gate all morning. 不要让他整个上午都在学校校门口等着我。
In the busiest season, the farmers had the tractors working in the fields day and night. 在繁忙季节，农民让拖拉机在地里日夜工作着。
篇11：高一英语第七单元教学设计
武进区奔牛高级中学
Period One Warming-up & Listening
Aims: (1) To help the students know something about cultural relics.
(2) To talk about ways to protect cultural relics
(3) To train the students’ ability of listening and improve their spoken English.
Teaching Design
A. Lead-in
As is known to us all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites,many of them are world-famous.
Have you heard of the world heritage list?
Qs:
How many properties are on the list? ( 730 up to 29 June, )
How many Chinese sites are included? ( 28)
Can you name some familiar ones? And try to talk about some familiar ones in our hometown, Jiangsu.
B Warming-up
Look at the three pictures on the book, these three sites are all on the world heritage list.
Talk about them separately and answer the following questions
(1) Where are the three sites?
(2) What can you see in these pictures?
(3) Which one would you like to see most and want to travel there if a chance is given? And why?
These three cultural sites are called cultural relics and we should do our best to protect them.
C Listening
We all know it is necessary for us to protect the cultural relics. Then ,why? And what do you think we can do to protect our cultural relics?
Listen to the tape and try to fill in the blanks.
1. Listen to the tape and write down the name of site and the importance
in the form below.
2. Listen to the tape again and write down “What’s being done to protect it”
Listen to the tape again and put the status, the temple, the museum, Moon Tower and the Blue Waterfall in the right place.
Discussion What will you do to protect the cultural relics in our country?
1. Great Wall
2. Classical Gardens of Suzhou
3. Mogao Caves
Mausoleum of the First Qin Emperor and Terro cotta Warriors ( 4 groups to discuss)
Period Two Speaking
Aims: To develop the students’ ability of speaking
To help arouse the students’ wide imagination and creative thinking
To master the new words and phrases.
1) Brainstorming
Have you remembered the emblem of Beijing Olympic Games?
It is red seal ,it has Chinese tradition. It can show the long history of china.
What do you think can represent Chinese culture?
2) Speaking
Everybody is now asked to make a culture capsule which can be sent into space so that anyone who finds it will understand who we are.. You can select objects that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
( Form on page 44)
Divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group elects one student to finish a report and then ask some groups to report in front of the class.
Ways of giving advice or making suggestions Ways of replying to others’ advice or suggestions
Acceptance Refuse
Shall we/I…? All right./ Ok I’m afraid that…
Let’s, shall we…? That’s all right. I’m sorry, but…
Why not…? Certainly./Sure I’d like (love) to, but…
Why don’t you…? That sounds great. It (That) sounds nice,but…
You’d better… That sounds (like) a good idea.
I think it’s better (for you/us) to… I’d like (love) to…
Would you like to…?
What/how about…?
I suggest (that) you (should)…
I advise you (not) to..
I wonder if you should..
Have you considered..?
3) Activity
Suppose your foreign teacher Mike is going to go home next week. You and your partner are preparing three gifts for him. Make a short dialogue, talk about your ideas and explain the reasons.
Period Three Reading
Focus: reading
Teaching goals:
1. To train the ability of skimming and scanning.
2. To develop the students’ ability and skills of guessing words and reading comprehension.
3. To help the students get into a good habit of reading.
Teaching aids: a recorder, a multi-media computer, etc.
Teaching procedures:
Step1: warming up
1. Greetings
2. Comment on the students’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step2. Pre-reading
Language input: throughout the world, there are many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics .Now let’s have a free discussion about the following questions:
1. Some cities, like Paris and Beijing, are called great cities of the world .In your opinion, what makes a city great?
2. What cultural relics are there in the place where you live? How important are they?
Step3Reading
Task1.Fast reading.
1. What’s the name of the city? Which river flows through the center of it? Who built it?
2. Why is it called a city of heroes?
3. True or false questions:
1) The city of St Petersburg was built and rebuilt by peter the Great.
2) Many great palaces in the city, which were large and beautiful, were built after Peter’s death.
3) The Germans attacked St. Petersburg a hundreds ago.
4) When the palaces and buildings were rebuilt, people changed their old beauty.
5) The Germans destroyed a portrait of the great.
6) It was difficult for people to rebuild the old palaces.
7) Workers and painters used paragraphs to help them rebuild the city.
8) St Petersburg will never be as beautiful as it was before.
Task 2. Intensive reading
Reading the passage carefully and answer the following questions.
1. Why was the city important in the past?
2. Why did it seem impossible for people to restore the city and its cultural relics after the German left?
3. Why was it so difficult for people to rebuild the old palaces?
4. What did people do before the Germans came? Why?
5. What did people use to help them rebuild the city?
Step 4. Interview
Ask the students to work in Paris, play the role of a newspaper reporter and a citizen of Petersburg and finally invite some pairs to act out their interview in the front.
Period 4 Language Points
Focus: Language Points
Step1.warming up
1. Greetings
2. Check the homework, giving some explanation if necessary.
Step2.Lead-in
Ask the students to find out the sentences from the passage that they think most beautiful or sound sweetest.
Step3.Reading
1. Ask the students to read on page 124 and finish the following exercises shown on the screen.
①The word, which has similar meaning to “finish”, is___.
②___means to go or run quickly.
③The word ____means to save.
④A _______is a place where people worship the god
⑤To ____large areas means that water covers large areas.
⑥If something is needed ,it is _____.
⑦When you are seriously ill , your life could be________.
2. Ask the students to find out the main idea of each paragraph.
Paragraph 1.the build of the city.
Paragraph 2.the decline of the city.
Pragraph3.the rebuild of the city.
Paragraph 4.the present of situation of the city.
Step4.Further discussion
As we know, the British and the French coalition destroyed the winter palace in 1806. Here we have two topics to discuss:
1. Do you think it is possible to for Chinese people to rebuild it?
2. Do you think it is necessary to rebuild it? How can people rebuild it?
Step5.Explain some new words.
1. Words
under attack: being surrounded and assaulted by enemies’ military action
rebuild: build again
replace: to put back in a former position or place
represent: to stand for, symbolize
recreate: create something past again
restore: to bring back to the original condition
in ruins: being destroyed completely
in pieces: broken and damaged
revolution: to overthrow of one government and its replacement with another
portrait: a likeness of a person, especially one showing the face
destroy: to ruin completely; spoil; todo away with; put on the end to
2. Practice:
The city is built in the _____of the Neva River ___though its center. After the Russian_____, the palaces there were _____as museum. The city was___ _____for three months during the Second World War, but people there didn’t____ _____. The Germans _____the buildings and everywhere you could see paintings and _______in_______and the whole city was ____ _____. After the war, Russian people began to ___the city. They wanted to ____the city_____to life. Now, many ______pieces have been ___, old portraits have been____, and the city has been ___. Dreams can ___ ____.
Step6.Homework
1. Retell the story in your own words.
2. Find more information about peter the great.
篇12：高一第14单元备课教案 (新课标版高一英语教案教学设计)
Ⅲ.背景知识
1.History of Mother's Day
In the U.S.,Mother's Day is a holiday celebrated on the second Sunday in May.It is a day when children honor their mothers with cards,gifts,and flowers.First observance in Philadelphia,in 1907,it is based on suggestions by Julia Ward Howe in 1872 and by Anna Jarvis in 1907.
Although it wasn't celebrated in the U.S. until 1907,there were days honoring mothers even in the days of ancient Greece.In those days,however,it was Rhea,the Mother of the gods that was given honor.
Later,in the 1600's,in England there was an annual observance called“Mothering Sunday”.It was celebrated during June,on the fourth Sunday.On Mothering Sunday,the servants,who generally lived with their employers,were encouraged to return home and honor their mothers.It was traditional for them to bring a special cake along to celebrate the occasion.
In the U.S.,in 1907 Anna Jarvis from Philadelphia,began a campaign to establish a national Mother's Day.Jarvis persuaded her mother's church in Grafton,West Virgina to celebrate Mother's Day on the second anniversary of her mother's death,the 2nd Sunday of May.The next year Mother's Day was also celebrated in Philadelphia.
Jarvis and others began a letter-writing campaign to ministers,businessmen,and politicians in their quest to establish a national Mother's Day.They were successful.President Woodrow Wilson,in 1914,made the official announcement proclaiming Mother's Day a national observance that was to be held each year on the 2nd Sunday of May.
Many other countries of the world celebrate their own Mother's Day at different times throughout the year.Denmark,Finland,Italy,Turkey,Australia,and Belgium celebrate Mother's Day on the second Sunday in May,as in the U.S.
2.The Origin of Christmas
The name Christmas is short for“Christ's Mass”.A Mass is a kind of Church service.Christmas is a religious festival.It is the day we celebrate as the birthday of Jesus.
There are special Christmas services in Christian churches all over the world.But many of the festivities of Christmas do not have anything to do with religion.Exchanging gifts and sending Christmas cards are the modern ways of celebrating the Christmas in the world.
The birth of Jesus had a story:Mary,a virgin,was betrothed to Joseph.Before they came together,she was found with child of the Holy Spirit.Joseph,her husband,was minded to put her away secretly.While he thought about these things.Gabriel,an angel of the Lord appeared to him in a dream and told him not to be afraid to take Mary as wife.And Mary will bring forth a Son,and he shall call his name.Jesus,for he will save his people from their sins.
Before Jesus births,there went a decree from Caesar Augustus,that all the world should be taxed.And this taxing was first made when Cyrenius was govenor of Syria.So all went to be registered,everyone to his own city.Joseph also went up out of Galilee,out of the city of Nazareth,into Judea,to the city of David,which is called Bethlehem,because he was of the house and of the lineage of David,to be registered with Mary,his betrothed wife,who was with child.So it was that while they were there,the days were completed for her to be delivered.And she brought forth her firstborn Son,and wrapped him in swaddling cloths,and laid him in a manger,because there was no room for them in the inn.And that,Christmas is the feast of the nativity of Jesus,is on 25th,December every year.But nobody knew the actual birthday of Jesus.And the Christmas has become popular when Christmas cards appeared in 1846 and the concept of a jolly Santa Claus was first made popular in nineteenth century.
The First Period
I．Teaching Aims:
1.Learn the following words and phrases:dress up,fighting,crime,argument,destruction
2.Train the students' speaking and listening abilities.
3.Learn to talk about festivals,customs and habits.
II．Teaching Important Point:
Improve the students' speaking and listening skills by talking about and listening to something about festivals.
III．Teaching Difficult Point:
How to further develop the students' speaking and listening skills.
IV．Teaching Methods:
1.Pair work and group work to train the students' speaking ability.
2.Listening-and-chooing activity to train the students' listening ability.
V．Teaching Aids:
1.pictures
2.a projector
3.a tape recorder
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Free Talk and Lead-in
T:The Spring Festival has just gone by.Did you have a good time?
Ss:Yes.
T:We all know that the Spring Festival is the most important and greatest festival to our Chinese people.And we also know that there are some other important festivals in our country.Can you tell me the names of them?
Ss:Yes.There are Lantern Festival, the Dragon Boat Festival, Tomb Sweeping Day,Mid-Autumn Day,New Year's Day,May 1st,National Day…
(Teacher writes them on the blackboard.If possible,teacher can show some pictures to talk about some of them briefly with the students)
T:Well.Thank you.Then how much do you know about foreign festivals?
Ss:Not very much.Just know about Chritmas Day,Thanksgiving Day,Mother's Day,April Fools' Day,Valentine's Day…(Teacher writes them on the Bb.)
T:Oh.You've known many of the foreign festivals.Today we are going to learn Unit 14 Festivals.In this unit,we'll learn about some foreign festivals,such as Mardi Gras,Ramada,Easter,Kwanzaa.First let's learn the new words in listening and speaking.
(Teacher writes the names of the festivals on the Bb.And then deal with the new words with the whole class.)
Step Ⅲ. Warming up
T:Now please open your books at Page 5.Look at the pictures below Warming up.They are all pictures of some festivals.Look at them carefully and discuss these three questions on the screen with your partner.
(Show the screen.)
1.Do you know the names of the festivals?
2.Do you know which countries the festivals come from?
3.What are the people in the pictures doing? Why are they doing this?
(After the students discuss for a while,teacher asks some of them to describe the pictures.One student,one picture)
T:OK.Stop!Who'd like to talk about the first picture?
S1:I think it must be Halloween from America,which is celebrated on October 31.In this picture,we can see the people are dancing at the fancy ball.They are wearing ghost costumes,false faces and witches' hats.Maybe they want to frighten away spirits looking for living bodies to possess.
T:Very good!The second picture?
S2:This picture shows the Day of the Dead in Mexico.In many places in Mexico,the celebration begins as early as October 18 and continues until November 9.In this picture,they are honoring their past lovers before a memorial to memorialize and welcome their departed loved ones and to offer them a brief time of earthly pleasure.One of them holds a toy skull.
T:Well done!Thank you.The last picture?
S3:I think this picture shows Yu Lan Festival from Japan.In most parts of Japan,it is celebrated from August 13 to August 16.In some parts of Japan,it is celebrated between July 13 and July 16.In the picture,we see the lanterns lighting to welcome their past ancestors back home.
T:You all did very well.Next,please think of a Chinese festival and a foreign festival,and then work in pairs to compare them.After that,you can exchange your information with another pair.The following questions on the screen can help you,and you can ask me if you don't know of any festivals from other countries.Begin to work now.(Teacher shows the screen first,and then walks around the class to help them and check their work)
Festival___________ ___________
1.When is the festival celebrated?
2.Who celebrates the festival?
3.How do people celebrate it?
4.Why do people celebrate the festival?
5.What are some important themes,for example,“family”,“peace”?
6.How old is the festival?
One possible sample
Step Ⅳ. Listening
T:Next,let's do a listening-and-choosing exercise about the following three festivals:Mardi Gras,Ramadan and Easter.Turn to Page 6.Look at the listening part.I give you some seconds to look at the pictures and read the exercises for each festival.Then I'll play the tape for you to finish each exercise.At the end,I'll check the answers with the whole class.Are you clear?
Ss:Yes.
T:OK.Now please listen to the tape carefully and finish each exercise.
(Teacher checks the answers after the Ss listen to the tape.Then teacher goes on to deal with the other exercise in Listening.)
T:Well done!Now it's time for you to try it.Work with your partner to describe one of your favourite festivals.I give you three minutes to prepare for it.You can begin now.
(Teacher can walk around to check their work while the Ss are preparing.Three minutes later,teacher says the following.)
T:Well.Time is up.Who'd like to talk about your festival?
S1:My favourite festival is the Spring Festival,which is also known as the Lunar New Year,the greatest festival.It is celebrated in late January or early February.It means rest and relaxation between winter and spring as well as celebration.Before the Spring Festival,people clean their houses,put red couplets on their gates and set off firecrackers,according to fairy tale,for driving a demon,named Nian,away.On the eve of the Spring Festival,a get-together banquet is a must,and the most popular food is Jiaozi,which is supposed to bring good fortune.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations,wishing each other the best during the new year.
S2:My favourite festival is Lantern Festival,which is one of the most important festivals.This traditional festival is celebrated on the fifteenth day of the first lunar month.On that day,various types of lanterns are exhibited,fireworks set off,and acrobatics and dances displayed.Traditionally.Yuanxiao is eaten on the night of the Lantern Festival,because it symbolizes family unity and happiness.Yuanxiao is a dough stuffed with sweet stuffings such as sugar and bean paste.Therefore,the Lantern Festival is also called the Yuanxiao Festival.
S3:…
S4:…
Step Ⅴ. Speaking
T:As we all know,there are many festivals in the world,and most of them have a long history.Would you like a new holiday?
Ss:Yes.
T:OK.Here is a task to decide what a new holiday should be about.I'll show you some information and an example on the screen for you to refer to.
(Teacher shows the screen,goes through it with the whole class and makes brief explanations where necessary.)
Peace Day:No fighting or crimes are allowed.People learn and talk about peace.
Happiness Day:People must only do things that will make others happy.People learn about happiness.
Friendship Day:No arguments or fights are allowed.People learn about friendship.
Nature Day:No pollution or destruction of nature is allowed.People learn and talk about nature.
Example(Student A):I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on__________and people will celebrate by__________.I think this is the best idea,because__________.
T:Well.Now please work in groups of four.Prepare a role card and tell the other group members why your holiday is the best one.Remember each student in one group decides a different holiday from the others.Are you clear?
Ss:Yes.
(After the Ss prepare for a while,teacher asks some Ss to talk about their new holiday separately.)
T:I think you must have got ready for it.Who'd like to talk about Peace Day?
SA:I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on the same day as National Day and people will celebrate by setting all the pigeons free at the same time all over the world.I think this is the best idea,because an atmosphere of peace will fill all parts of the world at the same time and all the people will feel closer and live together peacefully.
T:Exellent!Next one:Happiness Day?
SB:I think that the new holiday should be a Happiness Day.On this day,no quarrelling and fighting are allowed.People must only do things that will make others happy.The holiday will be used to learn about happiness.It will be celebrated on November 17th and people will celebrate by telling happy stories and talking about the happy past.I think this is the best idea,because this will make people become younger and healthier.
SC:I think that the new holiday should be a Friendship Day.On this day,no arguments or fights are allowed.People will use the holiday to learn about friendship.The holiday will be celebrated on the last day of July and people will celebrate by sending presents and best wishes to each other.I think this is the best idea,because this will help people see the value of friendship much more than before.
SD:I think that the new holiday should be a Nature Day.On this day,no pollution and destruction of nature is allowed.People will use the holiday to learn and talk about nature.The holiday will be celebrated on March the fifth and people will celebrate it by planting trees and flowers.I think this is the best idea,because it can make our country and the world more and more beautiful.
T:All of you did very well.I think your hopes will be realized some day.
Step Ⅵ. Summary and Homework
T:In this class,we've mainly learned something about festivals by speaking and listening,so we've got more information about festivals,and our listening and speaking abilities have been improved.At the same time,we've learnt some words and phrases,such as fighting,crime,argument,destruction,dress up…
(Teacher writes them on the Bb.)You should remember them and learn to use them.After class,try to collect more information about festivals and prepare for next part-reading part.That's all for today.Goodbye,everyone!
Ss:Goodbye,teacher!
Step Ⅶ. The Design of the Writing on the Blackboard
Unit 14 Festivals
The First Period
Ⅰ.Chinese Festivals
Lantern Festival
the Dragon Boat Festival
Tomb Sweeping Day
Mid-Autumn Day
New Year's Day
Double-ninth
National Day
May 1st
Ⅱ.Foreign Festivals
Christmas Day
Thanksgiving Day
Mother's Day
April Fools' Day
Valentine's Day
Mardi Gras
Ramadan
Easter
Ⅲ.Words and Phrases:
dress up,fighting,crime,argument,destruction
The Second Period
I．Teaching Aims:
1.Learn and master the following words:honour,ancestor,nation,self-determination,
purpose,generation,faith,joy,light
2.Train the Ss' reading ability.
3.Let the students learn about the relation between festivals and history and culture.
II．Teaching Important Points:
1.Improve the students' reading ability.
2.Help the students learn about foreign history and culture by reading about festivals.
III．Teaching Difficult Point:
How to help the students understand the passage exactly.
IV．Teaching Methods:
1.Discussions before reading and after reading to make the students interested in what they will read and further understand what they have read.
2.Fast reading and careful reading to understand the passage correctly.
3.Pair or group work to make the students take an active part in the activities in class.
V．Teaching Aids:
1.a TV set and a VCD
2.a projector
3.a recorder
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Discussion and Lead-in
T:Yesterday we learned about festivals by listening and speaking.Are you interested in festivals?
Ss:Yes.Very much.
T:Me too.So,let's watch a program about a festival now.(Teacher turns on the TV set and plays the VCD.After the students watch the TV program for a while,teacher asks them some questions.)
T:Can you tell me which festival the program is about?
Ss:Yes.It's about the Spring Festival.
T:How do you know?
Ss:From what they are wearing and what they are doing.And also from the happy atmosphere.
T:Yes.We are Chinese,so we are very familiar with it.Now look at the questions on the screen and discuss them with your partner.(Teacher shows the screen.)
1.How does your family celebrate the Spring Festival?
2.Why do we celebrate the Spring Festival?
3.Do festivals help us understand our history and culture?
4.Do you think that people are spending too much on gifts and other things during major festivals like Christmas and the Spring Festival?
(After the Ss discuss for a few minutes,teacher begins to ask them to talk about the questions one by one.)
T:OK.Stop!Who'd like to talk about the first question?
S1:Before the Spring Festival,we clean our houses and put red couplets on our gates.On the eve of the Spring Festival,we set off firecrackers and a get-together banquet is a must.The most popular food is Jiaozi.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations wishing each other the best during the new year.
T:How about the second question?
S2:To celebrate the rebirth of Nature;to mark the beginning of the planting season and other outdoor activities;to have a good rest and relaxation between winter and spring after a year's hard work.
T:The third one?
S3:Yes.I think so,because most of the festivals were created a long time ago.
T:Then the last question?
S4:No,I don't think so.People spend much money,but this shows a kind of culture and the closeness between people.
S5:I think it's too much.It causes a waste of money.
S6:…
T:Oh.Your opinions are different.But time is limited in class.After class,you can continue your discussion.OK?
Ss:OK.
T:Well.Today we'll read a passage-The birth of a festival.First,let's learn the new words in the passage.(Teacher deals with the new words with the whole class.)
Step Ⅲ. Reading
T:Now please turn to Page 7 Read the passage silently and quickly to get the general idea.After a while,I'll ask you a few questions about it.(When the Ss are reading the passage,teacher writes the questions on the Bb:
1.Why did Dr. Karenga create Kwanzaa?
2.When is the festival?How do people celebrate it?
3.What are the seven principles of Kwanzaa?
Several minutes later,teacher checks the answers.)
T:Well.Have you finished reading it?
Ss:Yes.
T:OK.Who'd like to answer the first question on the blackboard?
S7:Karenga created Kwanzaa so that Africa-Americans would be able to celebrate their history and culture.
T:The second one?
S8:It begins one day after Christmas and ends on New Year's Day.By lighting a candle each day and discussing one of the seven principles of Kwanzaa.
T:What are the seven principles?
S9:They are unity,self-determination,living together,working together,purpose,creativity and faith.
(Teacher writes the seven principles on the Bb.)
T:Well.Now re-read the passage carefully to further understand it.Then work in groups of four to discuss the following questions on the screen.(Teacher shows the screen.)
1.Many festivals are celebrated at the same time,often at certain times of the year.Why do we celebrate these festivals at these times?
2.Compare Kwanzaa with the Chinese Spring Festival and Christmas.How are they similar or different?
3.Look at the seven principles of Kwanzaa.Which one do you think is the most important?Why?Are there any other festivals which have one or more of the same principles?
(After the Ss discuss for a few minutes,teacher asks some of them to talk about each question.)
T:Who'd like to talk about the first question?Li Hui,can you have a try?
S10:I think it's because their purposes are similar,the themes of them may be the same and the things they celebrate may have something to do with the times.
T:The second question.Liu Chang,please.
S11:They are all the ways to celebrate their history and culture and the ways to get together to greet new year and think about the past.But Kwanzaa is not the same as the Spring Festival and Christmas with commercial activities,and they are celebrated at different times and in different ways.
T:You are careful.Then the last question.Volunteers?
S12:I think“unity”is very important,because“Unity is power.”
S13:I think“creativity”is very important,because no creativity,no happy days and no glorious future.
S14:I think “faith”is very important,because faith is the basis for communication with each other.
S15:…
…
T:Your opinions are all reasonable.Next please tell me if there are any other festivals which have one or more of the same principles.
S16:I think National Day has “unity”and“creativity”.
S17:…
…
T:You all did very well.So much for this part.Now please read aloud the passage and try to understand it better.At the same time,pay attention to the useful phrases in it.(After a while,teacher shows the following on the screen and asks the students to finish it together.)
Fill in the blanks with the right phrases.
in common believe in as well as as…as one can so that so…that
1.The boy over there is bleeding__________badly__________he can not stop it.
2.I__________ __________his good character.
3.I have nothing__________ __________with Jane.
4.He grows flowers__________ __________ __________vegetables.
5.Many more trees should be planted __________ __________the soil can be held in place on the hillside.
6.Try to speak English__________often__________ __________ __________.
Suggested answers:
1.so…that 2.believe in 3.in common 4.as well as 5.so that 6.as…as you can
Step Ⅳ. Listening and Consolidation
T:OK.Now you've been familiar with the passage,so close your books.Listen to the tape and finish the “true”or“false”exercise on the screen.
(Teacher shows the screen and then turns on the recorder.After listening,teacher checks the answers with the whole class.)
The sentences below summarize the reading.Read them and decide if they are true or false.Write the letter“T”if the sentence is true.If it is false,write“F”and correct the error.
1.( )Kwanzaa is a very old festival.
2.( )The word Kwanzaa means first fruit in Swahili.
3.( )Kwanzaa is based on old African festivals.
4.( )Dr Karenga created Kwanzaa to celebrate American culture.
5.( )Kwanzaa is celebrated on the same day as Christmas.
6.( )People who celebrated Kwanzaa light a candle for each of the seven principles.
Suggested answers:
1.F Kwanzaa is a very young festival.
2.T 3.T
4.F Dr Karenga created Kwanzaa to celebrate Africa-American culture and history.
5.F Kwanzaa is celebrated from December 26 to January 1.
6.T
Step Ⅴ. Summary and Homework
T:In this class,we've learned more about festivals,customs and habits by reading“The birth of a festival”.We know festivals are closely related to a country's history and culture.We should also know that they all play important parts in learning a country's language.After class,please further understand its meaning in history and culture.Besides,please preview next part-Language study.That's all for today.Good-bye,everyone!
Ss:Good-bye,teacher!
Step Ⅵ. The Design of the Writing on the Blackboard
The Third Period
I．Teaching Aims:
1.Review the new words appearing in the last two periods.
2.Learn to use the modal verbs-must,have to,have got to.
II．Teaching Important Points:
1.Learn to guess the missing word according to the given sentence.
2.Master the modal verbs correctly.
III．Teaching Difficult Point:
How to use“must”,“have to”and“have got to”properly and how to use their negative forms correctly.
IV．Teaching Methods:
1.Practise and consolidate the words learned in the last two periods.
2.Giving examples to explain the difference between “must”and“have to”and the difference between“mustn't”and“don't have to”.
3.Making sentences to consolidate the usages of the modal verbs.
V．Teaching Aids:
1.a projector 2.some slides
3.some pictures
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Revision
T:In the last class,we read the passage-The birth of a festival.By reading it,we've learnt something about Kwanzaa,such as the birth of it,the purpose of it,the way of celebrating it,and the seven principles of it.Now I want to ask you some questions about it.The first one:Who created this festival?
Ss:Dr Maulana Karenga.
T:The second one:Is it a young or an old festival?When was it born?
Ss:It is a young festival born in 1966.
T:When do people celebrate it?
Ss:From December 26(one day after Christmas)to January 1(New Year's Day).
T:How do people celebrate it?
Ss:By lighting a candle each day and discussing one of the seven principles of Kwanzaa.
T:Why did Dr Karenga create Kwanzaa?
Ss:To celebrate Africa-American culture and history.
T:Quite right.In fact we are all creating new festivals every year-festivals and holidays are always changing and as we celebrate them,we make new history and develop our culture.All the holidays and festivals help us understand who we are,remember where we come from and share our hopes for a happy future.Do you think so?
Ss:Yes.
T:So much for my questions about the passage.Besides,we learned some words in it.Do you still remember the meanings of them?Let's do an exercise on the screen.(Teacher shows the screen.)
Find the right explanation for each word.
1.nation 2.faith 3.determination 4.purpose 5.generation 6.ancestor 7.peace 8.trick
A.a strong wish to succeed in doing something
B.large community of people;country
C.belief in something or someone
D.an action meant to deceive(欺骗)someone
E.a reason for doing something
F.the people born at a certain time
G.a person in your family who lived a long time ago
H.quietness and calm
T:Now please look at the screen.Find the right explanation for each of the words.I read the word,and you find and read aloud the right explanation to it.OK?
Ss:OK.
T:Nation.
Ss:Large community of people;country.
T:…
Ss:…
…
Suggested answers:
1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D
T:Well done.Next,we'll deal with Language study.First,Word study.Then,Grammar.Now open your books at Page….Look at the part-Word study.…Are you ready?
Ss.Yes.
T:Here is an exercise for you to do.Choose the best word to fill in each blank.Change the form of the word where necessary.Three minutes later,I'll check your answers.
Suggested answers:
1.theme,faith,purpose
2.nations,generation,determination
3.joy,ancestors,birth
4.trick,peace,treated
Step Ⅳ. Grammar
T:We all know that Dr Karenga wrote seven principles of Kwanzaa in the reading material“The birth of a festival”.Can you tell me what they are?
Ss:They are unity,self-determination,living together,purpose,working together…
T:What does“purpose”mean?
Ss:We must remember our past and build our future….
T:How about self-determination?
Ss:We have to build our own lives,create for ourselves,and speak for ourselves.
T:Quite right.(Teacher writes these sentences on the Bb.)Now,please look at the blackboard.In these two sentences,“must”and“have to”are both used to talk about obligation.But their meanings are not quite the same.“Must”is most often used to talk about an obligation that depends on the person speaking of listening.“Have to”is generally used to talk about obligations that come from “outside”.Let's look at another two sentences and compare them.(Teacher writes the fallowing sentences on the blackboard:
1.We must be back by ten.
2.We have to be back by ten.)
T:Xiao Yu,can you tell the difference in meaning between them?
S1:Yes.The first sentence means that we think it is necessary for us to be back by ten.The second one means someone else thinks it necessary for us to be back by ten,or means that there seems to be no other choice.
T:(To the whole class.)Do you agree with him?
Ss:Yes.
T:Then when can we use“have got to”?
Ss:In informal English,“have got to”can be used instead of“have to”.
T:Can you give an example?Zhao Ning,you try,please.
S2:It's getting late,so I'm afraid I've got to go.(Teacher writes it on the Bb.)
T:Very good.Thank you.Now,please look at the pictures on the screen and describe what an army man must do or have to do.(Teacher shows the pictures and ask the students to describe each of them one by one.)
Suggested answers:
1.You have to keep your hair short.
2.You must stand to attention.
3.You have to keep your boots clean.
4.You have to get up early.
5.You must keep fit./You must do exercises.
6.You must salute your superiors.
7.You have to learn to use a rifle./You must learn to shoot.
8.You must keep your equipment clean./You have to clean your equipment.
T:Well done.You've known the differences between them in meaning.Besides,we should know that“have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using“had to”.For example,when I was your age,I had to get up at 5 every morning.But in reported speech,“must”can be used.Look at this sentence:I told him he must make a decision.Have you understood my explanations?(Teacher writes the examples on the Bb while explaining.)
Ss:Yes.
T:Very good.Now let's go on with the negative forms of them.Li Hua,can you tell us the negative forms of“must”and“have to”?
S3:…
(Teacher writes the negative forms on the Bb:must not=mustn't;do not have to=don't have to)
T:Do they have the same meaning?
Ss:No.They have quite different meanings.
T:Well.Let's compare another two sentences.
(Bb:You mustn't tell George.You don't have to tell George.)
T:Li Hui,would you like to have a try?
S4:Yes.The first sentence means“don't tell George”.The second sentence means“you can if you like but it isn't necessary”.
T:Quite right.Instead of“don't have to”,needn't is often used in British English,so we also say“You needn't tell George.”It has the same meaning as “You don't have to tell George.”Can you understand?
Ss:Yes.We're quite clear about that.
T:OK.Next,let's do some exercises.
Step Ⅴ. Practice
T:Now,turn to Page 9.Look at the first exercise in Grammar part.Here are some greeting manners in the table.First you have to decide which are necessary and which are not.Then make sentences using“must”,“have to”or their negative forms after studying the given examples below.A few minutes later,I'll ask some of you to read your sentences to the class.Are you clear?
Ss:Yes.
Suggested answers:
1.When you're talking with someone,you must look into his or her eyes.
2.If you meet a friend from China,you don't have to kiss him on the cheek or hug him.
3.When a soldier meets his officer,he must salute him.
4.When you are invited to a formal party,you must wear clean clothes.
5.If you want to show your respect to others,you must take off your hat when you greet them.
(After that,teacher goes on to deal with the second exercise.)
T:Next,let's do the second exercise.Suppose you are spending the Spring Festival at your grandparents' house.Complete the following sentences with“have got to”.First do it by yourself,then exchange your work for comment and correction with your partner.
Suggested answers:
1.Your school starts tomorrow,so you have got to say“Good-bye”to your grandparents.
2.You broke your grandma's favourite vase,so you have got to make an apology to her.
3.Your parents went back to work three days ago,so you have got to stay alone at your grandparents' house.
4.Your grandparents have given you quite a lot of money,so you have got to consider how to spend it.
5.You have done your homework all wrong,so you have got to do it again.
6.You do not know when you should go to school tomorrow,so you have got to make a call to ask your classmate.
7.Your grandma was seriously ill,so you have got to send her to hospital.
8.You have not bought the ticket to return to your home,so you have got to wait to buy it the next day.
Step Ⅵ. Summary and Homework
T:In this class,we've reviewed the new words we learned.And we've also learnt to use the modal verbs“must”,“have to”and“have got to”.After class,review the contents in this class,paying special attention to the differences between“must”and“have to”and the differences between“mustn't”and“don't have to”.You'd better do more exercises to learn to use them properly.That's all for today.See you!
Ss:See you.
Step Ⅶ. The Design of the Writing on the Blackboard
Ⅰ.must,have to,have got to
a.We must remember our past and build our future.
We have to build our own lives,create for ourselves,and speak for ourselves.
b.We must be back by ten.
We have to be back by ten.
c.It's getting late,so I'm afraid I have got to go.
Ⅱ.Forms in Tense
a.When I was your age,I had to get up at 5 every morning.
I told him he must make a decision.
Ⅲ.Negative Form
must-must not(=mustn't)
have to-do not have to(=don't have to=needn't)
e.g.You mustn't tell George.(=Don't tell George.)
You don't have to tell George.(=You needn't tell George.)
The Fourth Period
I．Teaching Aims:
1.Learn the following words and phrases:reminder,care about,respect,cycle,fool,play tricks on,take in,invitation
2.Review the language points and modal verbs in this unit.
3.Train the students' intergating skills,especially writing skill.
II．Teaching Important Points:
1.Useful expressions:care about,play tricks on,take in
2.Practise expressing and supporting an opinion.
3.Write an invitation.
III．Teaching Difficult Points:
1.How to create a festival and describe it.
2.How to write an invitation.
IV．Teaching Methods:
1.Review method to consolidate the language points of this unit.
2.Individual,pair or group work to finish the reading and writing tasks.
V．Teaching Aids:
1.a projector 2.some slides
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Revision
T:Yesterday,we learned to use “must”,“have to” and “have got to”.We know all of them can be used to talk about obligation.Do you remember when we should use “must”,when we should use “have to”and when we should use“have got to”?
Ss:Yes.
T:Very good.Zhao Liang,can you tell“must” from “have to”?
S1:You use“must”when you think it is necessary for someone to do something;you use “have to” when someone else thinks it is necessary or there seems to be no other choice.
T:Quite right.Li Hao,can you tell “have to” from “have got to”?
S2:In informal English,“have got to”is used instead of “have to”.
T:You are right.Do the negative forms of them have the same meaning?
Ss:No,quite different,“Mustn't” means “don't do something”;“dont't have to”means “you can do it if you like,but it is not necessary”.
T:Can you tell any other differences between them?
Ss:Yes.“Have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using “had to”.
T:Very good.So much for revision.Today we are going to read about some other festivals.Besides,you can create a festival and then write an invitation to invite your guests to your festival.First,let's learn the new words.(Teacher deals with the new words with the whole class.)
Step Ⅲ. Reading
T:Now,please turn to Page 9.Read the passage carefully.Try to remember some information about each festival.(The Ss begin to read.After a few minutes,the teacher begins to ask them questions about the passage.)
T:OK.Now I want to ask you some questions about the festivals in the passage.Listen carefully!What is the purpose of Earth Day?Any volunteer?
S1:To celebrate life and our planet;to remind us to care about the world we live in and to respect life and nature.
T:Right.The next question:When is Martin Luther King.Jr Day?
S2:On the third Monday of January.
T:Quite right.Next one:What does the Day of the Dead celebrate in Mexico?
S3:The festival celebrates both the living and the dead.It is not a sad day,but rather a time to celebrate the cycle of life.
T:You are right.The last question:What kind of things may happen on April Fool's Day?
S4:Strange things may happen.People play tricks on each other and try to fool each other.Whatever the trick is,if a person is taken in,he or she is called “April Fool!”
T:Correct.You all did very well!You've understood the passage better.Now let's learn some useful expressions in it.Look at the screen.(Teacher shows the screen and explains the use of them to the Ss.)
1.care about
e.g.He doesn't seem to care about his failure in the exam.
He didn't care about his kingdom or his people.
2.play tricks on/play a trick on
e.g.He plays tricks on others in that way.
Jack planned to play a trick on this giant.
3.take in
e.g.She took me in completely with her story.
You won't take me in that easily
(Bb:care about,play tricks on,take in)
T:(After the useful phrases)OK.Now I give you some more time to re-read the passage and discuss the questions after the passage with your partner.After a while,I'll check your work.
(The Ss begin to carry out the task.Several minutes later,the teacher says the following.)
T:Well.Now I want to know your opinions about these questions.Who'd like to talk about the first one?Volunteers?
S1:We can plant trees.
S2:We can tell stories about the creation of the earth.
S3:We can draw pictures to show our beautiful world or draw pictures to warn people not to do harm to the earth.
S4:…
T:Your ways are all very good.The world we live in must become more and more beautiful so that we can live more comfortably.Are there any similar festivals in China?
S5:Yes.Like Tree-planting Day.
T:Quite right.Next question:Have you heard of an April Fool's Day?What happened?
S6:Yes.People played tricks on each other and a lot of people were taken in.
T:The third question:Why do so many festivals honour our ancestors?
S7:I think it's because our ancestors created and developed our history and culture.This way,we'll remember the history and culture created by them;we'll go on creating new history and developing our culture;we'll understand what we are,remember where we come from and share our hopes for a happy future.
T:Excellent!We all know that some festivals are to celebrate the memory of a great man or woman.How would you celebrate?
S8:We tell stories about them or their deeds.We get together to discuss what we should learn from and what we should do in the future.Besides,we do something useful for the society to honour them.
T:Who are some great men and great women you think we should celebrate?
Ss:Chairman Mao,Zhou Enlai,Deng Xiaoping,Song Qingling,Liu Hulan…
T:The last question:What do you think“A day on,not a day off”mean?
Ss:It means that the holiday is not just a day off from work or school,but a day on and a time to get involved in community service initiatives.
T:Quite right!So much for these questions.
Step Ⅳ. Writing
T:Up to now,we've read a lot about festivals.We've read about the principles of Kwanzaa and how the festival was created.Can you tell me what we should write about to creat a festival?
Ss:First we should give the name of the festival,and then give its date,its meaning,its principles as well as the way of our celebrating it and the symbol of it.
(Teacher writes the contents above on the Bb.)
T:You are right.Now it's your turn to create a festival.First please finish the contents mentioned on the blackboard.Then write a short description of your festival.At the end,tell your classmates about your festival.You can begin now.One possible sample.
Girls' Day
Apart from Women's Day and your birthday celebrated every year,have you ever dreamed of possessing a special day belonging to girls?Yes,I have.I hope there'll be a Girls' Day,and it will be celebrated on July 18.On that day,all the girls will gather at a party to celebrate their being more independent and confident than before.At the party,every girl will tell others one story about herself which she was most proud of.In the end,they will choose one to be the model at the party,from whom they should learn.
The principles of Girls' Day are:
1.Self-esteem.Only when we respect ourselves,can we get respect from others.
2.Self-independence.We have to build our own lives,work for ourselves,study for ourselves.
3.Self-confidence.We have to establish our own faith of overcoming difficulties before us,never easily give up without trying.
I hope people will remember this day,and people will have a renewed opinion about girls and treat them as equally as boys.I hope all the girls will like this day and become more and more independent and confident.
(After a short time,teacher says the following.)
T:OK.Now you've created your festival.Maybe you want to invite some guests to celebrate it with you.How will you invite them?
Ss:Send an invitation letter.
T:A good idea.Then how do you write an invitation letter?What should you tell them about the festival and what should be included in it?Now please read the tips at Page 10,which will tell you how to write an invitation.After that,please write your invitation by yourself.At the end,exchange your papers to comment and correct it.
One possible sample:
Invitation to Girls' Day
Miss…，
We are here honoured to invite you to take part in the party specially held for Girls' Day,which will be celebrated for girls' becoming more independent and confident.At the party,each girl will be asked to tell a story about herself which she is most proud of,and a model will be chosen at the end of the party.I think this will help to further improve the girls' qualities.The party will be held from 2：30 p.m. to 4:30 p.m. on July 18 at the auditorium of Xinhua School.Hope to see you at that time.
Sincerely
×××
July 3,
Step Ⅴ. Checkpoint
T:At the beginning of the class,we've revised the use of the modal verbs“must”“have to”and“have got to”.Now I want you to make some sentences with them or their negative forms.OK?
Ss:OK.
T:Any volunteer?
S1:You don't have to take this medicine,but your head may hurt less if you do so.
S2:You must not smoke in this part of the hospital.
S3:She will have to remain in hospital until she was better.
S4:I have to ask for a day off because my mother is ill.
S5:I have got to leave now,or I'll be late.
T:Excerllent!Besides,we've also learned some useful expressions in this unit.Can you tell me what they are?
Ss:They are dress up,care about,play tricks on,take in…
T:I'd like you to make some sentences with them.Volunteers?
S6:Don't bother to dress up-come as you are.
S7:I don't care much about music.
S8:They played a trick on me.
S9:Don't be taken in by his charming manner;he's completely ruthless.
S10:…
…
T:Perfect!I think the others must have good sentences,too.Please write in your exercise-books and check them each other after class.
Step Ⅵ. Summary and Homework
T:Now let's see what we've learnt in this class and then what we've learnt in this unit.In this class,we mainly did some reading and writing about festivals.After class,you should practise more.In this unit,we've learnt a lot about festivals.We should know that festivals play an important part in learning about a country's history and culture.So it is also very important in learning a nation's language.After class,try to learn more about festivals,customs and habits of foreign countries as well as those of our own country.So much for today.See you next day.
Ss:See you next day.
Step Ⅶ. The Design of the Writing on the Blackboard
Ⅰ.How to create a festival
Name of the festival:
Date:
Meaning:
Principles:
How is the festival celebrated:
What is the symbol of the festival
Ⅱ.How to write an invitation
What:
When:
Where:
Who:
Why:
Ⅲ.Useful Expressions:
dress up,care about,play tricks on,take in
The Fifth-Sixth Period
Modal Verbs(Ⅰ)
I．Teaching Aims:
1.Review the usages of modal verbs which express“obligation”.
2.Sum up some other main usages of these modal verbs.
II．Teaching Important Points:
1.How to correctly use modal verbs which express“obligation”.
2.How do tell the differences between“must”and“have to”and between“mustn't”and “don't have to”.
3.How to understand the meaning of the structure“should/ought to+have+p.p.”.
4.How to correctly use the negative forms of“had better”,“ought to” and “have to”.
III．Teaching difficult Points:
How to correctly choose modal verbs in different situations.
IV．Teaching Methods:
1.Review method and inductive method to enable the students to make clear what they've learned.
2.Practice to make the students master what they've learned correctly.
V．Teaching Aids:
a projector and some slides;a multimedia
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:In these two units,we learned to use some modal verbs to express“obligation and duty”and to give advice about something.Please tell me what they are?
Ss:They are must,have(got)to,had better,should and ought to.
(Teacher writes them on the Bb.)
T:Yes.Now let's do an exercise.(Teacher shows the screen.)
1.When travelling,you__________take care of your health.
2.In some parts of the world,you__________boil the water before drinking it.
3.If you have a stomach pain,you__________drink hot weak tea.
4.You__________take this medicine,but your head may hurt less if you do so.
5.You__________swim immediatly after a heavy meal.
6.You__________not wake me up when you come in.
Now look at the sentences on the screen and fill in each blank with the modal verbs on the blackboard.Let's finish them together orally.
Suggested answers:
1.should/must 2.must/have to 3.should/ought to 4.don't have to 5.should not/ought not to/must not 6.had better
Step Ⅲ. Revision of the Usages of the Modal Verbs
T:Well done.As we all know,“must,should and ought to”all express obligation and duty.When“must”expresses obligation and duty,it is much more forceful than“should”and“ought to”.It expresses very emphatic advice.For example:The work must be finished before dark.“Must”is only used in affirmative sentence and an interrogative sentence to express obligation and duty.Then what should we use in a negative sentence?
Ss:Don't have to,needn't or don't need to.
T:Why don't we use“mustn't”?
Ss:“Mustn't”expresses“be forbidden”.
(Bb:must,don't have to,needn't,mustn't)
T:Now please look at the exercise on the screen and choose the best answer.(Teacher shows the screen.)
-Must I do it now?
-No,you__________.
A.needn't B.don't have to
C.mustn't D.A or B
Ss:D.
T:Yes.It is D.We can't use “mustn't”to express obligation and duty.Are you clear about that?
Ss:Yes.
T:Do you know the difference between“must”and“have to”?
S1:Yes.“Must”expresses an obligation imposed by the speaker,while“have to”expresses an external obligation.
S2:Besides,“have to”can be used in all tenses,while“must” can only be used to express the present tense and the future tense.
T:Then how about the difference between“have to”and “have got to”?
S3In informal English,“have got to”is used instead of“have to”.
T:Quite right.Now please look at the sentences on the screen.(Teacher uses multimedia to show the sentences on the screen and study them with the students.)
1.That boy has to practise the piano every day.
2.You will have to keep your dog on a lead when you are travelling.
3.He lost all his money and I had to lend him $5.
4.Children must obey their parents.
5.I must go home to look after my mother.
(Bb:has to,will have to,had to,must.)
T:OK.“Must”can also express“guess”when we want to say that we are sure about something.“Must”is only used in this way in affirmative sentences.In questions and negatives,we use“can”and“can't”instead.We can use“must/can't +be+doing”to express the present continuous situation and can use“must/can't +have done”to express the situation which has already happened.Let't look at some sentences on the screen.(Teacher shows the screen and help the Ss understand them.)
He must be ill,for he looks so pale.
It must be raining outside.
It must have rained last night.The ground is wet.
He can't be ill.I saw him playing basketball just now.
What do you think this letter can mean?
(Bb:must/can't+do/be doing have done.)
(After that,teacher goes on to revise the usages of“should”“ought to”and “had better” with the Ss.)
T:Next,let's revise the usages of “had better”“should”and“ought to”.All of them can be used to talk about obligation and duty,but they are much less forceful than“must”.They can be used to give advice or opinion about something,in general to say what we think it is right or good for people to do.We know“had better”is less strong than“should”or “ought to”.Then who can tell me if there is any difference between“should”and“ought to”?
S4:In most cases,both“should”and“ought to”can be used with more or less the same meaning.There is,however,a very slight difference.“Should”generally means“in my opinion,it is your duty.”“Ought to”can be slightly stronger than“should”when it is used to refer to regulations or duties imposed from the outside.
T:Quite right.Do you know the negative forms of them?
Ss:Their negative forms are separately“shouldn't”, “ought not to”and“had better not”.
(Teacher writes the negative forms on the Bb.)
T:Correct.Now let's look at some sentences on the screen.
You should study first aid with a teacher.
You ought not to write so carelessly.
Oughtn't we to give him a chance to try?
You'd better hurry up if you want to get home before dark.
You'd better not look at this.
T:(After the above.)Besides,we use“should”or“ought to”with the perfect infinitive to talk about things which did not happen,although they were supposed to,and we use their negative forms with the perfect infinitive to talk about things which happened,although they were not supposed to.Please look at the sentences on the screen.
I ought to have taken those books back to the library last night.
You should have realized that she was joking.
She ought not to have sold the ring.
You shouldn't have given him the money.
(Bb:should(not)/ought(not)to+have done)
T:Moreover,“should”and“ought to”can also be used to talk about strong probability.Look at the examples on the screen.
It's nice o'clock.He should be at home,I think.
I've bought thirty pints of beer-that ought to be enough.
Note that“should”and“ought to”are used to talk about the present and future,not the past.
Step Ⅳ. Practice
T:OK.Now let's do some exercises to consolidate what we have learned.Please look at the screen.
Ⅰ.Fill in the blanks using have to,must,should,ought to,had better.
1.You__________not get down until the bus has stopped.
2.They__________be encouraged to speak English after class.
3.You often__________ __________wait a long time for a bus.
4.We__________ __________go and see Mary tomorrow,but I don't think we will.
5.I __________ __________ not miss my train.
Suggested answers:
1.must 2.should 3.have to 4.ought to 5.had better
Ⅱ.Correct the mistake in each sentence.
1.You have better hurry up.
2.The taxi should arrive to 8:30,but it didn't turn up.
3.That mustn't be the postman-it's only seven o'clock.
4.People ought vote even if they don't agree with any of the candidates.
Suggested answers:
1.have-had 2.should arrive-should have arrived 3.mustn't-can't 4.ought-ought to
Step Ⅴ. Summary and Homework
T:Today we've revised the usages of modal verbs“must,have to,had better,should and ought to”.All of them can be used to talk about obligation and duty,to give advice or opinion.Also we have revised their other main usages,such as,the difference between“must”and“have to”,the difference between“should”and “ought to”,the usages to express possibility and the structure“should(not)/ought(not)to have done”.You must remember them correctly and practise more.That's all for today.Bye.
Ss:Bye.
Step Ⅵ. The Design of the Writing on the Blackboard
Ⅰ.must,have to,have got to
1.must/will have to/had to/has to
2.mustn't/needn't/don't need to/don't have to
3.must/can't+do/being done/have done
Ⅱ.should,ought to,had better
1.shouldn't/ought not to/had better not
2.should/ought to have done
should not/ought not to have done
Step Ⅶ. Record after Teaching
_____________________________________
_____________________________________
_____________________________________
Reference for Teaching
一、异域风情
1. Valentine's Day
Valentine's Day(情人节)is named for Saint Valentine,an early Christian churchman who reportedly helped young lovers.Valentine was killed for his Christian beliefs on February 14 more than 1 700 years ago,but the day that has his name is even earlier than that.
More than 2 000 years ago,the ancient Romans celebrated(庆祝)a holiday for lovers.As part of the celebration,girls wrote their names on pieces of paper and put them in a large container.Boys reached into the container and pulled one out.The girl whose name was written on the paper became his lover or sweetheart for a year.
Lovers still put their names on pieces of paper and they send each other Valentine's Day cards that tell of their love.Sometimes they also send gifts,like flowers or chocolate candy.Americans usually send these gifts and cards through the mail system.But some use another way to send this message.They have it printed in a newspaper.The cost is usually a few dollars.Some of the messages are simple and short,“Jane,I love you very much.”Others say more.This one,for example,“Don,roses are red.Violets(紫罗兰)are blue.I hope you love me as much as I love you.Forever,Mary.”
Most of the newspapers that print such messages are local,but USA Today is sold throughout the United States and 90 other countries as well.This means someone can send a Valentine message to a lover in a far-away city or town almost anywhere in the world.These messages cost 80 dollars and more.An employee(职员)of USA Today says readers can have a small heart or rose printed along with their messages this year.Will this kind of Valentine's Day message reach the one you love?Well,just make sure he or she reads the newspaper.
2. Cluster-of-lights Festival
People travel enormous distances just to be home with their families for this happiest and most important of Hindu holidays.And the homes look inviting,too,throughout the late-autumn week of Diwali,especially at night,as celebrants line window sills,porches,and garden walls with long rows of tiny earthenware oil lamps,whose cotton wicks give off a soft,pulsating glow.Diwali is a sort of New Year,at which time people strive to settle old feuds and quarrels and,if they can afford it,buy brand-new clothes in which to celebrate.In the mountain region,bonfires devour the year's accumulation of combustible garbage;in many cities,fireworks dance across the sky.
The festivities honor the victory of Rama-an avatar of the love-god Vishnu-over the ten-headed demon who had stolen Rama's wife,Sita.Devotional music and lamp-lighting ceremonies give way to vegetarian feasts,games of chance,and the exchanging of gifts,usually fruits or sweets.Some Hindu temples display towers of pastries fifteen feet high.
二、知识归纳
1.春节常用表达归纳
春节 the Spring Festival
正月 the first month of the lunar year
除夕 New Year's Eve
正月初一 the lunar New Year's Day
元宵节 the Lantern Festival
过年 celebrate the Spring Festival
春联 Spring Festival couplets
剪纸 paper-cuts
年画 New Year paintings
买年货 do Spring Festival shopping
敬酒 propose a toast
灯笼 lantern
烟花 fireworks
爆竹 firecrackers
灯谜 riddles written on lanterns
灯会 exhibit of lanterns
守岁 staying-up
拜年 pay New Year call;give New Year's greetings;New Year's visit
压岁钱 gift money
辞旧岁 bid farewell to the old year
扫房 spring cleaning;general house-cleaning
年糕 Nian-gao;rice cake;New Year's cake
团圆饭 family reunion dinner
年夜饭 the dinner on New Year's Eve
饺子 Jiao-zi;dumpling
汤圆 Tang-yuan;dumplings made of sweet rice,rolled into balls and stuffed with either sweet or spicy fillings
金玉满堂 Treasures fill the home.
生意兴隆 Business flourishes.
岁岁平安 Peace all year round.
恭喜发财 Wish you prosperity.
和气生财 Harmoney brings wealth.
心想事成 May all your wishes come true.
吉祥如意 Everything goes well.
招财进宝 Money and treasures will be plentiful.
祝你一帆风顺！ Wish you every success!
事业成功，家庭美满！ Wish you success in your career and happiness of your family!
祝你在新的一年里快乐幸福！
Wish you happiness and prosperity in the coming year!
祝你幸福一年胜似一年！
May each year bring you greater happiness!
祝你新年快乐，万事如意！
Wish you a happy New Year and the best of everything!
祝你新年大吉！
Wish you good luck in the New Year!
祝你在新的一年里百尺竿头，更进一步！
Wish you further progress in the New Year!
愿数不尽的幸福和成功与岁同增！
May each year bring you greater happiness and greater success!
2.表示“目的”的方法归纳
(1)用“介词或介词短语”来表示目的：
A.用介词for表“目的”，因for有“为了”之意。
e.g.go for a walk去散步
run for one's life逃命
read for pleasure读书以求乐趣
-Why do you come?你来干什么？
-For a dictionary.找本字典。
B.用“what…for”句型，表示“为什么，为何目的”？
e.g.What do you study English for?
你为什么学习英语？
What didn't you come for?
你不来的目的是什么？
C.用with/for the purpose of,for the sake of,in the hope of等短语表示目的，因为这些短语本身就是“为了”之意。
e.g.Today's advertisements often start with a question,or a puzzle,with the purpose of attracting the reader's attraction.
今天的广告常常以一个问句或一个谜语开头，目的是引起读者的注意。
He therefore loaded the ship with liters of winegar for the purpose of cleaning the inside of the ship.
因此，他在船上装了好几升的醋，用来清洗船舱内部。
(2)用“不定式或不定式短语”来表示目的：
to/in order to/so as to do sth.均可表目的，但in order to和so as to 比to语气更强烈，目的更明确。in order to可以放在句首，而so as to一 般不放于句首，若否定目的状语时，可在to 前加not。
e.g.We got up early to catch the bus.
为了赶车，我们起得很早。
Soapy broke the window in order to/so as to/to run away.
为了逃跑，苏比打破了窗子。
In order to fetch wood,people had to walk many kilometres.
要打柴，村民们得走好多公里的路程。
(3)用“从句”来表示目的。
so that 和in order that可以引导目的状语从句。从句中常用can,could,may,might等情态动词，两者常可互换，但in order that 可放于句首，so that不行。但so that后面不跟情态动词时，可引导结果状语从句。
e.g.Speak clearly so that/in order that they may/can understand you.
讲清楚些，好让他们听懂。
She learns English so that she may get more knowledge.
她学英语是为了获得更多的知识。
Everybody lent a hand,so that the work was finished on time.
人人动手，结果按时完成了任务。
注：in order to/so as to作目的状语常可和in order that/so that引导的目的状语从句互换，但主语必须一致，如主语不一致，不定式就要用for引出其逻辑主语。
e.g.He has to work hard so that/in order that he'll be able to exam.=He has to work hard to/in order to/so as to pass the exam.
她努力学习，以便能通过考试。
I'll water the plants so that they will grow.=I'll water the plants for them to grow.
我浇灌植物，以便他们生长。
3.dress用法归纳
(1)vt.A.给……穿衣服。表示自己穿衣服这个动作时，接反身代词作宾语或者用作不及物动词；表示替别人穿衣服时，接表示人的名词或代词作宾语。构成dress sb./oneself结构。
e.g.After the bath,he dressed himself.
洗完澡后，他穿上衣服。
She hurriedly dressed her son and took him to the kindergarten.
她匆匆忙忙地给她儿子穿好衣服，然后带他到幼儿园。
B.用过去分词作表语，表示穿着状况。
e.g.He is well dressed. 他穿得很好。
The man is poorly dressed.
那人衣衫褴褛。
C.be/get dressed in表示穿着……的衣服，后面接表示衣服或者颜色的词。
e.g.She was dressed in white.
她穿着白衣服。
The two foreign students were both dressed in Chinese style clothes.
那两个外国学生都穿着中式衣服。
(2)vi.A.穿衣；穿(夜)礼服，后面常接副词或表示目的、场合的介词短语。
e.g.Get up and dress quickly.
快起床穿衣。
I'll be ready in a moment;I'm dressing.
我一会儿就准备好；我正在穿衣服。
Few people dress for dinner now.
现在很少有人穿礼服赴宴了。
They all dressed well(badly).
他们穿得都不错(不好)。
B.dress up穿上盛装，乔装打扮(指欧美人在化装舞会或演戏时穿的特殊服装)。
e.g.Don't bother to dress up-come as you are.
用不着穿讲究衣服--就穿平常的衣服来吧。
(3)n.女服；礼服；服装
dress作“女服”“礼服”解时是可数名词，作“服装”讲时，是不可数名词。
e.g.At the palace ball,all the women wore their smartest dresses.
在宫廷舞会上，所有的妇女都穿着最漂亮的衣(礼)服。
In this old play,the actors wear the dress of 100 years ago.
在这出旧戏中，演员们都穿着一百年前人们穿的服装。
He doesn't care much about dress.
他不太注意衣着。
Exercise: 单句改错(make+复合宾语)
1.He will make me to try again.
答案：把to去掉。当不定式作make的宾语时，一般不能带“to”。
2.I make the distance be about 40 miles.
答案：把be去掉或者在be 前加to。当make作“估计，认为”讲时，宾补中的to be一般省去，有时也不省。但不可只省去“to”。如：What bird do you make that to be?
3.He has been made recite the text.
答案：在recite之前加to。make用于被动语态，其后的不定式不能省去“to”。
4.A heavy rain made the river overflowing its banks.
答案：把overflowing改为overflow。
make后不能用现在分词作宾补。
5.You must try your best to make yourself understand.
答案：把understand改为understood。
在复合宾语中的逻辑谓语应含被动意义，故用过去分词。
6.She made a lot of noise go upstairs.
答案：把go改为going。这里的make意为“发出(声音)”，后不接宾补。
应改为现在分词going。这一分词短语作状语。可见，当make作“使役动词”时，后面才可接复合宾语。
课
后
记
篇13：三年级英语上册第一单元第1-6课时优秀教学设计
三年级英语上册第一单元第1-6课时优秀教学设计
第一课时
Let’stalk&Let’splay
教学重点：
本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello./Hi.Goodbye./Bye-Bye.I'm...。
教学难点：
自我介绍用语I'm...的发音不容易到位，学习起来较难，教师要夸张示范并适时纠正，但切不可挫伤孩子的学习积极性。
教具准备：
1.教材相关人物的面具或头饰
2.为Let'splay中的击鼓传花游戏准备相应的道具
3.与教材相配套的录音带
教学过程：
1．热身(Warm-up)
让学生在预备铃后听本部分Let'ssing中的歌曲“Hello”，让学生在课前对英语有一些感性的认识，激发学生参与的兴趣和愿望。
2．呈现新课(Presentation)
（1）再次播放本课歌曲“Hello”的录音，自然引出师生之间的打招呼。
T:Hello,boysandgirls.
Ss:Hello.
（2）教师利用这个机会及时向学生介绍自己：Hello,I'm.../Hi,I'm....
（3）教师戴上Sarah的头饰介绍：Hello!I'mSarah./Hi!I'mSarah.（教师在示范时，一定要用手势语言辅助学生理解。对于初学者，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作以及表情来配合教学。）
（4）给学生戴上Sarah,ChenJie,Mike,WuYifan的面具或头饰，扮演这些人物到讲台前说Hello!I'm....
（5）听录音，看挂图；或通过录像，VCD来展示Let'stalk部分的教学内容。
3．趣味操练(Practice)
（1）游戏
玩Let'splay中的游戏“击鼓传花”。首先，将全班学生分为两大组。教师放音乐，两组学生同时开始传花，当音乐停止时，两组各有一名学生拿到花，这时，拿到花的学生就说：Hello,I'm.../Hi,I'm....
在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。特别是I'm的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味地纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，让学生逐步在以后的课时中感受语音，感受发音。
（2）让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。
为学生出示情景图片，让他们自己说说，在此情景中该说些什么？
情景一>清晨，两个小朋友在校门口相遇，猜猜看，他们说了些什么？
情景二>假如你是新同学，你该怎样用英语做自我介绍？
情景三>下课了，有好几名同学想认识新同学Sarah，他们该怎样说呢？
情景四>放学了，同学们相互道别，他们彼此都说了些什么？
（3）两到四个人一组练习自我介绍。若学生已有英文名字，即可使用，练习更有真实感。若没有英文名字可先用中文名字代替。在此强调分手时说Goodbye./Bye-Bye。
（4）自由结合或自己下位子了解、结识新伙伴。再次练习Hello,I'm.../Hi,I'm....Goodbye./Bye-Bye。
4．课堂评价(Assessment)
做练习册第一单元的第一部分练习。由于学生刚刚接触英语，而且是第一次做《新课程》，教师要进行全面、细致的指导。
（1）教师与学生讨论本单元获奖的小花数量，由于是第一单元，起点可以稍低点，尽量让每个学生都得到棕熊或小松鼠的小贴纸奖励。
（2）让学生看书上的图，猜图中人物在说什么。
（3）教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别，以便今后遇到相同问题时学生能独立完成。
（4）让学生听录音做练习。
（5）再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5．扩展性活动(Extensive-activities)
（1）学生自制面具。
（2）学生带上面具，互相打招呼并介绍自己，复习本课所学知识。
（3）提示学生，注意保留面具，以后教学活动中会用到这些面具。
第二课时
Let’slearn&Let’schant
教学重点：
有关文具的五个词汇crayon、pencil、pen、eraser、ruler的学习，并用英语介绍文具。
教学难点：
较准确读出各单词，尤其是crayon，eraser两个单词的发音。
教具准备：
1.教学课件。
2.本课相应的文具（实物）和教师卡片。
3.学生卡片。
教学过程：
1.热身、复习(Warm-up/Revision)
（1）师生共唱英语歌曲“Hello”。
（2）请几名学生带上Sarah,WuYifan等人物的面具或头饰，表演见面打招呼或自我介绍用语：Hello,Sarah!Hi,WuYifan!
（3）游戏
“听声音，识朋友”，教师请几名学生到讲台前，其他学生蒙住眼睛，讲台前的几名学生之一变换语音语调和名字说Hello.I'm....蒙住眼睛的学生们猜是谁说的话，猜对的学生为本组加一分。
还可以改为让蒙住眼睛的一名学生猜，是谁说的Hello，如果猜中，要说Yes,I'm....如果猜错，要说No,I'm...，猜对得一分。
（4）将学生分为小组，可2-4人一组练习自我介绍用语。
2.呈现新知(Presentation)
（1）利用课件呈现新知
[图一]本册教材主要人物之一“小棕熊”的生日，一群朋友聚集在生日蛋糕的周围。教师通过图片指引学生说出今天是“小棕熊”的生日，让学生们一起唱英文生日歌，并提示“Happybirthdaytoyou.”是“祝你生日快乐”的意思。教师介绍“小棕熊”的爸爸、妈妈为他买了个新书包作为生日礼物（拿出准备好的实物）。
[图二]小棕熊打开书包，一一拿出蜡笔、铅笔、钢笔、橡皮、尺子，边拿文具边说英文crayon,pencil,pen,eraser,ruler。文具展示出来后停留在画面上。
（2）学习新知
在初步了解新知后，教师给学生出示文具，教新单词crayon,pencil,pen,eraser,ruler。教学时，如果遇到有的学生能力较强，可充分发挥学生的潜能，在老师指导下由学生教学生，学生检查学生。
（教学时特别注意crayon，eraser两个单词的发音，对于多音节单词，教师应略放慢语速，待学生较好掌握后改为正常语速。）
（3）游戏Showmeyour...
教师说单词，如pencil一词，教师边说Showmeyourpencils.边示范。这样，用同样的方法练习其他4个单词。
（4）让学生听录音，跟读Let'slearn部分的单词，并要求学生用手指着单词来认读，力求做到“眼到、手到、口到，心到”。
3.趣味操练(Practice)
（1）小组竞赛
将学生分为两大组，每组每次选一名选手上讲台，一个学生先看一下某张卡片，记住上面画的.是什么。将卡片画面扣在桌子上，让另一名学生猜卡片画的是什么。“Aneraser?”“Aruler?”“Apencil?”“Apen?”“Acrayon?”如果猜对了，第一位学生答“Yes”，如果没有猜对，第一位学生答“No”。
（2）猜词游戏
继续小组竞赛，将crayon,pencil等文具放在一个大盒子里，请一名学生选一种文具，攥在手中放于背后，让其他学生猜是什么，猜对者为小组赢得一分。
（3）让学生听录音，边说边做Let'sdo部分的活动。
教师用英文表述打开书，边说英语边做动作，为学生今后熟悉英语课堂用语奠定基础。
学生打开书，听录音并指出正确的图片。(Listenandpointthepictures.)
请学生听录音，并做出相应的动作。(Listenanddotheactions.)
四人一组活动，练习Showmeyour...每组可先请一位学生发指令，其他学生做动作。
4.课堂评价(Assessment)
做练习册第一单元的第二部分练习，步骤如下：
（1）看图依次说出每件文具用品或者由教师说学生快速指出相应的文具用品。
（2）教师讲解题目要求并指导做的方法。
（3）让学生听录音做练习。
（4）再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5.扩展性活动(Extensiveactivities)
竞赛活动。
将学生分为两大组，每组各派一个选手，教师说词，选手快速跑到讲台找到所听词的图片，并举起图片大声读出，正确者即为胜利，可为本组加一分。之后，再换另一名选手进行。
第三课时
Let’stalk&Let’splay
教学重点：
制作英文名卡和学唱英语歌曲
教学难点：
学生理解教师用英语讲述的制作步骤。这就要求教师要讲述与演示同时进行
教具准备：
教师课前准备一个名卡，以及本课时所用的制作名卡所需的彩笔、线绳和硬卡等，并要求学生带来他们的彩笔、线绳和硬纸卡；文具（实物）
教学过程：
一、热身、复习(Warm-up/Revision)
（一）游戏——抛球
教师准备一个小球，由教师先大声说出自己的名字Hello,I’m…，之后由教师将小球随意抛给另一名学生，提示他做自我介绍，以此类推，练习自我介绍和打招呼。
（二）复习Showmeyour…教师先发指令请全班共同练习，之后可请“小老师”带领同学们进行操练。注意此时教师应多给孩子些机会，让他们展示说词水平，教师要及时给予肯定。
（三）再次用抛球游戏，此次重点练习打招呼和文具的表述。
由教师开始，将球抛给谁（Mike）就和谁打招呼说Hello!Mike.同时说一种文具如pencil，接到球的学生则找到相应的文具（铅笔），边出示边说“Yes.Pencil.”。随后由第二学生用同样的方法继续练习。
二、呈现新课(Presentation)
教师告诉学生，英语名卡可让我们彼此了解得更快。教师将完整的名卡制作过程一边用英语讲解一边进行实际操作，将整个过程呈现给学生。
三、趣味操练(Practice)
（一）请学生拿出事先准备的材料，指导学生按步骤制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。
（二）学生自己动手制作名卡。
让学生用Hello/Hi,I’m…的句型来展示自己制作好的名卡，对做得好的学生可给与表扬或适当的奖励。
（三）让学生跟录音一起学唱歌曲Hello。教师可带领学生在演唱时打出相应的节拍或做些简单的动作。如果学生对书上的歌曲掌握较快较好，教师还可以指导学生将歌曲中的人名该换成其他主人公或学生自己的名字进行演唱。
四、课堂评价(Assessment)
做练习册第一单元的第3部分练习。方法如下：
（一）教师在做练习册之前，先做一个Showmeyour(pen…)的活动作铺垫。
（二）学生看图，说说图中学生手中的物品
（三）教师讲解题目要求并指导做的方法。告诉学生如果图中人物所拿之物与录音相同就画笑脸，不同就画哭脸。
（四）让学生听录音做练习。
（五）再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
五、扩展性活动(Add-activities)
记忆名字游戏
（一）每一个人在说自己名字之前都要加上和前面说过名字的人打招呼，教师要帮助学生记忆，尤其是最后一个学生要记下全组或全排学生的名字。
（二）方法
教师先向做在一排的一个学生说Hi,I’mMsWang，接着这位学生说Hi,MsWang.I’mAnn.她/他旁边的学生说Hi,MsWang.Hi,Ann.I’mKen.以此类推。
第四课时
Let’slearn&Let’sdo
教学重点：
询问对方的姓名及回答的用语What'syourname?Mynameis....的学习，以及道别的另一种表达法：Seeyou.
教学难点：
What'syourname?Mynameis....中“name”的发音和欢迎用语Welcome!的发音。
教具准备：
1.教师应准备自己的名字卡及本课主要人物的头饰。
2.要求学生准备一个面具，并制作一个写有本人姓名的头饰。
教学过程：
1.热身、复习(Warm-up/Revision)
（1）唱“Hello”歌。
（2）师生互相问候Hello!/Hi!
（3）学生将胸卡戴在胸前，分别起立做自我介绍。如：
a.Hello,I'mMary.
b.Hi!I'mPeter.
2.呈现新课(Presentation)
（1）老师指着自己的英文名卡说：Hello!I'mMiss/Mr.....然后用Myname's....反复说自己的名字，速度由慢到正常。接着教师对一名学生发问What'syourname?（用清晰、缓慢的语调问两遍）边问边指他/她的名卡，并可以用夸张的口型提示他/她回答Myname's....教师对第一个应答学生应重点表扬，并发给小奖品，以此鼓励学生认真听别人的问答，努力模仿教师说的新句型。用类似的方法在教室里与学生进行问答练习，注意引导学生用Myname's....回答问题。
（2）跟读、模仿What'syourname?注意学生对“name”一词中“a”的发音。
（3）学说Seeyou.，告诉学生其意思是“再见”或“一会见”。教师同时可介绍一下英语中有许多单词是一词多意，在不同情景中表示的意义不同。如“Welcome”还有不必表示感谢的意思，当对方说Thankyou.的时候，通常可以回答Youarewelcome.表示“不用谢”或“不客气”。学生在此简单了解一下即可，教师可在今后多说多用，起到引导、表率的作用。
（4）听录音，看挂图或通过录像、VCD来展示B部分Let'stalk的内容。
3.趣味操练(Practice)
（1）Pairwork:可让学生戴上头饰，表演书上Let'stalk的对话。
（2）Let'splay中的游戏。可请几个学生站在门外做迎宾先生或小姐，再请几个同学做嘉宾。每位迎宾者用Hello!What'syourname?进行发问后，嘉宾须用Myname's....答出自己的名字，方可入内。教室里的其他同学鼓掌并用Welcome!向他（她）表示欢迎。教师注意提示学生区分发音的正、误，培养学生练习听力的能力，养成会听的习惯。在纠正发音时要适度，切不可挫伤孩子的积极性。
（3）四人或六人为一个小组，先将学生自制的名卡头饰收集在一起，再由每组的“小老师”通过问What'syourname?其他同学回答Myname's....的方式练习，答对的同学拿回自己的头饰戴在头上。
4.课堂评价(Assessment)
做练习册本单元第4部分练习。具体教学步骤参考如下：
（1）教师引导学生猜猜图中人物所说的话。
（2）教师讲解题目的意思并指导学生做练习的方法。
（3）学生听录音做练习。
（4）再次播放录音，在教师的指导下让学生一句一句地跟读并互相核对答案，再通过给花朵涂色进行自我评价。
5.扩展性活动(Extensiveactivities)
猜猜我是谁的游戏。
请一位学生到讲台前边，用手蒙住眼睛。教师用手势指定一男一女两位学生，并告诉他们用（打招呼、自我介绍、询问对方姓名及回答）的句型对话，然后由被蒙住眼睛的学生直接说出说话双方人姓名，此时教师可根据学生情况扩展到His/Hername's....的句型。
第五课时：
教学目标：
能听说认读5个有关学校及学习用品的词汇学习。
教学重点：
pencil-case,book,sharpener,bag,school,5个有关学校及学习用品的词汇学习。
教学难点：
本课词汇的认读。
教具准备：
1教师自备与本课教学有关的文具（实物）和教师卡片。
2教师准备手偶
教学过程：
一热身、复习(Warm-up/Revision)
（1）“接力活动”：学生一个接一个进行口语问答，要求又快又好。
如：A:Hello!B!
B:Hi!A!Hi!C!
C:Hi!B!Hi!D!
D:Hi!C!Hello!E!
…
(ABCDE代表人名)
接力的内容还可以是询问姓名等。如：
C:I’mSarah.What’syourname?---D:Myname’sMike.
E:Goodbye!---F:Bye-bye.---G:Seeyou.
（2）通过图片和单词卡片复习学过的单词crayon,ruler,eraser,pen,pencil.
（3）游戏：通过做Touchinggame或Matchinggame来复习单词
A：Touchinggame：将文具的图片贴在黑板上，请两组同学站队，每次每组一位，听指令并拍文具的图片，先拍到的同学为胜利者，为组赢得一分。
B：Matchinggame：分别将已经学过的文具卡片发给学生，每人一张。教师读词，如pencil,拿铅笔的卡片的同学快步跑道前面。此活动可分为男、女生两大组进行。
二呈现新课(Presentation)
(1)Let’slearn
a.教师边说边做：ruler,eraser,pen,pencil.Iputtheruler,eraser,pen,pencilinthepencil-case.指着实物教pencil-case。在教“铅笔袋”pencil-case时，出示“铅笔盒”pencil-box,并说明它们的区别，即：用软皮或塑料制成的通常称为pencil-case，用铁等较坚硬材料制成的叫做pencil-box。同时教pencil-box。
b.通过实物教pencil-case,bag,book,sharpener，用图片教school。
c.新单词教学后，询问学生都知道哪些文具词，和旧单词相结合，可以通过做Touchandsay的游戏来进一步练习本课新单词和所学单词。让学生把图片或实物放在书桌上，教师说：“Touchyourbook.”，学生须快速指书并大声说：“Book”，用此方法练习其它各词。
（2）Let’sdo
A：边做打开书的动作边说Openthebook.然后边做合上书的动作边说Closethebook.（重复两次）。再拿起铅笔袋，做打开、合上的动作，并说：Openthepencil-case.Closethepencil-case.请学生说出open,close的意思。用同样的方法教Showmeyoursharpener.Carrythebag.等句子。
B：与手偶比一比
将卡通人物用手偶的形式出现，让学生和这个卡通人物比一比，谁理解的又快又准。教师带上卡通人物的手偶，让一名学生下指令，手偶和学生们进行比赛，示范后可让学生亲自戴上手偶，练一练、比一比。
三趣味操练(Practice)
（1）就学校和学习相关的文具词做巩固练习。做Showmeyour….的活动。教师让学生将所有学过的文具全部摆在桌上。教师说：“Showmeyourbook.”，学生须快速举起书并大声说：“Book”。教师还可以让学生自己说单词，进行练习。
（2）游戏：画文具。请一名同学在黑板上画一种他想画的文具，他每画一笔，就请班上的同学用英文猜他画的是什么文具。如猜得正确，就请下一位同学再重新开始画另一种他想画的文具。其他同学猜。
（3）通过游戏Simonsays来练习以show,open,close,put,carry所引导的祈使句。教师发指令学生做动作。但只有听到老师带有Simonsays的指令时，才能做出相应的动作，否则就是失败。失败的同学退出游戏。
第六课时：
教学目标：
能听唱歌曲“HELLO”
教学重点：
听力练习和学习有节奏、有韵律的歌谣。
教学难点：
歌谣的学习
教具准备：
准备一个装有本单元所学的文具的书包，与本课教学内容相关的词卡和图片
教学过程：
一、热身、复习(Warm-up/Revision)
（1师生共唱英语歌曲“Hello”。
（2）复习有关文具的单词，可通过实物和单词卡来显示。
（3）游戏
用Showmeyour….请学生将他们的文具摆出来，按教师指令做动作。
（4）游戏
用Simonsays复习第8页所学的指令性动作。教师在指令前加Simonsays的句子，学生做动作，若没说Simonsays就不做动作。
二、呈现新课(Presentation)
教师从自己准备的书包中拿出一本书，并指着自己说：Ihaveabook.随后再掏出笔袋，对学生说：Ihaveapencil-case.再从笔袋里拿出一支铅笔说：Ihaveapencil.拿出一把尺子说：Ihavearuler.等等。待学生熟悉了Ihavea….是“我有一个….”后，请学生用自己的文具来说：Ihavea….
请一名学生说自己所有的物品，如果他/她说Ihaveabook.时，教师则举起自己的书说Metoo!告诉学生如果你有与别人东西相同时，可说Metoo!
三、趣味操练(Practice)
（1）操练Let’schant
a.全体学生听录音，边听录音边拍手有节奏的吟唱Let’schant部分的内容。
b.不听录音，边打节拍边试说本部分的内容。
c.将全班分成两大组。第一组举起铅笔一齐读Ihaveapencil.第二组一齐读Metoo!并拍手。读第二句时两组交换，以此类推。
d.小组练习。待学生读熟后，可让他们自由发挥，用其他文具替换书上的几种，并在小组内朗读。
e.用以上方法替换单词，全体学生共同练习。
（2）听力练习：Let’scheck
篇14：高一英语新教材第一单元教学设计
Unit 1 Good Friends
省前中提供
Teaching Aims And Demands:
1. Learn and master the following words and expressions:
argue solution classical sorrow survive share cast deserted adventure scared…
be fond of in order to hunt for care about…
2. Review direct speech and indirect speech
3. Train the students’ ability of speaking.
4. Train the students’ ability of reading comprehension.
Teaching Important Points:
1. Everyday English:
1) Talk about friends
2) Practice talking about likes and dislikes
3) Learn to make apologies
2. The correct understanding of the passage
3. Grammar: direct speech and indirect speech
Teaching Difficult Points:
Train the students’ ability of reading comprehension
Teaching Methods:
1. Explanation to make the Ss understand the difficult languages in the passage.
2. Fast reading to find out the general information in the text.
3. Question and answer to help the students go through with the whole passage.
Teaching Aids:
1. tape recorder
2. multimedia
Teaching Procedures
Section 1
Step1. Lead-in ( warm up)
It’s the first time for you to leave your family to live all alone. And everything around you are strange, the strange school, the strange classmates, the strange teachers and so on. Most of you do not get used to the life here, especially some girls, they maybe cry at night, they miss their father, mother, sisters, brothers …, because they feel alone.
Question: What do you need when you feel alone?
Warm up
Most of you think that you need friends to talk, to care about each other when you feel alone. But not all friends are good, some of them maybe do harm to you. So what do you think a good friend should be like?…
Brainstorm:
You have talked much about good friends, and I think I will be one of your good friends, of course, I am not the smartest, but I am helpful; I am not the strongest, but I am kind; I am not the most handsome, but I am gentle. OK! I have described myself, your new friend. Now it’s your turn to describe yourselves and one of your good friends.
Step2. Listening
Good friends are helpful, they can bring you happiness, but sometimes they will
bring you some trouble too, because you can’t agree with each other on everything, so, of course, you will argue with them. Now let’s listen to this kind of argument between two friends. Please pay attention to what they are arguing about. And how do you think to solve their problem?
1. Listen to the tape.
2. Finish the questions.
3. Notes to the listening:
1) What’s the big deal?
2) What’s up?
Step3. Speaking
1. Speaking
From this material you maybe feel it important to choose people to make friends with, if there are too many differences between you, you will argue more against each other. Now, there are six persons for you to choose, the following is their information, please read it carefully and think who could be your friends and tell me your reason for your decisions.
2. Discussion
What quality of good friends is the most important? Why?
3. Make up dialogues
Situation1: You meet a new classmate, you want to make friends with him/ her.
Situation2: Two friends are arguing, because they have different opinions on something.
Step4. Language points
1. A good friend is someone who makes me happy.
make sb. / sth. +a. make sb. / sth. + n.
make sb. / sth. + pp. make sb. / sth. + do sth.
e.g. 1) We will make our country richer and stronger.
2) We make him our monitor.
3) He tried to speak clearly to make himself understood.
4) Don’t make him drink too much.
5) He is made to study by his parents, because he is not into studies
too much.
much too.
2. 他讲得太快了。
He spoke much too fast.
Tom昨天喝的酒太多了，我也是。
Tom drank too much wine yesterday, so did I.
3. Tom昨天没喝酒，我也没有。
Tom didn’t drink wine yesterday, neither / nor do I.
表示前面的情况也适合于下面时可以用so / neither / nor引起一个倒装来表示,其结构为so / neither / nor + 情态动词/帮助动词/ be + 主语
Tom昨天喝酒了，但喝得不多，我也是。
Tom drank wine yesterday, but he didn’t drank too much.
﹡如果表示前面两件或两件以上的事也适合于另一个人或物时，则用：
So it is / was with… 或 It is / was the same with…
﹡so / neither / nor 引起的倒装句其放在主语前面的助动词、情态动词或系动词应与前一句保持一致（人称和数作适当调整）。
﹡句中如用否定的派生词，后句使用so.
e.g. 1) I dislike coffee, so does she.
2) She is unmarried, so am I.
﹡如果下文表示的是对上文的肯定或赞成，则仅需把so放于句首，其后用正常语序。
e.g. ---- He came to school late yesterday.
---- So he did.
4. argue
argue (vi.) + with sb. about / over sth.
e.g. 1) They are arguing with their classmates about the solution to the problem.
Step5. Practice ( consolidation )
1. ---- I hear Bill likes playing basketball.
---- Yes, __________, and_________.
A. he does; so like me B. he is; either do I
C. so he does; so do I D. He does so, so am I
2. ---- Do you know which team won the game?
---- I don’t know, _____________.
A. nor do I care B. nor I care
C. neither will I D. I don’t care, too
3. These math problem are _______ difficult for me. Can you please help me out?
A. much too B. too much
C. very much D. very
Homework
1.Review what we have learned.
2.Preview the next part.
篇15：新课标高一英语必修2 第5单元Music Reading教学设计(人教版高一英语必修二教案教学设计)
浙江省湖州二中 周萍 313000
电话：0572-2388983 电子信箱：edna425@21cn.com
一、设计思想
根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。
本节阅读课教学设计的最大特色是：
(1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前-阅读中-阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。
(2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。
(3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红）
二、教材分析
1．本单元的话题是音乐（music）。音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。
2．The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。另一方面，课文中出现了两个 介词＋which/whom 的定语从句，引出了即将要学的语言知识。所以说，这节阅读课在整个单元模块中起着承上启下的作用。
3．《普通高中英语课程标准（实验稿）》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。所以，本节阅读课的教学设计力求达到这两个方面的要求。
三、学情分析
1．学生经过初中阶段的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓住要点等，并且对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。
2．学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意；不能在学习中借助音乐作品、图片等非语言信息进行语言表达。另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。
3．学生在这节课的学习过程中要用到预习策略、搜集分析信息策略及高效复习策略等。
四、教学目标
1．语言知识目标：
1)学生能够正确读写及运用以下单词：
musician, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor
2)学生掌握下列词组的意思并能在句子中熟练运用：
dream of, be honest with, play jokes on, or so, break up
3)学生能够认出 介词＋which/whom 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)
2．语言技能目标：
1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：
增强阅读理解能力；发展借助音乐作品、图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：
1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）培养学生自主学习的能力。
五、重点难点
1、教学重点：a.获取The Monkees组合发展历程的信息；
b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成表格填空等。
2、教学难点：a.通过阅读更好地发展各种阅读技巧；
b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
六、教学策略与手段
1．本课采用 阅读前-阅读中-阅读后 三大板块构成的阅读教学模式。
2．培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
3．培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。
4．培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。
5．采用多媒体课件作为主要的教学手段。多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。同时，借助黑板、粉笔等辅助手段开展教学活动。
七、课前准备
1． 学生的学习准备
（1）学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：
Name Age Favorite music Favorite band Conclusion
在本单元第一节课Warning up中学生已经了解了音乐的基本类型，如：
Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。
Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。
Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。
Classical Music作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。
Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。
Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。
R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues, 但是加入了强劲的低音节奏，让人心跳加快。
Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。
Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。
学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，从而更好地掌握教材。
（2）查找关于The Monkees的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成Powerpoint或海报，在课堂上向其他同学展示。这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备
了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养；详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。
3．教学环境的设计与布置
由于本单元的主题是音乐，可以让学生在周围的墙上贴上流行歌手与乐队组合的照片；并且在课间播放学生喜爱的乐队歌曲，营造一个美妙的音乐氛围，增加学生的学习兴趣。
4．教学用具的设计和准备
制作与阅读课文相关的多媒体课件；录有The Monkees歌曲的磁带或CD。
八、教学过程
Step 1 Pre-reading
1. Ask some students to report the result of their research.
2. Show some pictures of some famous bands to the students.
The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll
3. Ask some students to show the information they find on the internet about the Monkees to us.
[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。最后，要求学生用海报或多媒体课件呈现关于The Monkees的信息。学生主动参与搜索信息和制作海报或课件，提高了学生自主学习的能力及搜集信息、整理信息的能力。
Step 2 Fast reading
1.Read the passage quickly and tell us what the passage is about.
2.Try to find out the main idea of each paragraph.
Para 1. Dreaming of being a famous musician or singer.
Para.2 How musicians form bands.
Para.3 How the Monkees got their start.
Para.4 How the Monkees become serious about the music business.
[设计说明]快速阅读后要求学生先找出全文的大意，再找出每段的大意。第二个任务还可以改为把各段与段落大意相搭配，适合于阅读理解能力普遍较弱的班级。提醒学生在写作中注意运用主题句构思作文的方法。
Step 3 Careful reading
Read the passage carefully and finish the following tasks:
Task 1. Do the exercise T or F:
(1) Most musicians like to form a band because they enjoy playing to passers-by in the street.
(2)Bands in America are all formed by high school students.
(3)Only the band “The Monkees” is mentioned in the text.
(4)It was“ The Beatles” that started in a different way.
(5)It was hard for the TV organizers to look for good rock musicians.
(6) Though the band pretended to sing at first, they were popular with the fans.
(7) “ The Monkees” never played their own songs.
Task 2. Read paragraphs1& 2 and fill in the form:
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money.
They may also have a chance to dream of becoming famous.
Task 3. Read paragraphs 3&4 and find out some information about the Monkees.
Task 4. Use the finished form to introduce the Monkees to your partner.
Task 5. Choose the adjectives that you think best describe “The Monkees”. Give your reasons.
popular lively funny foolish attractive brave crazy noisy classical rich honest
[设计说明]仔细阅读是快速阅读的延续。全文分成两大块，一二两段说明如何组建自己的乐队，三四两段主要介绍The Monkees的组建、分开又重组的过程。图表能够比较清晰地展现了这个过程，给学生留下深刻的印象。利用图表帮助学生回顾乐队的发展历程，进一步加深课文内容。如果学生的学习能力比较弱，难以根据抽象的图表或某些关键词进行语言输出，可以用以下这篇短文填空来替换它。
The Monkees is made of a band of four musicians, who_played jokes on__each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so_ they became more serious about their work, The Monkees _produced their own records and played their own music. The band_broke up_ in about 1970, but _reunited_ in the mid-1980s.
最后一个任务是文章内容的适度展开，也是学生毫无顾忌地表达自己观点的好机会。它不需要标准答案，学生可以自由地与其他同学交换对于The Monkees的看法和想法。
Step 4 Language points
1. Fill in the blanks using the important phrases in the passage:
(1) He often ______ _______ being a famous singer. (dreams of)
(2) It is wrong ______ _______ _______ _______the disabled. (to play jokes on)
(3) After the incident, their friendship _______ _______. (broke up)
(4) That pen costs 10 dollars ___ ____. (or so)
(5)_____ ______ ______ ______ you, I doesn’t like the film at all. (To be honest with)
2. Underline all the attributive clauses in the passage:
(1) Many times in America, bands are formed by high school students who practise their music in someone’s home.
(2) However, there was one band that started in a different way.
(3)The musicians of whom the band was formed played jokes on each other as well as played music.
(4)The TV organizers had looked for four musicians who were lively and who could make good music.
(5)They put an advertisement in a newspaper looking for rock musicians, but they could only find one that was good enough.
(6) Each week the group that was called “The Monkees” would play a song or two written by other musicians.
(7) However, after a year or so in which they became more serious about their work, “ The Monkees” started to play their own instruments and write their own songs like a real band.
[设计说明]在这个环节，填空题加深了学生对本课中出现的重点词组的印象。学生能力强的话，还可以用造句来加强学生对短语意思的掌握。找出定语从句的目的，一方面是复习已经学过的由that/which/who等引导的定语从句，另一方面要求学生仔细观察第3、7句与其余各句的区别，导出本单元的语法重点：介词+关系代词which/ whom的定语从句。由于后面的语言学习部分将会详细介绍，此时无需详细讲解。
Step 5 Discussion
1. Listen to a song “I’m a believer” sung by the Monkees.
2. Four Ss a group. Discuss the following questions about music:
1) What can music express?
2) When and where do you listen to music?
3) How does music make you feel?
4) Why do you think music is important?
After discussion, put the answers together and a student of each group report it to the class.
[设计说明]听一首The Monkees的歌，可以使学生放松心情，感受音乐的美妙。大多数的高中生都非常喜爱音乐，而且他们正处于人生观、世界观形成的时期，好音乐与好书籍一样，可以帮助高中生培育与发掘人性中的真善美。所以笔者设计了这几个问题的讨论，引导学生思考。而且要求学生把答案合并成一个段落，注意使用恰当的连接词进行语篇输出。教师可以把学生提到的重点词组板书在黑板上，帮助学生完成课后的写作。
九、知识结构或板书设计
Unit 5 Reading The Band That Wasn’t
Without music, life is a journey through a desert.
本节课采用了多媒体课件，所以板书比较简单。在全班进行讨论了音乐的重要性后，板书这句关于音乐的名言，作为对讨论的总结，起画龙点睛的作用。
十、作业设计
Write a passage “Music”，using the following sentences as the main idea of each paragraph.
Para 1: Music is an expression of the people.
Para 2: Music is everywhere.
Para 3: Music plays an important part in our life.
[设计说明]在讨论后，提供各段大意（主题句）进行写作，与前面的快速阅读课文后，找出各段大意的教学任务互相呼应，体现了阅读教学与写作教学的完美结合，构成一个完整的语言输入--语言输出的过程。
[问题研讨]
1．如何在英语教学中激发学生的学习兴趣？
心理学研究表明，兴趣是人的认识需要的情绪表现，是在过去知识经验、尤其是在愉快体验积累的基础上形成的使人乐于积极而持久地去接触、认识某一类新事物的一种意识倾向。因此愉悦的情感体验可以使学生对英语学习保持浓厚的兴趣。如果教学活动唤醒和激发了学生主动参与学习的意识，使学生产生了愉悦的情感体验，教学活动就能收到良好的效果。在以上这节阅读课的预习活动中，笔者设计了两个任务：作一个小型调查和查找The Monkees信息，并在课堂上展示成果。学生积极参与社会调查、查找信息和制作海报的活动，这激发了学生的学习兴趣，学习的自觉性得到了很大的提高。在教学过程中，笔者利用多媒体课件，展示图片，播放音乐，最大限度地吸引学生的注意力，使学生对学习产生浓厚的学习兴趣。真正体现出教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。
2． 如何在英语教学中渗透美育？
新编的高中英语教材内容丰富多彩，题材新颖广泛，蕴含着丰富的情感性和美育因素，如这个单元的主题就是Music。众所周知，音乐可以表达人的喜悦、幸福、悲伤和忧愁，也可以愉悦性情，抚慰心灵，让世界和我们的生活变得更加美好。因此，教师要把教学活动作为创造性的艺术活动来对待，将自己丰富的情感和音乐的美妙溶入教学过程，通过独具匠心的教学艺术表现手法，将语言转化为美的形式，充分调动学生的好奇心、想像力，激发他们的情感体验，使他们产生富有强烈感染力的，鲜明持久的教学艺术的美感。（吴思廉）
为了更好地在英语教学中渗透美育，笔者注意将教学环境与教学内容结合起来。如用各种乐队的海报布置教室，在课间播放乐队的歌曲等。阅读中，要求学生选择合适的形容词来表达对于The Monkees的看法，学生畅所欲言，自由地表达自己，交流想法，体验到学习的乐趣，也体会到一种成就感。在阅读活动结束后，播放一首The Monkees的歌曲I’m a believer，这是一首以爱为主题的歌曲，大意是作者原以为爱只存在于童话中，但姑娘的笑脸让他找到了爱，他沉醉其中。学生在欣赏美妙的音乐同时感受到了世界的温暖与美好。讨论环节中，学生与其他同学交流思想，分享感受，也是进行美育的好时机。
实际上，激发兴趣与渗透美育都可以归结为情感教育。而且，情感态度目标也是课程目标的五大组成部分之一。所以，在英语教学过程中，教师必须充分开发和利用学生的情感因素，立足于学生的发展，从根本上转变教育观念，树立新的素质观、人才观，真正确立学生的主体地位，才能使学生学习的潜能得到最大限度的发挥，促进学生积极主动、生动活泼地学习，从而全面提高学生的素质。
[参考书目]
周智忠：《任务型语言教学中自主学习的实现方式》,英语合作网www.51share.net/display.asp?id=29660
张丽丽：《合作学习在英语教学中的作用》, 英语合作网 www.51share.net/display.asp?id=66234
黄小红：Unit 5 Music 全单元教学设计，英语合作网www.51share.net/display.asp?id=70889
吴思廉：《高中英语的审美教学》，英语合作网www.51share.net/display.asp?id=64543
篇16：模块6第3单元备课材料(译林牛津版高一英语选修六教案教学设计)
一 背景篇
A
词数：344 阅读时间：
When I asked my daughter which item she would keep: the phone, the car, the cooker, the computer, the TV, or her boyfriend, she said the phone . Personally, I could do without the phone entirely, which makes me unusual because the telephone is changing our lives more than any other piece of technology.
Point 1: The telephone creates the need to communicate, in the same way that more roads create more traffic. My daughter comes home from school at 4∶00 pm and then spends an hour on the phone talking to the very people she has been at school with all day. If the phone did not exist, would she have anything to talk about?
Point 2: The mobile phone means that we are never alone. “The mobile saved my life,” says Crystal Johnstone. She had an accident in her Volvo on the A45 between Otley and Skipton. Trapped inside, she managed to make the call that brought the ambulance to her rescue.
Point 3: The mobile removes our secret. It allows Marketing Manager of Haba Deutsch, Carl Nicolaisen, to ring his sales staff all round the world at any time of day to ask where they are, where they are going, and how their last meeting went.
Point 4: The telephone separates us. Antonella Bramante in Rome says, “ We worked in separate offices but I could see him through the window. It was easy to get his number. We were so near - but we didn’t meet for the first two weeks !”
Point 5 : The telephone allows us to reach out beyond our own lives. Today we can talk to several complete strangers simultaneously on chat lines（at least my daughter does. I wouldn't know what to talk about）. We can talk across the world. We can even talk to astronauts （ if you know any） while they’re space walking. And, with the phone line hooked up to the computer, we can access the Internet, the biggest library on earth.
Think and answer:
1．How do you understand“ Point l: The telephone creates the need to communicate, …” ?
___________________________________________________________________________.
2．What’s people’s attitude towards mobile phones?
___________________________________________________________________________.
3．What does he underlined word“ simultaneously” most probably mean?
___________________________________________________________________________.
参考答案：
1. People communicate more since the telephone has been created.
2. Mobile phones bring convenience to people.
3. at the same time
B
词数：361 阅读时间：
For some time past, it has been widely accepted that babies and other creature - learn to do things because certain acts lead to “rewards”, and there is no reason to doubt that this is true. But it used also to be widely believed that effective rewards, at least in the early time, had to be directly connected to such basic physiological“drives”as thirst or hunger. In other words, a baby would learn if he got food or drink or some sort of physical comfort, not otherwise.
It is now clear that this is not so. Babies will learn to behave in ways that produce results in the world with no reward except success in sight.
Papousek began his studies by using milk in the normal way to“reward”the babies and so teach them to carry out some simple movements , such as turning the head to one side or the other. Then he noticed that a baby who had had enough to drink would refuse the milk but would still go on making the learned response with clear signs of pleasure. So he began to study the children’s responses in situations where no milk was provided. He quickly found that children as young as four months would learn to turn their heads to right or left if the movement“ turned on” some lights - and indeed that they were able to learn some more turns to bring about this result, for example, two left or two right, or even to make as many as three turns to one side.
Papousek’s light experiment was placed directly in front of the babies and he made the interesting observation that sometimes they would not turn back to watch the light closely although they would“ smile and speak” when the light was on. Papousek concluded that it was not the sight of the lights which pleased them. It was the success they were achieving in solving the problem, in mastering the skill, and then there is a basic human nature to make sense of the world and bring it under control.
Think and answer:
1． What do babies learn to do according to the writer?
__________________________________________________________________________.
2．What did Paponsek notice in his studies？
__________________________________________________________________________.
3． Why do babies make learned movements of the head in Papousek’s experiment?
__________________________________________________________________________.
4．Why would the babies“smile and speak”at the lights?
__________________________________________________________________________.
参考答案：
1. What babies learn to do is to bring them a feeling of success
2. A baby would continue the simple movements without being given milk
3. Because they would like to have the lights turned on
4. Because they succeeded in“turning on”the lights
二 乐趣篇
A
词数：254 阅读时间：
To me, life without music would not be exciting. I realize that this is not true for everybody. Many people get along quite well without going to the concert, or listening to the record. But music plays an important part in everyone’s life, whether he realizes it or not. Try to imagine, for example, what films or TV plays would be like without music. Would the feelings, the moving plot (情节), and the greatest interests , be as exciting or dramatic (戏剧性)? I’m not sure about it.
Now, we have been speaking of music in its more common meaning –the kind of music we hear in the concert hall. But if we look at some parts of music more closely, we discover them in our everyday life too-in the rhythm(旋律) of the sea, the melody of a bird in the woods and so on. So music surely has meaning for everyone, in some way or other. And, of course, it has special meaning for those who have spent all their lives working on playing or writing music.
It is well said, “Through music a child enters a world of beauty, expresses himself from his heart, feels the joy of doing things alone, learns to take care of others, develops his mind and makes his body strong.”
Think and answer:
1. What does the writer say more about in the passage?
___________________________________________________________________________.
2. From the text , what do you think many people don’t realize?
________________________________________________________________ .
3. In the writer’s opinion , what would happen if there were no music in films of TV plays?
_____________________________________________________________________ .
4. What does the underlined word “melody” mean in the text?
参考答案：
1. Importance of music
2. Many people don’t realize the importance of music
3. We would lose some of the audience
4. Singing
B
词数：675 阅读时间：
A few days ago I asked my sons’ governess（女家庭教师）Julia to come into my study. “Be seated, Julia, ”I said, “Let’s settle our accounts. I guess you most likely need some money, but maybe you’re too polite to mention it. Now then, we agreed on thirty dollars a month...”
“Forty.”
“No, thirty. I made a note of it. I always pay our governess thirty. Well, um, you’ve been here two months, so...”
“Two months and five days.”
“Exactly two months. I made a special note of it. That means you have sixty dollars coming to you. Take off nine Sundays... you know you didn’t work with Tom on Sundays, you only took walks. And three holidays... ”Julia was biting her finger nail nervously, her face red, but - not a word.
“Three holidays, therefore take off twelve dollars. Four days Tom was sick and there were no lessons, as you were occupied only with Dick. Three days you had a toothache and my wife gave you permission not to work after lunch. Twelve and seven - nineteen. Take nineteen off ... that leaves. hmm.... forty one dollars. Correct？”
Julia’s left eye reddened with tears welling up. Her chin trembled; she coughed nervously and blew her nose, but - still not a word.
“Around New Year’s Day you broke a teacup and a saucer; take off two dollars. The cup cost more, it was a treasure of the family, but- forget it. When didn’t I take a loss! Then, due to your neglect （疏忽）, Tom climbed a tree and tore his jacket; take away ten. Also due to your carelessness the maid stole Dick’s shoes. You ought to watch everything! You get paid for it. So, that means five more dollars off. The tenth of January I gave ten dollars.”
“You didn’t. ”sobbed Julia.
“But I made a note of it.”
“Well... if you say so.”
“Take twenty seven from forty one -that leaves fourteen.”
Both her eyes were filled with tears. Beads of sweat stood on the thin pretty little nose. Poor girl!
“Only once was I given any money,” she whispered, her voice trembling, “and that was by your wife. Three dollars, nothing more.”
“Really? You see now, and I didn’t know that! Take three from fourteen.. leaves eleven. Here’s your money, my dear. Three, three, three, one and one. Here it is !”
I handed her eleven dollars. She took them and pocketed them.
“Merci （法语: 谢谢）,”she whispered.
I jumped to my feet and started pacing the room. I was overcome with anger. “For what, this - ‘merci’?” I asked.
“For the money. ”
“But you know I’ve cheated you - robbed you ! I have actually stolen from you ! Why this‘merci’？”
“In my other places they didn’t give me anything at all.”
“They didn’t give you anything? No wonder! I played a little joke on you, a cruel lesson, just to teach you... I m going to give you all the eighty dollars! Here they are in the envelope all ready for you... Is it really possible to be so spineless （懦弱）?Why didn’t you protest? Why were you silent? Is it possible in this world to be without teeth and claws（爪）-to be such a fool?”
Embarrassed, she smiled. And I could read her expression,“It is possible.”
I asked her pardon for the cruel lesson and, to her great surprise, gave her the eighty dollars. She murmured her little“merci”several times and went out. I looked after her and thought,“How easy it is to crush the weak in this world !”
Think and answer:
1．Why did the writer ask his son’s governess Julia to enter his study?
___________________________________________________________________________.
2．What shocked the writer at last?
___________________________________________________________________________.
3. By saying“Is it possible in this world to be without teeth and claws?”what does the writer imply ?
___________________________________________________________________________.
4．What did the writer want to show by saying“How easy it is to crush the weak in this world!”at the end of the story?
___________________________________________________________________________.
5．From the story, what do you think about Julia?
___________________________________________________________________________.
参考答案：
1.The writer settle their accounts.
2. Julia’s acceptance of injustice
3. He was actually telling the governess to protect her right
4. He wanted to show his sympathy for the mental state of those exploited
5. She is too weak to protect herself at all.
C
词数：388 阅读时间：
“Mummy, I don’t know what to play with. ”Steve interrupts his mother, who is talking to a friend, for the fourth time. “You’ve got a room full of toys!” his mother says, impatiently, In fact it is the jumble (杂乱的一堆) of toys which is to blame for four - year - old Steve's lack of interest in his dolls, cars and stuffed （packed）animals. Each morning he tips out three washing baskets of toys all over his floor, listlessly pulls out something and shortly after is standing at his mother’s desk or following her into the kitchen saying: “Mummy, I am bored.”
A family therapist（心理医生）explains why children lose interest when they have a whole “toy shop”at home : “According to their brain development, little children are not in a position to judge the quality of a variety of things at once. There is always just one favorite toy for the moment. All the rest is left lying about.”What can parents do to stop their children from being oversupplied with toys? Under no conditions simply make something disappear without the child’s knowledge. If he/she takes no more notice of a toy, a parent can ask if it can be stored or given away. Be warned though the child will help. Lyn is the mother of four - year - old Jessie, and friends may also small set of shelves in her child’s room holds the toys and books that are the current（at present）favorites. When it seems to her that her daughter is tired from a cupboard in another room. The box of “old” toys goes into the cupboard. When her child says she is “bored”, they also get something from her cupboard-it may be something she has had for some time but because she hasn’t seen it for a while it is almost like a new toy.
Some favorite toys stay out all the time, and there is collection of dolls which sits in the comer, but in this way Lyn has found that she has fewer toys to put away at the end of the day and her daughter always has something“fresh”to play with.
Think and answer:
Main idea_____________________________________________________________________
Useful words__________________________________________________________________
Useful phrases_________________________________________________________________
The sentence I like best__________________________________________________________
D 美文欣赏
词数：684 阅读时间：
Mother & Child
It was Christmas 1961. I was teaching in a small town in Ohio where my twenty-seven third graders eagerly anticipated the great day of gifts giving.
A tree covered with tinsel and gaudy paper chains graced one corner. In another rested a manger scene produced from cardboard and poster paints by chubby, and sometimes grubby, hands. Someone had brought a doll and placed it on the straw in the cardboard box that served as the manger. It didn't matter that you could pull a string and hear the blue-eyed, golden-haired dolly say, “My name is Susie.” “But Jesus was a boy baby!” one of the boys proclaimed. Nonetheless, Susie stayed.
Each day the children produced some new wonder -- strings of popcorn, hand-made trinkets, and German bells made from wallpaper samples, which we hung from the ceiling. Through it all she remained aloof, watching from afar, seemingly miles away. I wondered what would happen to this quiet child, once so happy, now so suddenly withdrawn. I hoped the festivities would appeal to her. But nothing did. We made cards and gifts for mothers and dads, for sisters and brothers, for grandparents, and for each other. At home the students made the popular fried marbles and vied with one another to bring in the prettiest ones. “ You put them in a hot frying pan, Teacher. And you let them get real hot, and then you watch what happens inside. But you don't fry them too long or they break. ”So, as my gift to them, I made each of my students a little pouch for carrying their fried marbles. And I knew they had each made something for me: bookmarks carefully cut, colored, and sometimes pasted together; cards and special drawings; liquid embroidery doilies, hand-fringed, of course.
The day of gift-giving finally came. We oohed and aahed over our handiwork as the presents were exchanged. Through it all, she sat quietly watching. I had made a special pouch for her, red and green with white lace. I wanted very much to see her smile. She opened the package so slowly and carefully. I waited but she turned away. I had not penetrated the wall of isolation she had built around herself.
After school the children left in little groups, chattering about the great day yet to come when long-hoped-for two-wheelers and bright sleds would appear beside their trees at home. She lingered, watching them bundle up and go out the door. I sat down in a child-sized chair to catch my breath, hardly aware of what was happening, when she came to me with outstretched hands, bearing a small white box, unwrapped and slightly soiled, as though it had been held many times by unwashed, childish hands. She said nothing. “For me ?” I asked with a weak smile. She said not a word, but nodded her head. I took the box and gingerly opened it. There inside, glistening green, a fried marble hung from a golden chain. Then I looked into that elderly eight-year-old face and saw the question in her dark brown eyes. In a flash I knew -- she had made it for her mother, a mother she would never see again, a mother who would never hold her or brush her hair or share a funny story, a mother who would never again hear her childish joys or sorrows. A mother who had taken her own life just three weeks before.
I held out the chain. She took it in both her hands, reached forward, and secured the simple clasp at the back of my neck. She stepped back then as if to see that all was well. I looked down at the shiny piece of glass and the tarnished golden chain, then back at the giver. I meant it when I whispered,“ Oh, Maria, it is so beautiful. She would have loved it. ”Neither of us could stop the tears. She stumbled into my arms and we wept together. And for that brief moment I became her mother, for she had given me the greatest gift of all: herself.
妈妈与孩子
那是1961年的圣诞节。我在俄亥俄州的一个小镇上教小学三年级。班上27个孩子都在积极参加“礼物赠送日”的活动。
教室的一角被一棵树装点得熠熠生辉，树上缀满了金银丝帛和华丽的彩纸。教室的另一角是一个涂着海报油彩由纸板制成的马槽，这出自孩子们那胖乎乎、脏兮兮的小手。有人带来了一个娃娃，把它放在纸板槽里的稻草上(假装小耶稣)。只要拉拉它身上的一条细绳，这个蓝眼睛、金发的娃娃就会说道，“我叫苏西”，不过这都没有关系。一个男孩提出：“耶稣可是个小男孩呀!”不过苏西还是留了下来。
每天孩子们都会做点儿新玩意--爆米花串成的细链子、手工做的小装饰品和墙纸样做的德国式风铃，我们把这些风铃挂在了天花板上。但自始至终，她都是孤零零地远远观望，仿佛是隔了一道几里长的障碍。我猜想着这个沉默的孩子发生了什么事，原来那个快乐的孩子怎么突然变得沉默寡言起来。我希望节日的活动能吸引她，可还是无济于事。我们制作了许多卡片和礼物，准备把它们送给爸爸妈妈、兄弟姐妹、祖父母和身边的同学。学生们在家里做了当时很流行“油炸“玻璃弹子，并且相互比着，要把最好看的拿来。”老师，把玻璃弹子放在热油锅里，让它们烧热，然后看看里面的变化。但不要炸得时间过长否则会破裂。“所以，我给每个学生做了一个装”油炸弹子“的小袋作为礼物送给他们。我知道他们每个人也都为我做了礼物：仔细剪裁、着色，或已粘集成串的书签；贺卡和特别绘制的图片；透明的镶边碗碟垫布，当然是手工编制的流苏。
赠送礼物的那天终于到了。在交换礼物时我们为对方亲手做的小礼品不停地欢呼叫好。而整个过程，她只是安静地坐在那儿看着。我为她做的小袋很特别，红绿相间还镶着白边。我非常想看到她笑一笑。她打开包装，动作又慢又小心。我等待着，但是她却转过了身。我还是没能穿过她在自己周围树起的高墙，这堵墙将她与大家隔离了开来。
放学后，学生们三三俩俩地离开了，边走边说着即将到来的圣诞节：家中的圣诞树旁将发现自己心系已久的自行车和崭新发亮的雪橇。她慢慢地走在后面，看着大家拥挤着走出门外。我坐在孩子们的小椅子上稍稍松了口气，对要发生的事没有一点准备。这时她向我走来，双手拿着一个白色的盒子向我伸过来。盒子没有打包装，稍有些脏。好像是被孩子未洗过的小手摸过了好多遍。她没有说话。”给我的吗?“我微微一笑。她没出声，只是点点头。我接过盒子，非常小心地打开它。盒子里面有一条金色的链子，上面坠着一块闪闪发光的“油炸”玻璃弹子。然后我看着她的脸，虽只有8岁，可却是成人的表情。在她深棕色的眼睛里我找到了问题的答案。我在一瞬间明白过来--这是她为妈妈做的项链，她再也见不到的妈妈，再也不能抱她、给她梳头或一起讲故事的妈妈。她的妈妈已再也不能分享她充满童稚的快乐，分担她孩子气的忧伤。就在3个星期前她的妈妈离开了人世。
我拿起那条链子。她用双手接过它，向前探了探身，在我的脖子后把简易的项链钩系好。然后她向后退了几步，好像在看看是否合适。我低下头看着闪闪发亮的玻璃珠和已失去光泽的金色链子，然后抬起头望着她。我很认真地轻声说道：“哦，玛丽亚，这链子真漂亮。你妈妈一定会喜欢的。“我们已无法抑制住泪水。她踉踉跄跄地扑进我的怀里，我们都哭了。在那短暂的一刻我成了她的妈妈，而她送给了我一份最珍贵的礼物：她的信任和爱。
三 技能篇
I. 语言训练
选择填空
1.-I’m sorry I stepped outside for a smoke．1 was very tired．
-There is no ________for this while you are on duty．
A．reason B．excuse C．cause D．explanation
【答案及解析】B 考查名词意义辨析。excuse理由、借口。说话人意为：你在值班的时候是没有任何理由出去的。reason原因；cause事情起因；explanation解释，与句意不符。
2. The ________ is just around the corner and you won’t miss it．
A．bicycle’s shop B．bicycles shop
C．bicycle shop D．bicycles’ shop
【答案及解析】C 名词作定语可分两种情况，其一是表所属关系，常用’s或of+名词来表示；其二是表示中心词的性质、材料、类别或性别等时，一般直接用名次的单数形式，只有clothes，parents．goods．sports, sales等少数几个名词必须用复数形式，man和woman修饰单数名词时用单数形式，修饰复数名词时要用复数形式。此处指商店的性质，用单数形式。译文：自行车商店就在拐就处，你不会错过它。
3.When you come here for your holiday next time，don’t go to_________ hotel：I can find you ________bed in my flat．
A. the；a B．the；不填 C．a；the D．a；不填
【答案及解析】 A 本题考查冠词用法。find sb．a bed为固定短语，意思是为某人安排床铺；前面go to the hotel或go to a hotel都可以。用排除法可得出答案选A。
4.When you finish reading the book，you will have__________ better understanding of_________.
A．a；the B．the；a C．不填；the D．a：不填
【答案及解析】 D 表示对某东西有所了解时，习惯在understanding前加不定冠词；而life泛指生活时，前面不用任何冠词，故答案选D。
5.(辽宁卷22)John Smith，a successful businessman，has a _________car．
A．1arge German white B．1arge white German
C．white large German D．German large white
【答案及解析】 B 考查多个形容词作定语时的位置关系。请看分类说明中的解释(总限观，大形龄，色国材，目的用途名词前)。而large表大小，white表颜色，German表国籍。
6. (2004四川卷33)I must be getting fat--I can ________d0 my trousers up．
A．fairly B．hardly C．nearly D．seldom
【答案及解析】 B 此题考查副词的用法。选项B表“几乎不”；选项A意思是：相当，颇；C意思是：几乎、差不多；而D表不常做。根据前句must可知：此句表示推测，后句表示前句所推测的依据。那么，选项A、C、D均与句子意思不符。因此答案选B。意思是：我肯定发胖了，因为我的裤子几乎穿不进去了。
7.We’re going to the bookstore in John’s car．You can come with us ________you can meet us there later．
A．but B．and C．or D．then
【答案及解析】 C 该句考查并列连词在句中的用法。因为句中的意思是“选择”，所以用了or。but表示转折；and表示并列；then表示递进。这几个词均不合句意。译文：我们要乘坐约翰的车去书店。你可以和我们一起去，也可以随后和我们在那里见面。
8.(2004江苏卷24)He got to the station early，________missing his train．
A．in case of B．instead of C．for fear of D．in search of
【答案及解析】 C 本题考查介词短语的用法。首先根据句子和短语的意思排除选项B、D；再比较：in ease of意为：若，如果，万一，强调客观可能；for fear of意为：惟恐，为……起见，强调主观的担心。根据句子前后两部分的意思，本题所表示的应该是主观的担心。
9.You can take anything from the shelf and read，but please ________the books when you’ve finished with them．
A. put on B．put down C．put back D．put off
【答案及解析】 C 本题考查动词辨析，A表穿戴或上演等；B表示放下或记下等；C表示放回原处；D表示推迟。根据语境，故选C。
10.--________for the glass!
--It’s OK．I’m wearing shoes．
A．Look out B．Walk out C．Go out D．Set out
【答案及解析】 A考查短语动词的意思区别及与语境意思的联系。首先我们要正确区别短语动词的意思，选项A的意思是“当心，小心”；B是“罢工、罢课、退席”；C是“出去，滚出去”；D是“出发，开始”。再根据句子的语境，从后者的回答中可推知：显然是后者弄出了什么声音，前者以为他打碎了杯子，才说出上面那句话，叫他当心别把杯子打碎了。故答案选A。
11. __________he come, the problem would be settled.
A. Would B. Should C. Shall D. If
【答案及解析】 B 本题是对将来情况的一种假设。英语中，如果虚拟条件句的谓语部分有should, had或were时，可把if省去，而把should, had, were放在从句主语前，构成主谓部分倒装。
12. Without your help, I ＿＿＿＿the exam last term.
A. failed in B. would have failed C. wouldn’t pass D. would fail
【答案及解析】 B 本句属于隐含式虚拟语气。句中without短语相当于一个与过去事实相反的虚拟条件句，故选B。
13.(全国卷24)--Sorry，Joe．I didn’t mean to…
--Don’t call me “Joe”．I’m Mr. Parker to you，and ________you forget it!
A．do B．didn’t C．did D．don’t
【答案及解析】 D 考查感叹疑问句的用法。其形式虽是疑问，实则表示感叹。它多以否定词don’t开头并以感叹号结尾，其表达的意义则是肯定。译文 “对不起，乔，我的意思不是……”，“不要叫我乔。对你来说我是帕克先生，你可不要忘了!”
14. __________the fog, we should have reached our school.
A. Because of B. In spite of C. In case of D. But for
【答案及解析】 D。考查与过去事实相反的虚拟语气。but for（要不是）引导的介词短语，相当于if it hadn’t been the fog。
15. If I__________ you, __________more attention to English idioms and phrases.
A. was； shall pay B. am； will pay
C. would be； would pay D. were； would pay
【答案及解析】 .D 该题表示与现在事实相反的假设，从句谓语动词用过去式，be用were，主句用would do。
16.Without electricity human life__________quite different today.
A. is B. will be C. would have been D. would be
【答案及解析】 D 此题表示与现在事实相反的假设，主句用would/might/could+do。Without electricity = If there were no electricity
17.________the general state of his health，it may take him a while to recover from the operation．
A. Given B．To give C．Giving D．Having given
【答案及解析】 A 过去分词Given构成的短语在句子中作状语，表示被动。意思是：“在……情况下，考虑到”。译文：考虑到他的健康情况一般，他手术后需要一段时间才能恢复。答案为A。
18. --Excuse me，but 1 want to use your computer to type a report．
--You ________have my computer if you don’t take care of it．
A．shan’t B．might not C．needn’t D．shouldn’t
【答案及解析】 A 考查情态动词的意思和用法。选项B表示可能性；C表示没有必要；D表示责备；只有A用语二、三人称表示表示说话人的意图、允诺、警告、命令、决心等意思，故答案选A。
19. 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
【答案及解析】 D 此题表示与过去事实相反的假设，主句用would have done,从句用had done。
20.(2003安徽春季卷27)Naturally，after I told her what to do，my daughter ________go and do the opposite!
A．may B．can C．must D．should
【答案及解析】 C 从句意及opposite可看出，本句的意思是在述说女儿天生叛逆的性格。Naturally意思是“生来就是这样”，must表示与说话人的愿望相反，意思是“偏偏，偏要”，因此整个句子的意思是“我女儿生来就如此，我叫她做这件事，她偏要做相反的事”。
21. If he hadn’t hesitated for a moment before kicking the ball, he _______a goal.
A. had scored B. scored C. would score D. would have scored
【答案及解析】 D 根据从句hadn’t hesitated可以判断用虚拟语气。表示过去发生的事要用would have scored。
22.What would have happened ________, a far as the river bank?
A. Clinton had walked farther B. if Clinton should walk farther
C. had Clinton walked farther D. if Clinton walked farther
【答案及解析】 C 考查虚拟语气。主句的谓语动词用了would have happened,所以从句的谓语动词要用过去完成时。在虚拟语气中，如果条件状语从句中的if省略，该句要倒装。译文：如果Clinton走远一点，走到河边，会发生什么事呢？
23.It is said that the United States uses ________energy as the whole of Europe．
A．as twice B．twice much C．twice much as D．twice as much
【答案及解析】 D 本题考查倍数关系的表达。有三种表达方式：1．倍数+as + adj. +as+其它；2．倍数+比较级+than+其它；3．倍数+the height／size／weight／length／…+ of+其它。由此可知本题正确答案为D。
24. -- Where ?
-- I got stuck in the heavy traffic, or I＿＿＿＿＿here earlier.
A. did you go； had arrived B. are you； would come
C. were you; would come D. have you been； would have been
【答案及解析】 D or引出的一个分句表示对过去的情况进行假设，故用would have done。
25. I lost your address, otherwise I＿＿＿＿you long before.
A. had visited B. have visited C. would have visited D. should visit
【答案及解析】 C 本题为与过去事实相反的假设，在以otherwise引导的并列分句中用虚拟语气，时间概念可由上下文看出。
26. I__________ you a beautiful present for your birthday, but I was short of money at that time.
A. would buy B. had bought C. would like to have bought D. must have bought
【答案及解析】 C 从but引导的分句可看出,前一分句是与过去事实相反的假设。
27.Some of the tapes belong to me，while the rest are ___________．
A．him and her B．his and hers C．his and her D．him and hers
【答案及解析】 B 本题考查的是名词性物主代词的用法。his and hers=his and her stamps，him是宾格，her即是宾格又是形容词性物主代词。
28.--I hear they aren’t satisfied with the house you’ve chosen for them
--Well，_________could they live in such comfort?
A．where else B．what else C．how D．why
【答案及解析】 A 考查疑问代词。where else“别的什么地方”，作状语。译文：“我听说他们对你为他们选的房子不满意。”“那么，还有什么地方能让他们住得这么舒服呢?”答案为A。
29.One of the sides of the door should be painted yellow，and ________．
A．the other is white B．another white
C．the other white D．another is white
【答案及解析】 C 考查one．．．the other结构，门一般只有两面，把一面染成黄色的，另一面染成白色的，由此排除B、D；原句结构为“．．．the other(should be painted)white，所以答案选C。
30.Roses need special care ________they can live through winter．
A．because B．so that C．even if D．as
【答案及解析】 B 本题考查状语从句的引导词，根据意思可知此句是目的状语从句。玫瑰花要特殊的关照才能过冬，故选B。A引导原因从句；C引导让步从句；D引导原因从句等。
31.(2004北京卷31)We can’t figure out ________quite a number of insects，birds，and animals are dying out．
A．that B．as C．why D．when
【答案及解析】 C 此题考查宾语从句引导词。根据从句的结构，我们不难看出：虽然句子结构完整，但主句意思不明确，从而排除选项A、B；再看从句的时态是现在进行时，时间已经明确，因此选项D也予以排除，故答案选C，意思是：我们还不明白大量昆虫、鸟类和动物灭绝的原因。
31.Nanjing，________last year，is a nice old city．
A．that I visited B．which I visited C．where I visited D．in which I visited
【答案及解析】 B 考查非限制性定语从句。是用关系代词或者是用关系副词引导定语从句，要根据他们在定语从句中的成份来确定，visit是及物动词，后面需要用关系代词作宾语，排除C，D。that不用于非限制性定语从句中，排除A。
32.Willingness is a kind of quality--and that’s ________it takes to do anything well．
A．what B．that C．which D．why
【答案及解析】 A 这是一个表语从句。what在表语从句中作takes的宾语，构成It takes sth．to do sth．的句型。译文：积极肯干是一种品质--它能使人们做好任何事情。
33. What surprised me most was not what he said but ________he said it.
A. the way B. in the way that C. in the way D. the way which
【答案及解析】 A 此句主要考查the way 作先行词时的引导词使用问题。她作先行词时，一般有三种形式: the way that/in which/省略
34.(2004广西卷28)The journey around the world took the old sailor nine months,________the sailing time was 226 days.
A. of which B. during which C. from which D. for which
【答案及解析】 A 本题意为：这位老水手的这次环球旅行历时9个月，其中有226天是航行时间。故A为正确答案。of which=and of the nine months．
35. (2004四川卷23)There were dirty marks on her trousers ________she had wiped her hands．
A．where B．which C．when D．that
【答案及解析】 A 根据句子结构，由于从句结构完整，可排除B、D；前面的先行词是on her trousers表地点，where在此引导定语从句，而在定语从句中又作状语，意思是：在她裤子擦手的地方有弄脏了的痕迹。
36.(2004北京卷24)The Foreign Ministry said，“________our hope that the two sides will work towards peace．”
A．This is B．There is C．That is D．It is
【答案及解析】 D It作形式主语，指代后面从句。意思是：外交部长说：“双方为和平而努力正是我们的希望。”
37.--English has large vocabulary，hasn’t it?
--Yes．________more words and expressions and you will find it easier to read and communicate．
A．Know B．Knowing C．To know D．Known
【答案及解析】 A 祈使句+and+简单句是一个常用句型。
38(上海卷30)I don’t suppose anyone will volunteer，________?
A. do I B．don’t I C．will they D．won’t they
【答案及解析】 C 这是一个反意疑问句。当主句的谓语动词是think, suppose等，且主语是第一人称时，反意疑问句要根据从句的谓语动词来确定。这是一个否定句，所以要用肯定形式。译文：我不认为有人会当志愿者，是不是?
39.(2003安徽春季卷29)--Thanks for the lovely party and the delicious food．
--________.
A．No thanks B．Never mind C．All right D．My pleasure
【答案及解析】 D 本题考查回答感谢的交际用语。No thanks是中国式英语；Never mind是“没关系”；All fight是“好吧”的意思，正确的应为That’s all right，可以排除A、B、c，故答案选D。
40.(2001上海春季卷43)--I’m afraid I can’t finish the book within this week．
--________.
A．Please go ahead B．That’s all right
C．Not at all D．Take your time
【答案及解析】 D Take your time的意思是“别着急”。译文：“恐怕这周内我完不成这本书。…‘别着急。”Please go ahead意为：说吧，做吧，是不阻止别人请求的一种答语；That’s all right意为：不谢，没关系。但从对话可知前者是在说明一个事实：一周内完不成，而没道歉或感谢之意，故排除B。Not at all用法等同于That’s all right。
II.运用发展
一、短语翻译
1．与……相似 _______________ 2. 热衷于…… _________________
3. 与……订婚 _______________ 4. 另一方面 _________________
5. 结果是 _______________ 6. 对……感到好奇 _________________
7. 下载文件 _______________ 8. 毫无疑问…… _________________
9. 与……有关 _______________ 10. 沉溺于…… _________________
11. 在各方面 _______________ 12. 表达心声 _________________
参考答案：
1. be similar to 2. be on fire for 3. get/be engaged to 4.on the other hand
5. turn out to be 6. be curious about 7. download papers 8. There is no doubt that... 9. be related to sb./sth. 10.be addicted to 11.on all sides 12.make one’s voice heard
二、完形填空(广东试卷）
Some myths are stories told since ancient times to explain the causes for natural happenings. The Greek myth that explains why there are changes of (1) _______ is about Demeter, the goddess of the harvest. She had a daughter, Persephone, whom she loved very much. Hades, god of the underworld, fell in love with Persephone, and he asked Zeus, the (2) _______ of the gods, to give Persephone to him as his (3) _______. Zeus did not want either to disappoint Hades or to upset Demeter, so he said he would not agree to the marriage, but neither would he (4) _______ it. Hades, therefore, decided to take the girl without (5) _______. When Persephone was picking flowers in the garden, he seized her and took her to the underworld. When Demeter (6) _______ what happened to Persephone, she became so (7) _______ that she caused all plants to (8) _______. People were in (9) _________ of starving. But Demeter was determined not to let crops grow (10) _______ her daughter, Persephone, was returned to her. (11) __________, still not wanting to disappoint Hades, decided upon a condition for Persephone's (12) ______ . She could go back to her mother if she had not (13) ________ anything while she was in the underworld. Demeter (14) ________ it because she did not know that Persephone had eaten several pomegranate (石榴) seeds in the underworld. When Zeus (15) ______ this, he agreed that Persephone could spend part of the year with her (16) _______, but he added that since she had eaten the seeds, she must spend part of the year in the underworld. And so it (17) ________ that when Persephone is in the underworld, Demeter is sad and therefore (18) _______ not let the crops grow. That is (19) ______ we have winter when plants do not grow. When Persephone returns, Demeter is (20)______ , it is spring, and plants begin to grow again.
1. A. periods B. seasons C. time D. age
【答案及解析】 B 从后文可以看出整个文章在讲述有关季节为什么有变化的一个神话
2. A. winner B. ruler C. advisor D. fighter
【答案及解析】 B 文中谈到四个人：Demeter, (who is the goddess of the harvest); her daughter, Persephone ; Hades and Zeus。有了问题要去请示的人，当然就应是有权威，有能力的人，说话有份量的人。Ruler of the gods。
3. A. wife B. lover C. partner D. daughter
【答案及解析】 A 根据下文中的marriage 一词可以判断Hades想娶Persephone为妻
4. A. forbid B. forgive C. admit D. accept
【答案及解析】 A 通过neither…nor可以得知“Zeus既不同意也不愿阻止这桩婚事。
5. A. arrangement B. warning C. reason D. permission
【答案及解析】 D Hades因此只能是在未经许可的情况下带走了那个女孩。
6. A. let out B. worked out C. thought out D. found out
【答案及解析】 D find out发现真相。发现什么事发生在Persephone身上
7. A. excited B. tired C. angry D. serious
【答案及解析】 C 因为女儿被带走了，当然是生气了。
8. A. grow fast B. start growing C. stop growing D. grow slowly
【答案及解析】 C 根据下文“was determined not to let crops grow”可以推断答案stop growing
9. A. danger B. hope C. turn D. case
【答案及解析】 A 农作物不生长，人们当然就会面临着饿死的危险。
10. A. since B. until C. after D. when
【答案及解析】 B not …until “不到….不”。 不让庄稼生长直到女儿返回她的身边。
11. A. Persephone B. Zeus C. Demeter D. Hades
【答案及解析】 B 仍然不想让Hades失望的，能够作决定的人肯定是Zeus， the ruler of the gods
12. A. return B. change C. marriage D. journey
【答案及解析】 A 有条件的答应Persephone返回，回到她妈妈身边，故选return。
13. A. stolen B. found C. eaten D. heard
【答案及解析】 C 下文说到…had eaten several pomegranate…可以推断如果Persephone不吃任何东西，她就可以回到她妈妈身边
14. A. understood B. refused C. doubted D. accepted
【答案及解析】 D 她不知道女儿在地下吃了石榴，所以肯定是答应了。
15. A. discovered B. studied C. forgot D. prepared
【答案及解析】 A Zeus同意Persephone 一段时间和她妈妈度过，因为她在地下吃了石榴，一段时间还得在地下度过，这些是在Zeus发现了上文说到的那一情况之后所作的同意决定。
16. A. daughter B. mother C. god D. ruler
【答案及解析】 B 根据上文“go back to her mother”可以判断Zeus同意Persephone 一段时间和她妈妈度过
17. A. works B. remains C. happens D. starts
【答案及解析】 C 最终情况就是这样（发生）的了。
18. A. should B. can C. dare D. will
D 当女儿在地下时，Demeter很伤心，所以就不让庄稼生长。情态动词will表示意愿
19. A. where B. because C. why D. how
【答案及解析】 C 这是总结性的话语。这就是为什么有季节的变化，我们有冬天，这时候植物不生长。
20. A. nice B. friendly C. fresh D. happy
【答案及解析】 D 可是当女儿回来时，Demeter自然高兴，这一时间就是春天，庄稼开始生长。
三、阅读理解
Bill Clinton was born on Aug.19, 1946.Three months before his birth, his father had died when driving home to his pregnant wife, Virginia, he went off a high way, was thrown from the car and drowned in a river.
When Bill was 4,his mother remarried Roger Clinton. And there were always troubles: a sometimes violent, alcoholic stepfather and a half-brother. Only one year after the marriage, the drunken stepfather fired a shotgun at the ceiling to keep his bride and stepson from leaving the house. Virginia was very much frightened. So Roger Clinton beat Virginia from time to time. But teenager Clinton played a role of protector of his mother bravely. The stepfather never laid another band on Virginia.
In high school, he was very good at Latin and maths. He also played saxophone in the hand. At age 16,as a member of a youth group, Clinton met President John F. Kennedy at the White House, it led him to the life of public service. Once he set his mind to do something, he did not give up. He was elected governor of Arkansas at the age of 32.
Clinton has said he ran for president to make the country a better place for people like Chelsea, his daughter. He did win. At the age of 46,he became the third youngest president in the nation's history.
1. When this passage was published, Clinton was_________.
A. governor of Arkansas B. a famous professor
C. President of U.S.A. D. President of a university
【答案及解析】 C 此文为克林顿总统的生平简介，根据文章的时间顺序及最后一段可推知。
2. Clinton's own father died_________.
A. before Clinton was born
B. after Clinton was born
C. from drinking too much brandy
D. when Clinton's mother was giving birth
【答案及解析】 A 根据第一段“Three months before his birth, his father died”可知。
3. Clinton protected his mother by_________.
A. fighting against his stepfather
B. beating his stepfather
C. having long talks with his stepfather
D. the means we don't know
【答案及解析】 D 克林顿保护母亲的方式文中没有提及。
4. The word “it” in “It led him to the life of public service” refers to_________.
A. Clinton's high school education
B. becoming a member of a youth group
C. Clinton's visiting President Kennedy
D. doing public service
【答案及解析】 C 第三段上文的内容为克林顿对肯尼迪总统的拜访，it指代这件事。
四、对话填空
W: Hi Ken! Are you ready for the job interview?
M: I think so. I am taking my laptop and a pad and pencil too just in (1) c__________.
W: What are you (2) w__________? You can’t wear that!
M: What do you mean? You said to wear a suit. This is my (3) b__________ one!
W: It’s red and shiny! I know you want to (4) f__________ the bosses, but you’ve gone too far. You are going to blind them.
M: So You don’t think that I will make a good (5) i__________?
W: No way! This is a TV studio, (6) n__________ a nightclub!
M: Hmm, I guess I don’t have time to go (7) s__________, huh?
W: No, I think you’d (8) b__________ just take a sick day and go home. I’ll make your excuses. (9) F__________ impressions are important and you don’t want to expose your job.
M: Hmm, I wonder what it would be like to work in a (10) n__________.
参考答案：
1. case 2. wearing 3. best 4. fascinate 5. impression 6.not 7.shopping 8. better 9. First10. nightclub
注解：
1) no way: adv 不，决不
四 提高篇
一、完形填空（05年湖北试卷）
You are near the front line of a battle. Around you shells are exploding; people are shooting from a house behind you. What are you doing there? You aren't a soldier. You aren't 1_ carrying a gun. You're standing in front of a 2 and you're telling the TV 3 what is happening.
It ' s all in a day ' s work for a war reporter , and it can be very 4 . In the first two years of the
_5 in former Yugoslavia (前南斯拉夫), 28 reporters and photographers were killed. Hundreds more were 6 What kind of people put themselves in danger to 7 pictures to our TV screens and 8 to our newspapers? Why do they do it?
”I think it's every young journalist's 9 to be a foreign reporter,“ says Michael Nicholson, ”that's 10 you find the excitement. So when the first opportunity comes, you take it 11 it is a war.“
But there are moments of 12 . Jeremy Bowen says, ”Yes, when you' re lying on the ground and bullets (子弹) are flying 13 your ears, you think:' What am I doing here? I'm not going to do this again. ' But that feeling 14 after a while and when the next war starts, you'll be 15 “
”None of us believes that we' re going to 16 ,“ adds Michael. But he always 17 a lucky charm (护身符) with him. It was given to him by his wife for his first war. It's a card which says ”Take care of yourself.“ Does he ever think about dying? ”Oh, 18 , and every time it happens you look to the sky and say to God, 'If you get me out of this, I 19 I'll never do it again. ' You can almost hear God 20 , because you know he doesn't believe you.\"
内容简介：
本文讲述了战地记者在战场上所遇到的各种艰难和危险并且描述了他们的思想斗争的情况。
1. A. simply B. really C. merely D. even
【答案及解析】 D 上文说，你在前线，你不是战士，所以下文的意思应该是：“甚至没有枪”
2. A. crowd B. house C. battlefield D. camera
【答案及解析】 D 依据 You are telling the TV viewers 可知，你是站在电视摄像机前。
3. A. producers B. viewers C. directors D. actors
【答案及解析】 B 对电视观众作介绍，用viewer， producer制片人，director导演，actor演员
4. A. dangerous B. exciting C. normal D. disappointing
【答案及解析】 A 后面讲了28个记者和摄影师死在战场上，因此，战地记者的工作是很危险的
5. A. stay B. fight C. war D. life
【答案及解析】 C 前面讲战地记者，因此这里说的是前南斯拉夫战争
6. A. injured B. buried C. defeated D. saved
【答案及解析】 A 由文章可知，战地记者的工作是非常危险的，甚至会受伤或被打死。
7. A. bring B. show C. take D. make
【答案及解析】 A bring sth to把……带给. show出示, take拿到, make制造。
8. A. scenes B. passages C. stories D. contents
【答案及解析】 C 在报纸上报道的事情或经历常用story表示
9. A. belief B. dream C. duty D. faith
【答案及解析】 B 根据上下文可知，年轻记者的梦想是成为一名外国记者。
10. A. why B. what C. how D. where
【答案及解析】 D where引导表语从句，表示地点。那是你发现激动人心的地方
11. A. even so B. ever since C. as if D. even if
【答案及解析】 D 由文章可知当实现梦想的机会出现的时候即使是战争也不畏惧。
12. A. fear B. surprise C. shame D. sadness
【答案及解析】 A 下文讲到子弹飞过耳边，因此应该是fear害怕
13. A. into B. around C. past D. through
【答案及解析】 C 由句意可知，子弹在耳边飞过。into表示飞进， around表示绕着飞，而through是“穿透”都不符合句意。
14．A．returns B．goes C．continues D．occurs
【答案及解析】 B 上文讲到有害怕的感觉，所以“一会儿，这种感觉走了（消失了）”
15. A. there B. away C. out D. home
【答案及解析】 A 由上下文可知：下一次战争开始时，你还会在那里
16. A. leave B. escape C. die D. remain
【答案及解析】 C 由下文可知，他们随身带着护身符，所以他们不相信他们会死。
17. A. hangs B. wears C. holds D. carries
【答案及解析】 D 由词义而定。A 悬挂，B穿；戴,C 握住，D携带。“他带着一个护身符”
18. A. never B. many times C. some time D. seldom
【答案及解析】 B 下文说every time,说明是想过，所以选many times
19. A. consider B. accept C. promise D. guess
【答案及解析】 C 由词义而定。A考虑，B接受,C允诺,D猜测。这是向上帝祈祷，所以要用：promise
20. A. whispering B. laughing C. screaming D. crying
【答案及解析】 B 上帝不相信你的话，所以应该是能听到他笑。whispering 耳语screaming尖叫 crying哭泣
一、阅读理解
A
It came with devastating force, a natural disaster of strange intensity that shocked the world and killed tens of thousands. The waters have now receded, but disease and food and water shortages trouble a number of countries around the Indian Ocean. Millions of survivors face serious problems.
The number of survivors in need of food aid after the Indian Ocean disaster has climbed to 5 million people. They stretch from Somalia to Thailand, and the figure could rise further, the United Nations has said.
Relief teams hope to reach all of the estimated 700 000 hungry in Sri Lanka within three more days. It could take longer before enough food aid gets to the nearly 1 million people in need in hard-to-reach parts of Indonesia. Another serious problem is the need for purified water.
Although aid had poured in from all over the world to the disaster areas, “Logistics is the big problem here-just getting the stuff out to people who need it,” said Ron Libby, emergency management specialist at the USA agency for International Development.
Relief efforts are hindered by the difficulty of delivering aid to the more than 1000 islands scattered across hundreds of kilometers of ocean.
For those who survived the tsunami's force, disease is now the No.1 problem. Five million people are short of water, food and basic sanitation across the region. World Health Organization(WHO) crisis chief David Navarro said 50 000 more people could die from disease and other causes, as has been the case in previous humanitarian emergencies.
WHO said it had already received a handful of reports of malaria(疟疾) and dengue fever(登革热) and hundreds of reports of diarrhea(腹泻) and infected wounds. It said millions of water purification tablets had been sent to Asia, along with sanitation engineers to rebuild water sanitation infrastructure.
Psychologists are warning that mental health problems caused by the tsunami could prove harder to resolve than the physical damage.
Some survivors say they are plagued by recurring nightmares about walls of water. Many locals are afraid to return to beachside homes. Officials also warn that suicide rates could rise dramatically as parents struggle with guilt at losing children.
Psychologists estimate that 20 to 30 per cent of people who face traumatic events eventually develop symptoms, such as alcohol abuse, lack of concentration at work and an inability to develop close relationships.
Although the Thai Government has offered to build temporary beachside housing, many refugee families are refusing to come down from the hills. Others are afraid to go back to jobs on the sea.
Over 150 000 people were killed by the tsunami, but hundreds and thousands more have been left with no means to earn a living.
In the village of Akirapettai in India, all that is left is the twisted wreckage of the fishing fleet. Dakshina Murti, a fisherman, not only lost three family members, but also lost his boats, his nets, everything.
“Everything's gone,” he says. With no government aid so far, all he has is a wreck. There are several million people who suffered the same experience. Homes have been destroyed, as well as wharves, docks, and sheds.
For now, rebuilding the economy remains a distant concept.
1. This passage is mainly about _________that happened around the Indian Oceans.
A. the causes of the tsunami B. the result after the tsunami
C. the sign of the tsunami D. the warning of the tsunami
2. According to what the United Nations has said, the number of survivors in need of food aid after the disaster _________.
A. is not more than 5 million B. is less than 5 million
C. has reached 5 million D. won't reach 5 million
3. From the passage we learn that _________ is the most serious problem for the time being.
A. disease B. food C. water D. house
4.The passage tells us that such a disaster, as tsunami will cause diseases and _________ as well.
A. Dengue fever B. diarrhea C. Malaria D. mental health problem
1.答案:B解析：综合判断题，全文讲述海啸造成的后果。
2.答案:C解析：细节理解题，文章第二段首句。
3.答案:A解析：细节理解题，文章第六段首句。
4.答案:D解析：细节判断题,第七段指相关的疾病，第八段指精神伤害。
B
For nearly a century before there was such a thing as a space program, a view of space was possible. People could see full views of the Moon, explore Mars(探测火星),and study the outer space beauty. All of this was made possible by a small group of artist-astronomers(天文艺术家) who worked to show people how other worlds in space might look.
Lucien Rudaux, a French artist, was the first to use his artistic ability and his knowledge of astronomy in art. His paintings show a mixture of skilled observations, brilliant imagination and careful attention. As a result, many of his works have come surprisingly close to actual conditions on distant planets. His painting of Mars included moonlike craters(火山口) that were first photographed by the astronauts in 1965.His 1930 painting of a dust storm looks remarkably like a photograph of a storm taken by the astronauts in 1976.
The artist-astronomers, including Rudaux, made people interested in outer space by painting what turned out to be exact portraits of the planets.
5.The passage tells us _________.
A. the surprising exactness of space artists B. the popular success of Lucien Rudaux
C. the imaginations of great artists D. the likeness between the Moon and Mars
6. According to the passage, artist-astronomers spent their lives _________.
A. exploring the planets B. studying paintings
C. painting the planets D. producing spaceships
7. The works of Lucien Rudaux are a mixture of _________.
A. astronomy and mathematics B. astronomy and painting
C. photograph and art D. fact and imagination
8. In 1965,the astronauts photographed _________.
A. a spaceship B. a planet C. craters on the Moon D. a painting
5.答案:A解析：综合判断题，天文艺术家是绘画天体的人，不是探测天体的人。
6.答案:C解析：第二段第一、二句。
7.答案:D解析：细节理解题，第二段第二、三句。真实与想象的结合。
8.答案:C解析：细节理解题，第二段第四句。
C
Over a hundred years ago people in London were surprised to see a very unusual boat come sailing up the Thames River. The boat was eighty feet long flat-bottomed, with big wooden eyes on both sides in the front and was colorfully painted at the back.
People came to know that it was a sailing boat from Fuzhou in distant China. The boat had sailed round the Cape of Good Hope(好望角) up the western coast of Africa, and finally to England. It had covered fifteen thousand miles-more than half of the distance round the world.
Although it was unexpected, the Chinese were warmly welcomed. The boat carried goods such as silk and tea as well as a number of gifts from the Emperor of China for the Queen of England.
People had always mistakenly thought of the Chinese as a people not used to sea. However, from centuries of trading and sailing in dangerous seas, the Chinese had learned how to build good boats and sailed them well. The coming of this sailing boat to London proved once again that the Chinese could sail to distant countries in the world.
9. The boat was considered unusual because _________.
A. it was a small wooden boat
B. it carried Chinese silk and tea
C. it had traveled fifteen thousand miles
D. it looked strange in several ways
10. According to this article, which of the following is TRUE?
A. The distance round the earth measures less than thirty thousand miles.
B. The Chinese Emperor gave silk and tea to the English Queen as gifts.
C. The Chinese boat came to London by accident.
D. The Chinese people were not good at sailing in dangerous seas.
11. The boat reached London by sailing _________.
A. round the southern end of Africa
B. up the west coast of England
C. through the Arctic Ocean
D. round Asia and Europe
12.The writer wants to prove that a long time ago the Chinese _________.
A. carried silk, tea and other goods to England
B. could reach many parts of the world by sea
C. could sail along the Thames River
D. surprised Londoners with an unusual boat
9.答案:D解析：细节分析，第一句 a very unusual boat以及第二句关于船的描述。
10.答案:A解析：综合判断题，第二段最后一句可知。
11.答案:A解析：细节理解题，第二段讲述非洲南端好望角。
12.答案:B解析：综合判断题，最后一段可知。
D
Doctors say anger can be an extremely damaging emotion, unless you learn how to deal with it. They warn that anger can lead to heart disease, stomach problems, headaches, emotional problems and possibly cancer.
Anger is a normal emotion that we all feel from time to time. Some people express anger openly in a calm reasonable way. Other burst with anger, and scream and yell(咆哮).But other people keep their anger inside. They can not or will not express it. This is called repressing anger.
For years many doctors thought that repressing anger was more dangerous to a person's health than expressing it. They said that when a person is angry, the brain releases the same hormones (荷尔蒙).They speed the heart rate, raise blood pressure, or sugar into the blood, etc. In general the person feels excited and ready to act.
Some doctors say that both repressing and expressing anger can be dangerous. They believe that those who express anger violently may be more likely to develop heart disease, and they believe that those who keep their anger inside may face a greater danger of high blood pressure.
Doctors say the solution(解决办法) is learning how to deal with anger. They say the first step is to admit that you are angry and to recognize the real cause of the anger, then decide if the cause is serious enough to get angry about. If it is, they say, “Do not express your anger while angry. Wait until your anger has cooled down and you are able to express yourself calmly and reasonably.”
Doctors say that a good way to deal with anger is to find humor in the situation that has made you angry. They said that laughter is much healthier than anger.
13. “Damaging emotion” means that _________.
A. the emotion is harmless
B. the emotion is harmful
C. the feeling is very strong
D. the feeling is hard
14. What statement is right?
A. Were you angry, you would be cancered (得癌症).
B. Once you are angry, you must be cancered.
C. Angry as you are often, you can't be cancered.
D. Anger may cause you a cancer.
15. Expressing anger violently _________ repressing it according to some scientists.
A. is just the same as
B. is more harmful than
C. is no better than
D. is much better than
16. According to the author, you'd better _________.
A. never be angry
B. cool it down before you express it
C. laugh and laugh when you get angry
D. admit you are wrong when you are angry
13.答案:B解析：文章开头的第一句就提到了...anger can be an extremely damaging emotion,再综观全文，就可得到答案。
14.答案:D解析：细节理解题，第一段最后“warn...possibly cancer”。
15.答案:C解析：综合判断题，第四段中的第一句“...both repressing and expressing...dangerous.”与“is no better than”意思一致。
16.答案:C解析：分析推理题，最后一段。
E
It was four o'clock when we left Micatlan, and we traveled quickly until it became almost completely dark. It was our intention to return to our general quarters in Atlacomulco that night. We had a long journey ahead of us, especially because it had been decided there was no way we would try to cross the ravines again at night, since they were considered far too dangerous. Furthermore, an eclipse of the moon was expected, and, in fact, while we were crossing an open field, the moon appeared on the horizon, half in shadow, a rare and beautiful sight.
After a few hours of riding, we suddenly realized that we had lost our way, and worse still, had no way of finding it again. Night had fallen and there was not a single hut in sight, only great plains and mountains and the lowing of distant bulls all around us. We continued on ahead, trusting in luck, though it was difficult to say where she had brought us. By good fortune, our advance riders ran into two Indians, a man and a boy, who agreed to guide us their village and no further.
After an interminable and exhausting road, which we traveled at a brisk trot, the barking of several dogs announced an Indian village. In the dying light, we could just make out cane huts, firmly situated between the banana trees, with fenced gardens in front of each one. Our convoy stopped in front of one particular hut, a kind of inn or shop for alcohol, where a naked goblin-like figure, the ideal husband for a witch, was serving cheap brandy to the Indians, most of whom were already drunk.
We dismounted and threw ourselves to the ground, too tired to even think. Someone found us, God knows how, a cup of dreadful hot chocolate. We began to realize that we were completely lost, and so it was agreed to give up our attempt to reach Atlacomulco that night. Instead, we should head for the village of “E1 Puente”, where our guides know a Spanish family, made up of several unmarried brothers, who , without any doubt, would be delighted to offer us a safe refuge for the rest of the night. We remounted and began our journey, a little restored after the pause in our journey and the dreadful hot chocolate.
17. Where did we travel to?
A. El Puente. B. The cane huts. C. Atlacomulco. D. An Indian Village.
18. When we traveled at night_________.
A. there was a good guide leading us
B. there was a full moon in the sky
C. we could hardly see anything
D. we could see everything around clearly
19. When we lost our way we believed that_________.
A. we should stay where we were for rescue
B. we should go on to seek after our fortune
C. we should go back where we started
D. we should ask the Indians for help
20. When we reached the inn-like hut_________.
A. someone served alcohol and hot chocolate at once
B. we had a good sleep
C. we had a good drink
D. we were too exhausted to ask for anything
17.答案:C解析：细节理解题，第一段第二句our intention to return...in Atlacomulco。
18.答案:C解析：综合判断题，第一段“It became almost completely dark. Furthermore, an eclipse of moon was expected.”第二段“we had lost our way.”。
19.答案:B解析：细节理解题，第二段最后两句。Seek after our fortune碰碰运气。
20.答案:D解析：句意理解与推理分析，最后一段，第一、二两句可知。我们太累，倒在地上失去知觉，幸亏有人发现，灌下一杯热巧克力才恢复知觉。
五 交流篇
I. 想说就说
A Teacher’s Loving Heart
A dialogue between a teacher and a parent:
P: Miss White, what a surprise! It’s nice to see you again!
T: Hello, Sophia! My gosh! I haven’t seen you in a long time! Wasn't last Christmas the last time I saw you?
P: You know, I think you are right. Where are you teaching now?
T: Oh, I am teaching in a small town in Ohio.
P: How are your students?
T: They are fine.
P: I heard that you were doing an important activity with your students.
T: Oh, you are right. My twenty-seven third graders have just finished the great day of gift-giving.
P: This reminds me of the days when you taught my son. He admired you very much and was always singing your 1.__________, for your loving heart as well as your interesting and clever teaching methods.
T: Thanks a lot. That’s what I try to do! A teacher is to a student is what a mother is to a kid. If you devote your real love
篇17：高一英语必修一第二单元教学设计
Unit3 Is this your pencil?(period 2)
Step 1. Warm up
Greeting
Step2. Revision
a. T: Look at the blackboard.Can you guess“What’s that?”
(PPT出示Is that a...)
S:Is that a pencil?
T:Yes,it is.It’s a pencil.whose pencil is it?
S:it’s Mike’s.
T:Who helps Mike find his pencil?
S:Yangling and LiuTao.
T:Where’s the pencil?
S:在桌子底下
T:Yes,it’s under the desk,on the floor.
b. Read the story.
c. Act the story.
d. Help WangBing find his pencil case.(拓展表演)
Step3. Presentation
1.Learn the new words
a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?
S: It’s a ruler.(教读)
The same way teach: crayon ,school bag
b.Play a game (review words)
c.Spell the words
d.Show the stationaries to classmates:
This is my...
That’s my...
2.Play a game: Fun time
a. Answer the question
b. Play a game (出示游戏方法，让学生知道该怎么玩游戏)
c. Consolidation
失物招领
T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同学的学习用品)
S:(学生帮老师寻找失主)
T：Good job! I hope everyone can be helpful to your classmates.
d.Learn: Rhyme time
Oh,here’s a ruler too,is this your ruler?
S;No,it isn’t.
T：Where’s the ruler?
S: 在地上
T：Yes,it’s on the floor.(教读) 板书floor
T: Where’s the ruler?
S:It’s on the floor
T: It’s on the floor,beside the door (教读) 板书door
T(出示图片)Who’s he ?He’s Mr.Fuller.(教读)
Let’s say “Hello” to Mr. Fuller.
S: Hello,Mr. Fuller.
T:Let’s learn this rhyme ,its name is “A ruler”
出示歌谣句子，逐句跟读，跟节奏伴读。
Step3 Homework
Read the words Read the rhyme Find the owner
反思：1.整节课复习了story time ,新授fun time 和rhyme time ,每个环节都是由游戏过渡而来，看似松散，实则都在老师的掌握之中。
2.思路清晰，趣味性强，句型在游戏中掌握的比较好，但是在寻找失物的时候，学生活动的时间还可以再长一点，在检查学生活动时也要关注其他同学的活动情况。
3.整节课主线比较清晰，在rhyme 的时候让学生感受到了韵脚，这样易于学生的掌握。
姜主任：关注语音语调、关注语言、关注习惯、关注评价。
