人教版高二英语unit13 The water planet全套教案

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篇1：人教版高二英语unit13 The water planet全套教案

Unit 13 The water planet

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

1) can /could

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

2) may /might

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

3) will /would

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

4) shall /should

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

5) must /can’t

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

The First Period

Teaching Aims:

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

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

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

We should/could…

If we…we can…

It would be better…

2. Learn something about water by doing experiment.

3. Do some listening.

4. Improve the students’ speaking ability by talking.

Teaching Important Points:

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

2. Improve the students’ listening ability by listening.

Teaching Difficult Points:

1. How to finish the task of speaking.

2. How to improve the students’ listening ability.

Teaching Methods:

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

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

Teaching Aids:

1. the multimedia

2. the blackboard

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

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss: Hello, teacher.

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

Ss: Yes.

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

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

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

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it.

(a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

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

S1: Water is used to drink.

S2: Water can be used to water the flowers.

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

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?

S4: I’d love to.

T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.

(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)

T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.

( A few seconds later.)

Ss: Fantastic! The liquid in the glass has become two parts.

T: Try to describe it in detail.

S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.

T: Good question. Who’d like to answer his question? (Nobody answers his question.)

T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.

(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)

T: Who wants to explain the phenomenon?

S6: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

S8: What’s the meaning of “density”?

S9:“Density” is “密度” in Chinese.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

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

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

T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?

Ss: Yes.

T: Would you like to watch another experiment?

Ss: I’d love to.

T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.

(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)

T: What can you see?

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

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

(Teacher gives students a few minutes to discuss, and then checks their answers.)

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

S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

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

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

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

T: Anything else?

S11: There are some plastic bags and empty tins on the surface of the river.

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

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

Sample answer:

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

Step Ⅲ Listening

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

1. happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

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

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

T: Now listen, please.

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

Step Ⅳ Speaking

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

1. How is the water being used?

2. Is this a good way to use water?

3. Why do we use water in this way?

4. Who benefits from using water in this way?

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

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

Suggested answers:

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

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

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

(Picture 6)

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

B: Water is being used for entertainment.

A: Is it a good way to use water?

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

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

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The First Period

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

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

The Second Period

Teaching Aims:

1. Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2. Improve the students’ reading ability.

3. Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Point:

How do we make the students understand the reading passage better.

Teaching Methods:

1. Discussion before reading to make the students interested in what they will learn.

2. Fast reading to get a general idea of the text.

3. Discussion after reading to make students understand what they’ve learned better.

4. Careful reading to get the detailed information in the text.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1: I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

T: Anything else?

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

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

1. What is/are ______?

2. What does ______ look like?

3. What are different parts of ______?

4. What can ______ be compared to?

5. How does ______ work?

6. What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

Ss: Yes.

T: What about other questions?

S7: I think plankton, sharks and whales are examples of species in the ocean.

S8: The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9: Thank you. I got it.

T: Then, who can answer the question?

S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11: I have a question. Why is the water in the ocean always moving?

S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1. incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2. available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3. range vi.

range from A to B

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5. that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6. take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7. be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

Ss: Yes.

(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

Step Ⅴ Summary and Homework

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Ss: Yes.

T: See you tomorrow!

Ss: See you tomorrow!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Second Period

Questions:

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

Words: incredibly, available

Phrases: range from A to B, that is, take advantage of, be sensitive to

Sentences: But the way the water molecule…

The Third Period

Teaching Aims:

1. Review Modal Verbs.

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

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How do we help the students correctly use the Modal Verbs.

Teaching Methods:

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

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

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learned a passage about water and now who can retell the passage in your own words?

S1:Let me try.

…

T: Well done. Thank you for your performance.

Step Ⅱ Word Study

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

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

1 otmas atoms

2 tanomu amount

3 sdlio solid

4 oasbrb absorb

5 cgrnetidea centigrade

6 sag gas

7 nhroygde hydrogen

8 yoxgen oxygen

9 assm mass

10 fatol float

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

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

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

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

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

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

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

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

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

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

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

Suggested answers:

1. hydrogen, oxygen 2.liquid,solid,gas

3. atom 4.steady,absorb

5. absorb 6.relationship

7. freezing 8.float

Step Ⅲ Grammar

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

Ss:…

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

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

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

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

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

…

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

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

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

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

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

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

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

Ss: Yes.

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

Ss: Yes.

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

T: Are you ready?

Ss: Yes.

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

S4:I think “A” is right.

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

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

T: Very good. What about the second one?

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

T: Congratulations! Who can answer the third one?

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

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

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

T: Why did you choose “C”?

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

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

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

T: Excellent!

…

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

Suggested answers:

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

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

Ss: Yes. Of course we have.

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

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

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

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

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

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

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

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

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

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

…

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

Suggested answers:

can/will/should, may

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

Step Ⅳ Summary and Homework

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

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Third Period

Words:

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

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

The Fourth Period

Teaching Aims:

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

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

3. Improve the students’ writing ability.

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

Teaching Important Points:

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

2. Improve the students’ writing ability.

Teaching Difficult Point:

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

Teaching Methods:

1. Fast reading to go through the reading material.

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

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

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

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

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

1.-I saw Mary in the street yesterday.

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

2.-Could I use your bike?

-Yes, of course you ______.

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

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

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

Suggested answers:

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

Step Ⅲ Fast Reading

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

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

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

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

T: Have you finished your reading?

Ss: Yes.

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

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

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

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

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

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

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

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

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

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

Step Ⅳ Discussion and Explanation

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

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

Suggested answers:

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

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

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

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

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

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

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

(Teacher writes the following phrases on the blackboard.)

1.provide…for

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

2. have an opportunity to do something

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

3. a variety of

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

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

4. contribute to

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

Step Ⅴ Writing

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

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

1. Why does an ice cube float?

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

3. Why do so many species live in estuaries?

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

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

Possible samples:

(Question 3)

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

(Question 4)

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

Step Ⅵ Test

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

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

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

2.______(她处理这个问题的方法) is very good.

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

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

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

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

Suggested answers:

1. range from 5 to 15

2. The way she deals with the problem

3. that is

4. took advantage of

5. is very sensitive to temperature

6. made him respected

7. managed to get the work done

Step Ⅶ Summary and Homework

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

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

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

The Fifth Period

Modal Verbs

Teaching Aims:

1. Review the important usages of modal verbs.

2. Sum up the different situations of modal verbs.

Teaching Important Point:

How do we use modal verbs correctly.

Teaching Difficult Point:

How do we choose modal verbs correctly.

Teaching Methods:

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

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

Teaching Aids:

1 .the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.

(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)

Modal Verbs:

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

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

3. Modal verbs have no infinitives.

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

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

Step Ⅲ Revision of the Important Usages of Modal Verbs

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

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

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

Ss: Yes.

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

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

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

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

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

3.______ it be Lily?

4. It ______(not) be true.

5. You ______ be right.

Suggested answers:

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

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

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

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

Ss: Yes.

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

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

3. Mary said that I ______ borrow her car.

Suggested answers:

1. Can/Could/May/Might; can/may

2. Can

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

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

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

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

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

1.I really must study hard.

2.You must be here by 3 o’clock.

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

4.You needn’t work on Sundays.

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

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

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

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

T: Please give me an example. OK?

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

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

Ss: Yeah.

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

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

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

3. You could have told me he was coming.

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

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

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

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

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

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

Ss: Yes. Thank you.

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

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

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

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

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

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

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

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

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

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

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

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

Suggested answers:

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

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

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

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

Ss: Yes.

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

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

T: Well done. What about “should”?

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

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

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

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

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

T: Good example!

Step Ⅳ Summary and Homework

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

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fifth Period

Modal Verbs

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

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

3. You could have told me he was coming.

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

篇2：人教版高中地理全套教案

【课标要求】

1、结合实例，了解遥感在资源普查、环境和灾害监测中的应用。

2、举例说出全球定位系统在定位导航中的应用。

3、运用有关资料，了解地理信息系统在城市管理中的功能。

4、了解数字地球的含义。

【教材分析】

随着社会的发展，RS、GPS、GIS等地理信息技术的大众化应用已成为趋势，也给地理学科发展带来了一次好的机遇，同时也是高考的必考点，因此应该高度重视该节内容。

【教学目标】

知识与技能

1、了解遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。

2、举例说明遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。

过程与方法

1、运用资料分析问题和图表对比方法。

2、尝试小组合作进行资料、图像查找。

情感、态度与价值观

1、培养学生对地理信息技术进行探究的兴趣。

2、培养学生分析问题、解决实际问题的能力。

3、进行爱国主义思想教育，以增强学生的民族自豪感。

【教学重点】

1、遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。

2、遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。

【教学难点】

1、遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。

2、遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。

【教学方法】比较法、图示分析法、图示法等

【教具准备】多媒体课件

【课时安排】3课时

【第一课时】

(新课引入)在区域的研究中不仅有定性的研究方法，还有定量的研究方法，其中地理信息技术在区域发展的研究中发挥着越来越重要的作用。今天我们就来学习有关地理信息技术的知识及其在区域地理环境研究中的应用。

【板书】一、地理信息技术

1.概念：指获取、管理、分析和应用地理空间信息的现代技术的总称。

2.主要包括：遥感(RS)、全球定位系统(GPS)和地理信息系统(GIS)

3.应用——广泛应用于区域地理环境研究

资源调查、环境监测、自然灾害防御监测、国土资源管理、国土开发规划

GPS汽车导航、空间信息网站、城市多媒体地理信息系统等。获取管理分析应用RSGPSGIS区域地理

自然灾害防御检测国土开发规划

【板书】二、遥感(RS)

1.概念：在航空器(如飞机、高空气球)或航天器(如人造卫星)上利用一定的技术装备，对地表物体进行远距离的感知。

2.遥感的关键装置——传感器

⑴作用：传感器在航空或航天器上接受地面物体反射或辐射的电磁波信息，并以图像胶片或数据磁带记录下来，传送到地面接收站。

⑵工作原理：地面物体的种类、性质、环境条件的不同，其反射和辐射的电磁波也各不相同。

3.遥感技术的主要环节和功能

4、特点(优点)：

①精度高、质量高、效率高，且节省人力、财力。

(讲解)在区域地理研究中，遥感已成为重要的手段和方法。传统的工作方法经常是从点、线实地观测入手，逐渐过渡到面上的分析研究。运用遥感技术，则可以首先从面上的区域分析研究入手，然后有重点地选择若干点、线进行野外验证和检查。这样，不仅可以提高研究工作的精度和质量，而且节省人力、财力，提高效率。

②遥感信息作为重要的信息源，为区域地理环境研究从定性到定量、从静态到动态、从过程到模式的转化和发展，提供了条件。

(讲解)区域地理环境研究的前提是获取地理信息。例如，将多次或逐月、逐年的遥感影像图叠加，就可反映城市的扩张、海岸的侵蚀、湖泊的消长，等等。

5、应用范围：资源调查、环境监测、自然灾害防御监测等领域。

(讲解)在区域地理环境研究中,遥感广泛应用于资源凋查、环境监测、自然灾害防御监测等领域。遥感技术的应用范围很广。

案例介绍：

洞庭湖及荆江地区飞机、卫星遥感影像对洪水监测

19夏秋，长江流域发生了罕见的大洪水，中科院遥感所等科研部门，利用飞机遥感监测和卫星遥感监测技术，对洞庭湖及荆江地区洪灾情况进行监测，在很短的时间内获得了较全面的资料，给抗洪决策提供了科学依据，为夺取抗洪斗争立了大功。

区域地理环境研究的前提是获取地理信息。例如，将多次或逐月、逐年的遥感影像图叠加，就可反映城市的扩张、海岸的侵蚀、湖泊的消长，等等。在区域地理环境研究中,遥感广泛应用于资源凋查、环境监测、自然灾害防御监测等领域。

遥感技术的应用范围很广。除了以上介绍的森林火灾、洪水监测外，还广泛应用于农业、地质、海洋研究、环境监测等许多方面。而且我国的遥感技术也已经在世界上具地位。

阅读遥感在农业方面的应用通过这个材料，使学生了解如下问题：

1.遥感在农业方面的应用主要包括上地资源调查、土地利用现状调查、病虫害和农业生态环境调查及监测，以及农作物长势监测和估产等方面。

2.遥感在土地资源与土壤调查中应用广泛。

3.作物估产是体现遥感在农业方面综合应用的例证。

思考

1.从监测的范围、速度，人力和财力的投入等方面看，遥感具有哪些特点?点拨：范围更广、速度更快、需要人力更少、财力投入少。

2.有人说：遥感是人的视力的延伸。

篇3：人教版高中地理全套教案

一、能源概述

1、概念:凡是能够提供某种形式能量的物质或物质的运动，统称为能源。

2、分类：

(1)按形成和来源分类：

①来自太阳辐射的能量:煤、石油、天然气、太阳能、生物能、水能、风能等。

②来自地球内部的能量:地热、核能。

③来自月球、太阳对地球的引力而形成的潮汐能。

(2)按利用的技术状况分类：

①常规能源:被人类利用多年，现在仍大规模使用的能源，如煤、石油、天然气、水能、生物能。

②近若干年才被利用的能源，如核能、地热、海洋能、太阳能、沼气;或过去利用过，现在又有新的利用方式的能源，如风能。

(3)按性质分类：

①可再生能源:使用后仍可更新或再生的能源，如太阳能、水能、生物能、风能等。

②非可再生能源:是经过地质作用在亿万年中形成的，开采以后，短期内无法恢复的能源，如煤、石油、天然气、核能等。

二、矿产资源利用中存在的问题及解决措施

1、存在的问题：滥采、滥用矿产资源，造成矿产资源的浪费甚至枯竭，废弃物处理不当，使环境受到污2、解决措施：合理开发和利用，加强勘探，跨区域调配，调整产业结构，提高资源的利用率，开展矿区土地复垦等。

三、世界能源问题

世界能源生产和消费存在地区差异。煤炭、石油、天然气等常规能源主要分布在北半球，以俄罗斯、中国、美国、加拿大和英国为代表。南半球常规能源丰富的国家主要有南非、澳大利亚等。从总体上来说，发展中国家能源的生产量大于消费量，而发达国家消费量大于生产量，存在着严重的不平衡性和不合理性。新能源的开发和利用目前主要集中在发达国家。以核能为例，美国发电总量，法国能源消费构成中，核能所占比例。我国核工业经过20多年的发展，取得了显著成绩，核电设计建设和运营水平明显提高，核电工业基础已初步形成。目前形成了浙江秦山、广东大亚湾和江苏田湾三个核电基地。

世界上能源完全自给的国家为数甚少，主要有俄罗斯、加拿大和英国。中东是世界的石油产区和出口区，主要出口到西欧、美国和日本，其中绕道好望角的海上航线被西方国家称为“海上生命线”。由于石油比煤炭更容易运输，更容易使用，发热量更高，而且基本是无灰燃料，所以世界能源消费构成中目前是以石油为主，将来还是以石油为主。中国现在是以煤炭为主，将来还是以煤炭为主，这是由中国的基本国情所决定的，因为中国煤炭资源分布广，储量大，开采和使用都比较方便。而石油储量有限，除了可作为燃料，更应作为化工原料。

无论是世界还是中国，目前能源消费构成中都是以常规能源为主。但对于中国来说，除了继续保持和发挥煤炭的优势以外，还应大力开发水力资源，因地制宜地开发新能源，以能源结构的多样化促进经济的快速、良性发展。

四、关注我国目前的能源问题

近几年我国经济发展很快，我国成为第二大石油进口国，能源问题成为我国经济发展的重要问题。我国目前不仅1/3以上的石油消费需要进口，而且由于生产发展对电力的需求过大，导致电力需求出现较大缺口，为弥补电力供给不足，缓解近两年的电荒，各地纷纷增加了发电机组和发电量，增加了对电煤的需求，从而使煤价不断上扬。因此，在新的历史条件下，开发能源、保护资源已成为我国经济建设过程中的当务之急。

缓解我国能源资源与经济社会发展的矛盾，必须立足国内，提高能源资源利用效率，一要坚决实行“开发和节约并举，把节约放在首位”的方针;二要抓紧制定专项规划;三要大力发展循环经济;四要加强矿产资源的开发管理;五要大力倡导节约能源资源的生产方式和消费方式，加快建设节约型社会。另外，还要积极开展“能源外交”，从多渠道拓展我国的能源供应。

篇4：高二（上）全套教案(人教版高二英语上册教案教学设计)

Unit 1

A brief of Stephen Hawking

Stephen Hawking ; born , 1942 Oxford,England.

High School: St Albans School

College: Oxford University

Cambridge University: Do research

Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics

Scanning

Why did Stephen Hawking need a PhD?

When did Hawking become famous ?

When did Hawking visit Beijing ?

True or false statements:

1.Hawking was told that he had an incurable disease when he was just 21 years old. T

2.Finally Hawking had to give up PhD and his research

3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T

4.“A Brief History of Time” is too difficult for people to understand.

5.Science is about true facts that never change.

6.When Hawking gives lectures, he always speaks through a computer.

Choice

1. Which of the following best express the main idea of the passage? ______ d

A. Hawking is famous for his new discoveries.

B. People should come to terms with their fate.

C. A scientific theory is always wrong.

D. Anyone with great determination will achieve his success.

2. Hawking became famous in the early 1970s because _____. D

A. he was disabled B. he was a PhD

C. he was sitting in a famous chair D. he made new discoveries about universe

3. According to the passage, what does “an American accent” mean? ______ C

A. Hawking’s accent. B. Hawking’s voice.

C. Sounds translated by computer. D. Accent of some British people.

4. From the passage, we can infer that _____. D

A. Hawking got married to Jane Wilde before he fell ill B. science is always true

C. Hawking is an American D. great scientists always want to know more

Questions

1. What did Steven Hawking do when he was told that he had an incurable disease?

2. How would most people feel when they were told that they had incurable diseases and may not live long?

3. What did Hawking do when visiting China?

4. What did Hawking write in 1988? And what did he explain in the book?

5. According to Professor Hawking, how do people misunderstand science?

6. What is that Hawking does not like about his speech computer?

7. What are the basic steps of the scientific method?

Discussion

How can we grow rice where there is little water?(using the scientific method )

Integrating skills

What’s the characteristic of Galileo Galilei?

Curious creative

Why could Stephen Hawking make contributions to science work? Want to know more

What can be described as the ability to use knowledge? Creativity

Read for the information to complete the table:

Scientists How they make a difference Characteristics

Stephen Hawking Always want to know more;

Never satisfied with a simple answer… Curious

Galileo Galilei Used a microscope and telescope… Curious Believe in what you do

the earth moves around the sun

Zhang Heng Built a model…show how the

position of the stars changed…. Creative..imagination,believe in what you do

Invented seismograph

Unit 2

Step1 Lead in

Do you know what they are?

And do you know how they are made?

Step 2 Pre-reading

The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.

_____ How does a reporter decide what to write?

_____ How much does a newspaper cost?

_____ Why do people read newspapers?

_____ How do newspapers report what happens?

_____ Where do people read newspapers?

_____ How do newspapers help us understand the world?

Topic sentence :Newspapers and other media do more than simply record what happens

How do you decide what you are going to write?

Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting

Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…

Which of the articles that you have written do you like best?

Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story

Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique

Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.

Step 3 Careful reading

Now please read the text carefully and try to find out the answers to the following questions.

1.Who were asked to be interviewed?

2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?

3.Is interviewing someone difficult? What must a reporter know?

4.Which of the articles that they have written do they like best? Why?

5.What could they write about if they could write any article? Why?

6.What is the basic task for a reporter?

7.What result can TV programmes and printed articles bring to us?

Post reading

1.Which of the Pre-reading questions are answered in the text?

2. If you were a reporter, what would you like to write about?

3. It is important to be a critical reader. How would you “read” the following media messages?

True or false

1.Newspaper and other media just record what happens.

2.The reporter has to discuss with the editor before he/she decides what to write. T

3.Much has been done before the reporter starts writing. T

4.Chen Ying’s favourite story is about an ordinary young woman.

5.The media can often help solve problems and draw attention to situations where help is needed. T

Discussion:

Do you believe these media ?

Unit 3

Scanning

1.When was Modernism invented?

2.Who invented Modernism?

A group of architects who wanted to change society with building that went against people’s feeling of beauty

3.Why did they invent Modernism?

Modernism … in the 1920s by …who …

that went against people’s feeling of beauty. They wanted their buildings…to look natural.

Skimming

Sum up the main idea of the text:

Paragraph 1 Architecture looks at the man-made living environment.

Paragraph 2 Modernism

Paragraph 3 Modern architecture

Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.

Paragraph 5 Ancient architecture shows us many beautiful buildings.

Paragraph 6 Antonio Gaudi was an architect inspired by nature.

Paragraph 7 There are other modern architecture inspired from nature

Paragraph 8 The new Olympic Stadium.

Part 1(1 para.) Architecture looks at the man-made living environment.

Part 2(2-4 para.) Modernism and modern buildings

Part 3(5 para.) Ancient architecture

Part 4(6-8 para.) Some modern architecture takes examples from nature.

Part 1: Every great culture in the past had its own ideas expressed in art and architecture.

Part 2 How and when modernism came into being?

Part 3: The difference between traditional and modern…, and why ancient architecture…

Part 4: Examples of famous architects and great buildings that take examples from nature.

Answer the following questions

1.Who is Antonio Gaudi?

He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.

2.Who is Lloyd Wright ?

He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.

3. What the materials of modern architecture and the ancient architecture?

Careful reading

1. Every great culture has the same styles for buildings, streets, squares and parks

2. Modernism wants the buildings constructed in a way to look natural.

3. Earth, stone, brick and wood are used in modern architecture.

4. Compared with ancient architecture, modern architecture stands much closer to nature.

5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T

6. The Olympic Stadium in Beijing looks warm and friendly . T

Compare ancient architecture with modern architecture

Shape material feeling example

ancient architecture Nature does not earth,stone, beautiful Taihe Dian

have any straight lines. brick,wood natural the Temple of heaven

Cathedral

modern.. Huge,like boxes with flat steel, glass,

roofs,sharp corners and concrete, hard and Most of modern buildings

glass walls unfriendly look the same

Post reading

Answer the questions on Page20: What do the words in bold refer to?

You do not feel invited to enter them modern buildings

Antonio Gaudi, a Spanish architect, was the first to understand that.

Nature doesn’t have any straight lines.

He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s

Scan the text and find two architects whose work was inspired by nature. What inspired them.

Antonio Gaudi: eyes, bones, fish and a dragon

Frank Lloyd Wright: Japanese seashells

Answer the following question

1.Which two architects were inspired by nature when they designed?

Antonio Gaudi and Frank Lloyd

2. Into which two groups can we divide those materials mentioned in the text?

Traditional materials and modern materials.

Discussion

What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?

Share your design for the 2008 Olympics!!

Unit 4

Scanning

Scan the text and answer the questions.

1.Whose poetry reminds us of Su Dongpo?

John Donne reminds readers of Su Dongpo.

2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?

Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.

3.Can you name some famous Chinese poets?

Li Bai, Du Fu, Wang Wei, Bai Juyi etc.

4.Write down 5 key words that you would expect to find in a text about poetry.

Poem, poet, rhyme, style, image (literature, language, form, line)

Fast-reading

Questions

1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

William Wordsworth

George Gordon Byron John Donne

John Keats

Careful-Reading

Para. 1 The characters of poetry.

Para. 2 Chinese ancient poets and poetry.

Para. 3 Early English poets.

Para. 4 English poets of the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 Why more people are interested in English poetry.

Divide the text into 4 parts

Part 1 Para 1 Brief introduction to poetry

Part 2 Para 2 Chinese poetry and poets

Part 3 Para3,4.5 History of English poetry

Part 4 Para 6,7 Poems can be bridges between the east and the west

Choose the best answer

1.Modern English came into being from about the middle of the ____ century. A

A.16th B. 17th C. 18th D. 19th

2. The poetry of Marvell reminds Chinese readers of the poems by ____. C

A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo

3. Byron’s “Isles of Greece” is an example of _____. B

A. a sonnet B. romantic poetry C. nature poetry D. modern poetry

4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D

A.17th B. 18th C. 19th. D. 20th

5. The advantage of reading English poetry in Chinese translation is ____. D

A.that you have more advice B. that something of the spirit is lost

C. that you understand it better D. that you learn how to express yourself in new ways

True or False

1.The wider public in China discovered English poetry at the beginning of the 19th century. F

2. Modern English came into being from about the end of the 17th century.

3. The advantage of reading English poetry in Chinese translation is that you understand it better.

Further-understanding

1. When did modern English start ?

Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .

2. Why do modern poets have their special attraction?

Because they stand closest to us both in the language and images they use .

3. When did Chinese readers start reading more foreign poetry?

Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .

4. What are the differences between poetry and other forms of literature?

① Poetry plays with sounds, words and grammar

② Poetry is difficult to write,but interesting to read

③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.

there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.

Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…

------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poets

Para. 7 They can help us to understand each other better,…------poems and literature

Discussion

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life.

2. Poems help us to understand life, virtues, beauty and romance…

3. Poems make us know, we are here,we can make our life and the world more colorful!

Unit 5

Lead-in

1.What places are they?

River Thames Oxford university British Museum Thames and Big Ben London Bridge

Listen to the tape and answer the following questions.

1.How countries is the Great Britain made up of?

Three,England,Scotland and Wales.

2.Is there much rain in the Britain Isles?

Yes,there is much rain

3.When did England and Wales make up the Union? 1536.

4.What is the warmest months in the British Isles? July and August

Skimming:

Skim the text and find out the top sentences for each paragraph.

Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)

Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)

Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)

Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)

Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)

Para 6: The United Kingdom has a long history. (History)

Para 7: In modern times, people throughout the British Isles speak English. (Language)

Read the passage carefully and decide whether the following sentences are true or false:

( )1.Many people around the world study English, and they know a lot about British culture.

( ) 2.Great Britain is made up of four countries.

( T ) 3.The island of Britain is separated from France by the English Channel.

( ) 4.Scotland is colder throughout the year, but receives less rain.

( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( T ) 6.The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Scanning:

Read for details and fill in the form:

Headings Details

Idea Fact unknown: Made up of three kingdoms

Cultural diversity: Different country, common language

Geography Position of Britain: Off the west coast

England: In the east

Scotland: In the north

Wales: In the west

Position of Ireland: West of Britain

Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland

Position of the Channel Islands Southeast of Britain

Climate The British Isles: mild

The Channel Isles: Warmer and sunnier

Scotland: cold

England and Wales: Rains a lot

Culture Influenced by the European mainland

French Influence The reason why many English words end up with French words: ruled by French in 1066

History 1536: England and Wales formed the Union

1707: Scotland joined the union

Ireland used to be: Part of the UK

And now is: An independent republic

Northern Ireland: Part of UK

The Isle of Man and Channel Islands: Ruled by the King of England

Language English, Welsh, Scottish, Gaelic and Irish

Scan the text and answer the following questions

1.What are the most important facts about the United Kingdom?

The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.

2.Which countries make up the British Isles?

Great Britain, Ireland, the Channel Islands and Isle of Man.

3.What are the most important facts about Ireland?

Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.

Questions

1. What is the UK?

The UK is really a nation of different countries held together by a common language and culture.

2.What’s the weather in the British Isles like?

The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.

3. From where did the culture of the people in the British Isles receive many influence?

The European mainland

4. Who ran over the Great Britain in1066? What’s the result of French influence?

The French. The result was that there were many French words in the English language.

5. Which are the first two countries that joined in the UK?

England and Wales.

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

Unit 6

What are mentioned in the article?

Travel online shopping Smart credit cards education health medical science sports

Pre-reading

Scan the text to find out in which paragraph you can find answers to the questions.

1.How will people shop in the future? Para 3

2.How will people travel in the future? Para 2

3.What will schools be like in the future? Para 5

4.What will the future be like in generals? Para 1、6

Transportation

1.Compared with the past, what is the most important thing in future transportation?

No pollution is the most important thing.

2.Why will the maglev train be popular in the future?

Maglev train Environmentally friendly

energy –saving

Amazing speed---430 km/h

Controlled by an advanced computer system.

Health and medicine

What makes it possible for people to enjoy a longer life?

People will pay attention to ….

People are careful about….

Advances in medical science allow us….

New discoveries in …and … may lead to….

Education and knowledge

1.How will the schools of the future be different from what they are today?

There may be more “schools on the air” and “e-schools”.

2.How will the way we view learning and knowledge change?

We will become lifelong learners

Conlusion

What should we do to make sure we will have a bright future?

If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.

Main idea of each paragraph

Para.1 . Computers are already being used in agriculture and industry.

Para. 2. People will also use computers more and more in their personal lives.

Para. 3. It’s possible that people will work at home.

Para.4.Computers will be used more and more in transport.

Para. 5.Space travel will become much cheaper

Para. 6.In the fields of education, health and research,computers will continue to play an important part.

Main idea of two parts

Part 1: The prediction of the life in the future.

Part2: Future transportation/ education/business/ health and medicine

True or false

1. Public transportation is already well developed in most areas of China.

2. Scientists are developing new fuels and engines that are environmentally friendly. T

3. People can combine shopping with fun in the future. T

4. E-commerce will not be so popular as it is not very safe.

5.We will still prefer using cash instead of cards in the future.

6. In the future distance education will play an important part. T

1.What is one way to catch a glimpse of the future ?

One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.

2.What’s the advantage of on-line shopping?

For companies, the internet makes it easier to keep in touch with customers and companies in other countries.

For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .

3.What kinds of schools will be there in the future?Why are they useful？

They are “schools on the air” and “e-schools”.

Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.

Post-reading

Advantages disadvantages

future transportation clean, fast, safe, without pollution high cost, expensive

online shopping convenient saving time no insurance of quality

future life longer and healthier

e-schools Interesting, convenient, saving time no face-to-face coach

Summary

Fields What will be used? Results

Transportation New technology ;new fuels and engines Cleaner, faster and safer.

Business E-commerce;mall; smart cards. Convenient, fun.

Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;

advances in medical science. remain active

Education and E-schools; distance education Can study at home; lifelong learners.

Knowledge

Note-making

AREA USE

Farms control the growing conditions of plants

Banks change money ;pay bills

Houses central computer to control heating and hot water recognize some’s voice

Transport work out the best distance between trains operate trains

Education Store texts

Unit 7

Step1 : Leading-in

They are all living with HIV

Step 2: Skimming

1.In what ways does AIDS spread?

AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.

2.How many children were infected in the world in ?

As a result, 3.2 million children were infected in 2002.

Step 3 Intensive Reading

Find out the main points of each part

Para.1 Xiaohua is a person living with AIDS

Para2 what is AIDS.

Para.3 How do people get AIDS

Para.4 Many children become infected with AIDS.

Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.

Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.

Part1 Para.1

Part 2 Para.2

Part 3 para.3

Part 4 Para.4

Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?

Main idea:

This passage mainly tells us what we should do toward AIDS and Aids patients

Step 4 Scanning

Please read the text carefully again and add more questions to your list.

1.What kind of disease is AIDS?

AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.

2.Where is the disease spreading faster?And why?

In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education

3.Which kind of people suffers the most? The young.

4.What did Xiao Hua decide to do after she know she got AIDS?

She decided to use the limited time she has left to do something to help others.

5.Is the disease the only thing that AIDS patients have to suffer from?

No,they also have to deal with people’s fear of the disease

6.What is the best way to show you care about AIDS patients?

Giving an AIDS patients a hug.

Step 5: Listening and reading

1.People will die immediately after they get AIDS.

2. Xiao Hua has hardly any hope to survive. T

3. In 2002, 3.2 million children in the world were infected with HIV. T

4. We should avoid any contact with AIDS patients.

5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.

6. Giving an AIDS patient a hug is the best way to show that you care him / her. T

Step 6 Post-reading

1.Find out the difference between AIDS and HIV.

HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.

2. How should we act towards people who have HIV / AIDS? What can we do to help them?

We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.

Uni 8

Step 1 Lead-in

1.What should you do if you find a person whose leg is bleeding? Why?

2.What would you do if a person has drunk poison by mistake? Why?

Step 2 Skim the text and complete the table

Letter Represent Meaning

D Danger The accident scene is no longer dangerous

R Response To know that he/she is conscious and can breathe.

A Airway To make sure a person’s airway is open and it is easy to breathe.

B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.

C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.

Step 3 Fast- reading

What’s the topic of the paragraphs ?

Para. 1. First aid is very important

Para. 2 The most important is to stay calm.

Para. 3-4 When we have to think fast,we must remember DR ABC to give first aid

Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.

Step 4 Scanning

1). Is it vital to learn some knowledge about first aid? Why?

Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.

2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?

We must stay calm, for only in this way will we be able to consider what to do and make better decisions.

3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?

(Answers on Page 60.)

a…

b…

c…

Step 5 Listen to the tape and answer the question.

Para. 1 First aid is very important

Why is first aid important in our daily life ?

Para. 2 What is the most important thing to remember when dealing with an emergency ?

Para. 3-4 What do the hospitals recommend ?

What do the letters DR ABC stand for ?

What are three important things?

1.Check that the person can breathe.

2.If the person is not breathing, you must try to start his breathing at once.

3.If the person is bleeding badly, you must try to stop the bleeding.

Para. 5 What should we do when we have checked the DR ABC ?

Para. 6 Can we do first aid correctly after reading this passage?

Step 6 Comprehension

1. By saying “ Seconds count in an emergency, ” the writer means ________.

A time is very important B you can count numbers by the second

C time is life D to be calm down, in an emergency, just say numbers by the second

2. What should you do if you want to do first aid correctly ?

A.Learn with a teacher. B Remember the letters DR ABC

C Stay calm D All of the above

3. According to the passage, people in the accident_______.

A. can be helped by anyone who’d like to do so

B. Should be waken up as soon as possible

C. should be put in the recovery position when having been given first aid

D. can be given first aid even without checking the DR ABC

4. Which of the following sentences best expresses

the main idea of the passage?

A. DR ABC should be remembered

B. Remembering the letters DR ABC is enough forfirst aid

C. Why first aid is important and what the letters DR ABC stand for in an emergency

D. What the letters DR ABC mean

5. In the passage., the author seems to be _________.

A.explaining the meaning of the letters DR ABC B. telling us the importance of the first aid

C. giving some basic information about first aid D. showing the importance of DR ABC

Step 7 True or false

1. We can do nothing but call an ambulance or the police when someone is hurt.

2. If you don’t know about first aid, never try to revive the wounded person. T

3. We can check blood circulating only by looking for eye movement.

4. If the person is not breathing , we must start her breathing in ten minutes.

5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.

6. When the accident happens, go to save the wounded people immediately.

Step 8 Post-reading

Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are

doing in the pictures.

Picture 1

The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.

Picture 2

If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.

Picture 3

If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.

Step 9 Retelling

Retell something about DR ABC according to the table in pairs.

Step 10 Group discussion

What are some of the most important things to do at the scene of an accident?

Firstly, we should keep calm, make better decisions and call an ambulance or the police.

Secondly, we should check the DR ABC and then give first aid if we know how to do it.

Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.

Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.

Unit 9

skimming

When and where was the first Earth Summit held? What did they do then?

It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.

step1. Fast reading

Try to find the main idea of each Para.Match them.

Para.1 A brief introduction to 1972,2002 Earth Summits.

Para2 The big three and the results caused by them

Para.3 The responsibilities of the richer countries

Para.4 How to save the earth

Para.5 Small changes make big difference

Para.6 Sts’ better understanding of he environment and their willingness to act are important

Para.7 One of the solutions to the problems---education

Listening

1. Listen to Para 1 and find one of the main themes of the summit.

Sustainable development

2. Listen to Para 2& 3 and find what topics are talked about by the speakers.

1)What are “The Big Three”?

Contaminated drinking water

Poor sanitation Air pollution

2) Poverty, War, Violence

What’s the present problem with the global development?

Richer people get richer while the poor get poorer.

3.What should rich counties do to solve this problem?

Rich countries have a responsibility towards poor countries and must do whatever they can to help others.

Scan the text and see which of the following best express the main idea of the passage? C

A．Different countries have different opinions about development.

B．Equality and fairness are badly needed in the today’s world.

C．The Earth Summit, a way to save the earth.

D．Sustainable development, the future for the world.

1.“Sustainable development ” was brought forth _______. B

A. at the Stockholm Summit B. at the Johannesburg Earth Summit

C. by the World Health Organization D. by China's former Premier Zhu Rongji

2. Which of the following is the main cause of millions of deaths in rural areas ? C

A. Lack of drinking water B. Poor sanitation

C. Air pollution D. Freezing cold

3. Which is the best way to make developing countries prosper ? D

A. Holding conferences like the Earth Summit

B. Richer countries offer much help

C. A better understanding of the environment

D. International cooperation

4. Which of the following best expresses the main idea of the passage ? C

A. Different countries have different opinions about development

B. Equality and fairness are badly needed in the today's world

C. The Earth Summit , a way to save the earth

D. Sustainable development , the future for the world

5. Which of the following statements is true according to the passage ? D

A.The Earth Summit was once of great help to China

B. The Earth Summit is the best way to solve all kinds of problems

C. Without poverty , war or violence we can develop the world successfully

D. Our willingness to take action is necessary for the protection of our environment

Compare with your partner and decide what you think each part of the text will be about

Introduction (para 1) Introduction of the Earth Summit

Body (para 2-6) Major problems facing the world

Conclusion (para 7) What we can do to solve the problem

Introduction (Para 1)

Fill in the form

The Earth Summit

Time Place Theme

1972 Stockholm The Human Environment

2002 Johannesburg Sustainable Development

Step2.Read the text carefully.

Para.1 Read it quickly,and answer the questions.

In 2002, the Earth Summit was held in Johannesburg in

South Africa. One of the main themes of the summit was Sustainable development

What does “sustainable development” mean? D

A.Developing the nature. B.Developing economy.

C.Taking better care of the earth. D.Developing the world without damaging the environment

Para2. Listen to the tape .

What does the “big three” refer to?

Contaminated drinking water, poor sanitation, air pollution.

Try to find these sentences true or false.

The three big killers in the world are poverty, war, and violence.

Air pollution is a big problem only in rural areas,especially in developing countries.

20% of the people on earth have no clean drinking water.

Read Para.4---Para.6. Do the following exercises.

1.What one of the visitors said shows that____. C

A.There exist serious problems at present.

B.It is difficult to save the earth.

C.The earth summits make people understand the environment.

D.All of us have realized the importance of protecting the environment.

2.What’s the earth summit? C

A.It’s a place to find problems.

B. It’s a place to discuss how to develop economy.

C.It’s a place to find solutions to how to develop without damaging the environment

1.Which of the following statements is not true according to the passage? B

A. Farmers are increasing the numbers of their cattle.

B. Farmers are limiting the numbers of their cattle.

C. Heavy rains and strong winds are destroying the valuable soil.

D.Fewer trees are left to hold the soil in place on the hillside.

2.Air pollution doesn't cause _______. D

A. the destroying of forests B. the killing of fish in lakes

C. illnesses and injuries to people D. the spreading of clouds of radiation

3.What is the possible reason why the Mediterranean can’t clean itself? D

A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.

C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.

4. The 1st part of the passage is mainly about ________. A

A. the reasons why the area of desert is growing

B. the numbers of cattle farmers should keep

C. the valuable soil strong winds blow away

D. the damage rains and winds bring about

5. If people change their habits, pollution _______. B

A. can be completely stopped B. will become less and less

C. can do less damage to people D.will do no harm to people

6. According to the text _________ are the worst enemy of nature. B

A. cattle B. humans C. deserts D. chemicals

Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.

1 .What are the “big three”?

The “big three” refers to contaminated drinking water, poor sanitation and air pollution.

2 . Why are conferences like the Earth Summit important?

Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.

3 .What issues are discussed at the Earth Summit?

Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.

4．What is the key to the problem according to the text? Why?

Education 1. To build a better society and put an end to the death and suffering caused by the big three

2. To wipe out much of the poverty.

3. To see less violence and fewer wars.

summary

Accidents I. Time : 1986

Place : at a nuclear power station in Russia

Results : 125,000 die

Accidents II Time : 1984

Place : at a factory in the town of Bhopal in India

Results : 2500 be killed; many lose sight

Fact causes results

Earth desert grow every year cattle ; trees be cut down have less farm land

Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;

do harm to people

water be polluted; diseases waste from ; accidents living things be killed ; have less

drinking water ; nowhere to swim

Discussion

If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?

Unit 10

Step 1 Lead in

1.What’s the weather like today?

2.Do you often care about the weather?

3.How do you hear about it?

4.Have you ever heard of typhoon?

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

heavy wind (blow hard) storm roaring thunder

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

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

frightened, scared, terrible, happy (why?)

7. What about the hurricane? Have you everheard about it?

8. What about volcano?

9. Look at the picture. Find out as much as you can to describe it.

Eruption lava

10. How is a volcano formed?

The rocks under the earth becomes hotter and hotter and erupted from the mountain.

11. Where is the most possible place that a volcano may erupt? Near the oceans

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

Gas vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid bits of rock and volcanic ash, etc.

Liquid lava

Step 2 Pre reading

the town of Pompeii (relics) two thousand years ago 18 hours

Skimming

Main idea of each part:

Para.1 General introduction to the letter.

Para.2 When and where the volcano erupted?

Para.3-6 What Pliny did when the volcano erupted?

Para.7 Conclusion to the letter.

Decide whether the following sentences are true or false.

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

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

3.My uncle went to rescue Pompy after saving Rectina. T

4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5.They decided to try the open air instead of staying in the house. T

6.It was night when the volcano erupted

Divide the text into several parts and tell the main idea of each part.

Step 3 While reading

Scan the text and answer the following questions.

1.What did Tacitus ask the author to do?

Ask him to write him sth about the death of his uncle Pliny.

2.From whom was the letter which the author’s uncle brought?

From his friend’s wife Rectina.

3.Where was Rectina’s house?

At the foot of Vesuvius.

4 What did the captain urge the author’s uncle to do?

He urged the author’s uncle to turn back.

5 Why did the author’s uncle ask to be taken to the baths?

Because he wanted to help the other to calm down.

6 When was the author’s uncle’s body found?

When daylight came again two days after he died.

7.What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

8.When and where did it happen?

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

9.Who is the writer of the letter?

Pliny, the younger.( The author of the letter is Pliny’s nephew.)

Read the text carefully & fill in the following form.

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

What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people

Finally My uncle wanted to get out of the danger but failed. He was dead.

Arrange the following statements according to the right order.

1.He decided to rescue his friend Pompy.

2.Some people watched an unusual cloud rising from a mountain.

3.Rectina begged him to save her.

4.He ordered a boat made ready.

5.Two slaves helped him stand up and immediately he fell down dead.

6.He bathed and had dinner.

7.A rain of rocks was coming down.

2 4 3 1 6 7 5

Read the text again and explain what the words in bold refer to.

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

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

The eruption of Mount Vesuvius

Time What happened

on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain

afterwards some of the cloud was white and dark

after dinner broad sheets of flame were lighting up many parts of Vesuvius

the next day shower of rock, darkness

This passage mainly tells us________. C

A To tell sth about Volcano happening in 79AD

B To tell sth about the death of Uncle Pliny

C To help Tacitus to recall what happened to Uncle Pliny

D To be in memory of Uncle Pliny

篇5：高二英语unit11全套教案(人教版高二英语下册教案教学设计)

I. Teaching Goal

1. Talk about science and scientific achievement.

2. Practise expressing intentions and wishes.

3. Learn about word formation (1).

4. Write a persuasion essay.

The First Period

Teaching Aims:

1. Learn and master the following.

(1)New words

engineering, solar, significant, mankind, constitution

(2) Everyday English s

If I got the money，I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……“

I'm thinking of……

2. Train the students' listening abilities.

3. Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.

Teaching Important Points;

1. Finish the task of listening to train the students' listening ability.

2. Practise expressing intentions and wishes to train the students' speaking ability.

Teaching Difficult Points;

1. How to help the students talk in English about science and scientific achievement freely.

2. How to help the students finish the tasks of listening and speaking smoothly.

Teaching Methods;

1. Listening and speaking to train the students' ability to use English.

2. Individual, pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings and Lead-in

Greet the Ss. Then teacher turns on the multimedia. First, show the students a recorded programme in which the students can see the hard life people lived in the past. Then show them a programme in which people live a happy and modern life. After that, teacher asks some Ss up to describe what they saw in the programmes. Last, write the following on the boackboard.

(Bb: Unit 11 Scientific achievement)

First, let's learn some new words. Please look at the screen. (Teacher shows the screen and deals with them with the whole class.)

engineering／ / n.工程，工程学，设计，建造

solar / ／adj.太阳的，日光的

significant // adj.意义重大的，重要的；有意义的

mankind／/ n.人类

Neil Armstrong／ /尼尔 阿姆斯特朗（美国宇航员）

Alexander G Bell／bel / 亚历山大贝尔（美国发明家）

Ray Tomlinson／ / 雷 汤姆林森（美国计算机工程师）

constitution / / n．宪法

:Aeureka /ju'ri:k/ interj. 我找到了！

Step II Warming up

Ask some Ss to tell us what scientific achievements they think have changed the world?

(Teacher writes all the scientific achievements mentioned above on the blackboard and says the following. )

Step III Listening

The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success.

Look at the chart in Exercise 1 at the top of Page 2 quickly. Then play the first part of the tape for the Ss to complete it. After that, check their answers. (After checking the answers to Exercise 1, teacher goes on to deal with Exercise 2)

Now, listen to Part 2 and complete the sentences in Exercise 2, If necessary, play it twice for Ss to finish or check their answers.

At last, teacher deals with Exercise 3.

Step V Summary and Homework

T. In this class, we've mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we've learnt more about science and scientific achievement. Moreover, we've learnt some useful expressions to express intentions and wishes, .such as ”If I got the money, I would……; My plan is to…… (Teacher writes them on the blackboard. ) After class, try to practise using them and preview the reading part.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The First Period

I . Scientific achievement:

electricity, cars, aero planes, radio and television, the Internet, cloning, genetic engineering, the Theory of Gravity，nuclear science, solar energy

II. How to express intentions and wishes:

If I got the money, I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……

I'm thinking of……

The Second Period

Speaking

Ss work in pairs and discuss their intentions and wishes..

The following structures are helpful to students:

1. My plan is to…….

2. I hope that…..

3. I want/wish/hope/intend/plan to…..

4. I’d like to,,,,

5. I’m thinking of ….

6. It is likely that…

Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, the teacher put the students in groups of five to have a discussion. Four group members represent scientists tone member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why..

(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class. )

A sample dialogue;

Organizer: Now, everybody is here. Who'd like to be the first to make a statement on this project? Dr Wilson: I and my team are working on a cure for AIDS. As you know, the number of people

infected with AIDS is keeping increasing at an astonishing speed. Some of them are facing death. As a result, we have to find a way to solve this problem as soon as possible. But, right now, the lack of money is a big problem. If we got enough money, we would complete the first stage of our project in the near future.

Organizer: I see. Dr Jones, how about you?

Dr Jones: At present, we are also facing the same problem of lacking money. My research project is about cloning and how to use new technology to cure disease. Today, more and more patients are expecting to get organ transplant in order to prolong their lives. I wish what I am doing could help them.

Organizer: I understand. Dr Smith, could you please give me your opinions on your project?

Dr Smith: For humankind on the earth, food is a fundamental factor, and as the population keeps growing, per capitation resource of people is becoming less and less. My plan is to develop new technology that will make it possible to grow food with very little water. However, currently, the shortage of money prevents my work from further going. I hope you can give me a hand on my project,

Organizer: It sounds a good idea. Dr Winfrey, it's your turn now.

Dr Winfrey: It’s ceaseless for human beings to explore the universe. That's why we are urgent to know what the Mars looks like and if there is any life on it. I'm thinking of sending a manned spaceship to Mars. Nevertheless, this huge project will surely cost a large sum of money. And I don't think we can get to the aim without your support.

Organizer: So, everyone has finished their statements on their own project. Frankly speaking, they all sound tempting to me, but I'm more inclined to the project suggested by Dr Smith. From my point of view, it's more closely related to the daily life of people and in accord with the actual condition of our country. I'd like to pour money into his project.

The Third Period

Teaching Aims:

1. Learn and master the following words and phrases.

likely, zone, private, grasp, master, perfect, arrange, set foot (in), rely on, failure，locate，valley

2. Train the students' reading ability.

3. Get the students to learn about Zhongguancun - China's Silicon Valley.

Teaching Important Points;

1. Learn to use the following:

(1) Phrases:

in store, set foot in(on), rely on, come to life, put forward

(2) Sentence patterns;

It is likely that……

……makes it clear that……

2. Improve the students' reading ability.

Teaching Difficult Point:

How to help the students understand the reading material exactly.

Teaching Methods;

1. Discussion before reading to make the students interested in what they will read.

2. Fast reading to get a general idea of the text.

3. Careful reading to get the detailed information.

4. Pair or group work to make every student take an active part in class,

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings

Greet the whole class as usual.

Step II Revision and Pre-reading

Yesterday, we talked about science and scientific achievement. We know scientific achievements can not only make our life better, but also change the world. Science makes the world become a smaller place. Science and scientific achievement promote the development of mankind and society. However, to achieve success in science research is not easy. It needs to work whole-heartedly. It also needs support and good environment. Now, please look at the questions on the screen and work in pairs or groups to discuss them. Let's go through them first. (Teacher shows the following on the screen. )

1. If you wanted to do research or start a company, what kind of support and environment would you need?

2. What is it that makes a scientific achievement important?

3. Why do scientists spend so much time trying to achieve something?

Teacher shows the new words on the screen and deals with them as usual.

likely / / adj. 很可能的, 合适的, 可靠的, 有希望的

economic / / adj. 经济的；经济学的，有实用价值的

zone / / n．区；区域．地带

hi-tech／‘haitek/ n．高科技，高技术（=high technology)

private／ / adj. 私立的；私人的；非公开的

technological / / adj.技术（学）的；工艺（学）的

overseas／ / adj.（在）海外的; (在）国外的

adv. 在海外；在国外

grasp / / vt．掀住。抓牢，理解

master／／n．硕士；（男）主人；能手

perfect／ / adj.完美的，理想的．绝对的

arrange／ / vt．安排书筹划；整理；布置

set foot (in) 到达；进人．踏上

IT /ai 'ti:/ abbr.（= information technology)信息技术．信息产业

Lenovo / li 'nuv / n．联想公司：

Founder／ / n．方正公司：

rely / / vi．依靠;依赖; 信赖; 指望：

rely on依靠；依赖，信赖，指望

failure / / n．失败，失败的人（事）；

locate／ / vt．（常用被动语态）把……设置在．使……坐落于；指出……的位置：

silicon／ / n. 硅；

valley／ / n．低凹处（尤指波谷）; 山谷；溪谷

Step III Reading

Page 3, Read the passage-Zhong-guancun quickly in four minutes and find out the answers to the following two questions!

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park? (Teacher writes the two questions above on the blackboard. Four minutes later, teacher checks the answers. )

1. It is the spirit of creativity and scientific skill that has made Zhongguancun a success.

2. One is “Relying on science, technology, and knowledge to increase economic power.” The other is “Encouraging pioneering work and accepting failure.”

Work in pairs to finish the first exercise in Post-reading.

Suggested answers: l. ABC 2.D 3.CD 4. B 5.CD

Explain some phrases and sentences. Please look at the screen. (Teacher shows the following on the screen and explains them to the students.)

1. in store (for sb. / sth. ) : coming in the future; about to happen

e. g. There is a surprise in store for you.

I can see trouble in store.

2. set foot in /on sth. : enter or visit (a place) ; arrive

e. g. Don't ever set foot in this house again!

Who was the first man to set foot on the moon.

3. rely on/upon; depend on……

e. g. Nowadays we rely increasingly on computers for help.

You can rely on it that it will rain this week.

4. come to life: back to normal state, esp. of mind

e. g. As soon as the mother came to life, she cried for her daughter.

After three hours' saving, the injured man came to life,

5. It is likely that--- (Note：likely→ probable)

e. g. It is very likely that she'll ring me tonight.

It isn't likely to rain.

She is very likely to ring me tonight.

6. ……make it clear that……

(Note: make→ cause to be or become……)

e. g. She made it clear that she objected to the proposal.

She made clear her objections.

Step IV Listening and Reading Aloud

Listen to the tape of the passage, paying attention to the pronunciation and intonation. Then read it aloud by themselves and try to understand the phrases and sentences learnt just now.

(Teacher begins to play the tape. )

Step V Summary and Homework

T: In this class, we've learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is said that it is called “China's Silicon Valley”. After class, use a library or the Internet to find out more about Silicon Valley and then compare the two areas. How are they similar or different? Besides, we've learnt some useful phrases and sentences. Remember to review the use of them.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Third Period

I, Zhongguancun

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park?

II. Phrases:

in store, set foot in/on, rely on/upon, come to life

III. Sentence patterns:

1. It is likely that…… :

2. ……make it clear that……

The Fourth Period

Language points.

1．constitution

1) 宪法the Constitution of the United States / the American Constitution

2) 体格，体质He has a weak constitution

3) 构造，构成the constitution of starch (淀粉的构成)

2．achievement (U)取得，完成（C）成就，成绩（V）achieve

development government movement equipment

vt 完成 达到（目的），得到

1） By hard working we can achieve anything.

2） We have achieved success in developing the product.

3．Mankind 人类 manmade (adj) Manly 有男子气概的；刚强的

4．in store(for sb./sth.):coming in the future;about to happen

e.g.There is a surprise in store for you.

I can see trouble in store.

5．Likely 1) be likely to do sth 很可能（发生某种情况）Our team is likely to win the game.

2) it is likely that + 从句

It is likely that we’ll go on a picnic in the forest tomorrow.

辨析：likely, possible与probable

Likely 常用词，指“从表面现象看很有可能”

Possible 指“由于有适当的条件和方法，某事可能发生或做到”，强调“客观上有可能”，但“实际希望很小”。

Probable 语气比possible 强，指“有根据、合情理、值得相信的事物，带有大概，很可能的意思”

Likely 之后常跟不定式（be likely to do sth） 而possible与probable之后通常不跟不定式；

Likely 的主语可以是人，而possible与probable的主语不能是人。

6．set up

1) 建立，成立 Set up home

Edison set up a chemical lab of his own at the age of ten.

2) 树立起来Let’s set up the tent first.

3) 使（自己或他人）从事某职业（as）

He has set himself up as a bookseller. 他开始经营书籍。

set about doing sth 着手做 set out to do sth Set an example

set fire to 点火；放火Set off 出发，动身Set foot in (on) 登上；涉足；访问

set foot in/on sth.: enter or visit(a place);arrive

e.g. Don’t ever set foot in this house again!

Who was the first man to set foot on the moon.

7．Private adj 私人的；私立的；不公开的

Private property Private school

a private door 便门in private 在私下，秘密地in public 公开地

8．grasp vt

1) 抓住 grasp sb by the arm

2) (= understand ) 掌握， 领会

Grasp sb’s meaning

3) n (常用单数) 紧握；把握；理解；理解力

Beyond sb’s grasp 力量达不到 Grasp all, lose all. 样样都要，全数失掉。 Within sb’s grasp 力量达得到

9．Master n 硕士；（男）主人；能手；雇主；大师

Mistress n 女主人 Masterless adj 无主的

Mastermind n 非常聪明的人 Masterkey n 万能钥匙

Masterpiece(masterwork) n 杰作 The master of the house 家长

Master and man雇主与雇工 A master in literature 文学大师

Master of Arts (MA) 文学硕士 Master of Science (MS) 理学硕士

Bachelor 学士 doctor 博士

vt 掌握；精通；控制；统治

Master a foreign language

Man can master nature.

10. perfect adj 理想的；完美的；绝对的；完全的；（动词的）完成的

His reading is perfect.

He is a perfect stranger to us.

The perfect tense

vt 使完美

They worked hard to perfect their dance.

Practice makes perfect 熟能生巧

Be perfect in English 精通英语

11．arrange

vt 安排，筹划；整理，布置

1） We have arranged a party.

2） He arranged the books on the shelf.

n arrangement

(C pl) 安排；准备工作 （U，C）整理；排列；布置

12. have an effect on 对……产生影响

Take effect 开始生效；开始实行

In effect = in fact 实际上

13. rely on / upon : depend on…依赖，依靠；信赖，信任

We should rely on our own efforts. 我们应该自力更生。

You may rely on it that she won’t be late.你可以放心，她不会迟到的。

14．make it clear （that）…表明，讲清楚

e.g. She made it clear that she objected to the proposal.

She made clear her objections.

15．Failure (v fail) 失败(U)，失败的人或事（C）

Failure is the mother of success.

He is a failure as an artist, but a success as an art teacher.他不是一个成功的艺术家，但是个成功的美术老师。

16．come to life: back to normal state, esp. of mind苏醒过来，恢复生气，活跃起来

After three hours’ saving, the injured man came to life.

When I mentioned our plans for a trip abroad, the kids came back to life at once.

17. mark

n 痕迹；符号；商标；分数；特征

an ink mark a question mark full marks make a mark 作标记

vt 做标记；留痕迹于；表明；批分数，评成绩

a dirt road marked with footprints 留有脚印的泥路

be marked with 标着……；(人、动物等身上)具有

Her face is marked with sadness. 她面露悲哀。

mark examination papers.

18. outstanding

1) 杰出的，突出的 （ stand out ）一名杰出的学生 an outstanding student

2) 未完结的；未清的；未付的

Outstanding debts 未付清的欠款

19．Breakthrough n 重大突破，突围；突破性的发现，成就

A military breakthrough 军事突破A scientific breakthrough 科学成就

20．enable

en-使+able能……的

enrich enlarge

strengthen strength(力量)+ en (使) vt 加强，增强 vi 变强

they strengthened the city wall..

the wind strengthened.

deep--deepen

Sharp-sharpen

Wide--widen

21. organ n 器官；风琴；机构，机关

The eyes are the organ of sight.

state organs

a government organ

adj organic 有机物的；有机体的

n organism (C)生物，有机体，有机组织

vt organize 组织

N organization 团体，机构，组织

22. put forward 提出（建议、意见）；推荐，提名

He put forward a better plan.

We put her forward as chairman of the committee.

23. aim (sth) at sth/doing sth (把……)瞄准；目的在于；企图

He aimed his gun at the target.

Those girls worked out every morning, aiming at losing weight.

知识点讲解

1． You and your team are working on a cure for Aids. 你和你的队员正在从事艾滋病的治疗工作。

（1）work on “从事于（某项工作）”；“设法说服” eg:

They worked on the old car late into the night. 他们修这辆旧汽车一直修到深夜。

What are you doing? We are working on some wood-cuts. 你们在干什么呀？我们正在创作一些木刻。

Can you work on him to change his mind?你能说服他改变主意吗？

（2）work at “学习，研究，致力于……” eg:

They have worked at this subject for many years. 他们研究这门科学好多年了。

（3）work out 做出；算出；设计出 eg:

This problem will not work out. 这道题算不出来。

They have worked out a method of sending a spacecraft to Mars.

他们已经设计出一种向火星发射宇宙飞船的方法。

2．extremely adv. to a very high degree 极端地；极度地 eg:

It was an extremely difficult and dangerous task. 这是一项极度困难和危险的工作。

extreme adj. reaching the highest degree 极度的 eg:

extreme patience/kindness 极度的耐心/仁慈 in extreme pain 在极度痛苦中

3． cure (1)n. ①[C] curing or being cured 治疗；治愈。 eg:

His cure took six months. 他的病花了六个月治疗。

②[C]substance or treatment which cures 治疗的药物；治疗法 eg:

Is there a certain cure for cancer yet? 迄今对癌症有治疗方法吗？

（2）vt. & vi. bring sb. back to health; get rid of one’s illness/habits eg:

This medicine will cure your headache. 这药可以治好你的头痛。

A few days’ rest will cure you. 休息几天你就痊愈了。

③（词组） cure sb. of one’s illness or bad habits 治愈疾病，改掉坏习惯 eg:

Moving to the country cured her of asthma. 搬到乡下她的哮喘病就好了。

He was cured of his habit of smoking. 他改掉了吸烟的坏习惯。

4． You are working on sending a manned spaceship to Mars. 你正在从事向火星发射载人宇宙飞船的工作。

（1）manned adj. (of machines esp. in space) having men on board （飞船等）载人的 eg:

the development of manned from unmanned space craft从无人向载人飞船的发展

（2）man-made adj. produced by the work of men; not found in nature 人造的 eg:

The lake is a man-made one. 这是个人工湖。

We have sent up many man-made satellites. 我们发射了多少颗人造卫星。

生词和词组

1．likely adj. (1) that is expected 很可能发生的；有希望的 eg:

Is he likely to win? 他有可能获胜吗？

The most likely result is a draw. 最可能的结果是不分胜负。

(2)that seems reasonable, suitable or right for a purpose 似乎合理的 eg:

That’s a likely excuse. 那似乎是个合理的借口。

(3)be likely to do… 很可能会……

It’s likely that… 可能会（有，发生）…… eg:

He is not likely to succeed. 他大概不会成功。

It is likely that he will be late. =He is likely to be late. 他可能会迟到。

2． grasp vt. , vi. & n.

(1)v. ①seize firmly with hand(s) or arm(s) 抓住；抱住；紧握 eg:

The boy grasped his mother’s hand firmly. 那个小男孩紧握住妈妈的手。

He grasped the rope and pulled it. 他抓紧绳子用力拉。

②understand with the mind 领悟；理解 eg:

I couldn’t grasp the teacher’s meaning. 我没领悟老师的意思。

(2)n. firm hold or grip; power of grasping 紧握；抓紧；领悟力 eg:

He doesn’t have a thorough grasp of the problem. 他没有彻底理解这个问题。

(3)短语：beyond/within a person’s grasp 为某人所不能/能抓到的；为某人所不能/能理解的。

3． master vt. , vi & n.

(1) vt. ①become the master of; overcome 成为……的主人；征服；控制

eg: master one’s temper/feelings 控制脾气/感情

It’s difficult to master nature. 征服大自然是困难的。

②gain as a skill 精通；熟练 eg:

master English 精通英语 master foreign affairs 精通外交事务

He never mastered the art of the public speaking. 他从未掌握当众演讲的艺术。

(2)n. ①man who has others working for him 主人，雇主

②male head of a household 家里的男主人

③captain of a merchant ship 商船的船长

④male teacher 男教师 eg:

the master of the house 一家之长

the maths master 数学教师 a master’s degree 硕士学位

4．arrange vt. & vi.

(1)put in order 安排；排列；布置 eg:

She is good at arranging flowers. 她擅长插花。

Before going away, he arranged his business affairs. 他离开之前，他把业务都安排好了。

(2)make plans in advance 预做计划 eg:

The Tourist Bureau arranged everything for our journey to Rome. 旅游局为我们去罗马的旅行准备了一切。

(3)arrange+ n. +for +n. 为……安排…… eg:

Mother arranged an appointment for me with the dentist. 母亲替我向牙医预约挂号。

(4)arrange sb. to do … 安排某人做…… eg:

I have arranged him to meet her. 我安排他和她见面。

(5)arrange with sb. to do … 约定与某人做…… eg:

We arranged with his team to play a game of baseball. 我们约好和他们队打一场棒球。

(6)arrange that … 商定，安排。 eg:

He arranged that the meeting (should) be put off for a week. =

He arranged for the meeting to be put off for a week. 他安排把会议延后一周召开。

5． failure n.

(1)[U] failing; lack of success 失败；不成功 eg:

Failure is the mother of success. 失败乃成功之母。

(2)[C] instance of failing; person, attempt or thing that fails 失败的事例；失败的人，企图或失败的事物 eg:

He was a failure as a teacher. 他不是个好老师。

Success came after many failures. 失败多次之后终于成功。

6． locate vt. & vi.

(1)discover, show the locality of 找出……的位置，指出……的位置 eg:

locate a town on a map 在地图上找出一城市的位置

(2)establish in a place 在一地点设置 eg:

a new school to be located in the suburbs 将设置在郊区的一所新学校

(3)be located 位于 eg:

Our school is located in the center of the town. 我们学校坐落于市中心。

(4)比较location n.

[U] locating or being located 指定位置

[C] position or place 位置；地方 eg:

The hill is a good location for the new church. 那山丘是建筑新教堂的好地点。

7． organ n.

(1)any part of an animal body or plant 动植物器官 eg:

the organs of speech, the tongue, teeth, lips, etc. 语言器官（如舌、牙、唇等）

(2)organization 组织，机构 eg:

Parliament is the chief organ of the government. 国会是政府的主要机关。

(3)musical instrument from which sounds are produced by air forced through pipes, played by keys pressed with the fingers and pedals pressed with the feet 风琴

同、近义词辨析

1．likely, possible 与probable

（1）三者均表可能性，但意思有别。possible指客观上有可能性，但往往含有希望很小的意味；probable比possible可能性稍大，有“较为可能、大概”，指有实际依据；likely是从外表迹象判断有可能发生的事。 eg：

It’s possible, though not probable, that he will come tomorrow. 他明天可能来，但也不一定准来。

She is likely to ring me tonight. 今晚她很可能给我来电话。

（2）possible 不能用人做主语。possible 常用于下列句型：

It is possible to do sth. It is possible for sb. to do sth.

It is possible that … eg:

Is it possible to say so?可能这样说吗？

It is possible for me to do it. 我可能做那件事。

（3）probable 也不能用人做主语。一般只用于下面句型中：

It is probable that … eg:

It is probable that he will come. 他很可能要来。

（4）likely 既可用人作主语，也可用物做主语。通可用于“It is likely that …”句型中。 eg:

He is likely to come. = It is likely that he will come. 他可能要来。但不能说：It is likely for him to come.

（5）impossible, improbable, unlikely 用法与上述类似。

2．catch, grasp, seize 与snatch

catch是普通用语，用“设法抓住，捉住”的意思； grasp表示牢牢地“抓住”；seize指“突然用力抓住使不逃脱”；snatch 表示迅速的拉扯动作、出其不意地“抓取”。 eg:

The police caught the thief as he ran. 小偷逃跑时被警察抓住了。

He grasped his gun and rushed out. 他抓起枪就冲了出去。

He seized the gun from the enemy soldier. 他从敌人士兵手中夺过了枪。

The thief snatched her handbag and ran off. 小偷抢走了她的手提包就跑了。

知识点补充

1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. 无论中国将来会有什么样的成就，其中许多可能就诞生在北京的西北部。

（1）in store 就要到来，必将发生 eg:

Who knows what the future has in store for us? 谁知道我们将来注定如何？

（2）in store 也有储存着，备用的意思 eg:

The runner kept some energy in store for spurting at the end. 那名赛跑的人为最后冲刺贮存精力。

2． Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. 在20世界90年代末中关村作为高新科技特区被创立并迅速成为中国高科技工业的先锋。

（1）set up-establish 建立 eg:

The government has set up a working party to look into the problem. 政府成立工作组调查此问题。

（2）in the late 1990s 又可写成in the late 1990’s 二十世纪九十年代末

in the early 1980s 二十世纪八十年代初

（3）hi-tech= high technology 高科技，高技术

3． When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. 当我获得硕士学位时，我想回到家乡，可是我没能找到学有所用的公司。

（1）本句是一个复合句。When I got my master’s degree 为时间状语从句，修饰主句谓语动词wanted。wanted和couldn’t find为并列谓语动词，由并列连词but连接。where I could use what I had learnt为定语从句，修饰先行词company。what I had learnt 为宾语从句。

（2）a master’s degree 硕士学位 a doctor’s degree 博士学位a bachelor’s degree 学士学位

又如：Master of Arts 文学硕士 Doctor of Law 法学博士Bachelor of Science 理学学士

4．I will never forget how happy I was when I set foot in China again and was back with my friends and family. 我永远不会忘记当再次踏上中国土地和我的朋友及亲人团聚时，那种感觉有多幸福。

（1）本句是复合句。How happy I was …为宾语从句。when I set foot in China again and was back with … 为时间状语从句。

（2）set foot in/on 进入，踏进 eg:

She said she wouldn’t set foot in the room until it had been properly cleaned.

她说直到这屋子收拾好了她才住进去。

No man has ever set foot on that deserted island. 没有人曾光顾过那个荒芜的岛。

5． “Relying on science, technology, and knowledge to increase economic power”- makes it clear that science and business can and must work together to build the future. “依靠科学，技术，知识发展经常”，它阐明了科学和商业能够且必须结合在一起共创未来。

（1）此句为复合句。it为形式宾语，代表that引导的宾语从句。

（2）rely on/upon信赖，依赖 eg: He can always be relied upon or help. 他的帮助是永远可依赖的。

You may rely on my early arrival. 你放心好了，我会早到的。

（3）make…clear 表明，讲清楚 eg:

Have I made myself clear? 我讲清楚了吗？

They wanted to make it clear that they did an important and necessary job. 他们想说明他们做着一项重要且必要的工作。

6． …but we are excited about all the new technology and great ideas that are coming to life in Zhongguanzun. 但是我们为所有这些在中关村富有活力的新技术和卓越的想法而感到激动。

（1）that are coming to life in Zhongguancun 为定语从句，修饰先行词ideas。

（2）come to life 苏醒；恢复生气 eg:

We all thought he was drowned, but after an hour’s artificial respiration he came back to life.

我们都以为他淹死了，但经过一小时的人工呼吸后，他又苏醒了。

When I told the students the good news, they all came to life.

当我告诉学生们这个好消息时，他们都活跃起来了。

The Fifth Period

Teaching Aims:

1. Learn and master the following words: brand , luggage , achieve , organ

2. Review the words appearing in the last two periods.

3. Learn about Word Formation.

Teaching Important Points;

1. Learn some words which are closest in meaning,

2. Study the ways of forming a word.

3. Study the meaning of some affixes and stems.

Teaching Difficult Point;

How to help the students master some knowledge of Word Formation,

Teaching Methods;

1. Doing exercises to review the learnt words.

2. Studying and practising to master the ways of forming a word.

3. Pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures :

Step I Greetings

Greet the whole class as usual.

Step II Revision

In the last period, we read the passage Zhongguancun and learned much about it. Now, who can tell me something about it? Get some Ss to try it.

Zhongguancun, in Beijing's Haidian District, is the new centre for Chinese science and technology. The centre itself got started in the early 1980s and was set up as a special economic zone in the late 1990s. Then it quickly became the leader of China's hi-tech industry. A growing number of overseas have returned to China and grasped the opportunity to develop their ideas at Zhongguancun. Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8 000 hi-tech companies in Zhongguancun, more than half of which are IT companies. What has made Zhongguancun a success is the spirit of creativity and scientific skill.

We all know Zhongguancun is the leader of China's hi-tech industry as Silicon Valley in the USA. So sometimes it is called China's Silicon Valley. In the last class, I asked you to use a library or the Internet to find out more about Silicon Valley and then compare the two areas. Now who'd like to tell us how similar or different they are?

Both Zhongguancun and Silicon Valley are home to Internet industry as well as hi-tech companies, most of which are founded by students, faculty and staff members from the surrounding universities. However* as a fledgling hi-tech community, Zhongguancun has many differences from Silicon Valley. Silicon Valley has evolved a culture that is tuned to market-driven innovation, while in Zhongguancun, innovation is still largely driven by technology. In addition, investors in Silicon Valley are frequently an integral parts of companies day-to-day operations. While in Zhongguancun. Investors has been used only as a source of financing.

Let's do an exercise.

Please look at the screen.

(Teacher shows the following on the screen.)

Find the right explanation for each word.

1. zone 2. significant 3. institute 4. achievement 5. announce

6. grasp 7. giant 8. perfect

A. something you have worked hard for and done well

B. to say something in public

C. to take hold of something firmly

D. a group of people who want to study a special thing, or the building used by such a group

E. without any fault or bad points

F. large and important; having a special meaning

G. unusually large person, animal, plant, business organization, etc.

H. area or region with a particular feature or use

Suggested answers: l.-H 2.-F 3.-D 4.-A 5. -B 6.-C 7. -G 8. -E

Step III Word Study

Page 5. We'll deal with Word Study. First, Word Study. Then, Word Formation. Look at the exercise in Word Study now. Choose the answer that is closest in meaning to the underlined part. First, do it by yourself. Then check the answers with your partner. In the end, collect the right answers.

Suggested answers:

LA 2.B 3. C 4. B 5. C 6. A 7. B 8. C

Step IV Word Formation

Word formations

1. introduce the main ways of word formation: (the following may be of help during your teaching)

The main Processes of English Word-formation:

a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;

c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.

d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,

The minor processes of English word-formation:

e. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);

f. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);

g. Blending: branch, motel, Eurasia,

h. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.

i .Forming new words by analogy:

Moonrise is derived from the word sunrise by analogy.

j. Onomatopoeia:

Bark, giggle, bang, murmur.

2. Ss study examples on p6 and see if they can tell the processes of the words.

Study Word Formation. First, look at the words on the screen. (Teacher shows the following on the screen.)

international = inter-+ national

telephone = tele- + phone :

mankind = man+ kind

broadband= broad + band

extremely = extreme + ly

manned = man+ -ed

hi-tech= high + technology

e-school = electronic school

IT=information technology

CSA = Chinese Space Agency

The Ss are given two minutes to study the words and find out the ways of forming a word. Then ask some students to explain how they are formed.

Look at the stems and affixes on the screen. Match each of them with the right meaning on the

right.

(Teacher shows the following on the screen.)

trans-

-graph

tele-

super-

co-

vis-

bio-

Sub-

-port- carry

see

below

life

together/with

more than usual

far

across

writing

The Ss are given two minutes to prepare. Then check your answers.

Suggested answers:

trans- = across tele- = far co- = together/with bio- = life vis- = see -graph= writing -port-= carry sub-= below super-=more than usual

Please look at the screen. Let's do another exercise.

(Teacher shows the following on the screen.)

Use context clues and what you know about word parts to guess the meaning of the underlined words.

1. ____ Many countries import most of the oil they use.

2. ____ He studied biophysics at college.

3. ____ It is very important to learn how to cooperate with others.

4. ____ All your luggage will be transported to the destination by train. 5. ____ My cousin has an excellent voice. Her dream is to become a

superstar.

(Teacher asks some students to do it. One student, one sentence. )

Suggested answers :

1．进口 2.生命物理 3.合作 4.运输 5.超级歌星

Step V Consolidation

Page 6 and look at Part 4. Read the news article and tell how the words in bold are formed. First, look at the given example to make sure you know how to do it. Then work in pairs to finish it. After a few minutes, check your answers.

Suggested answers

showcase= show+ case breakthrough= break + through

bioengineering = bio- + engineering outstanding = out + standing

enable= en- + able restore = re- + store

indirectly = indirect+-ly strengthen= strength+-en

Step VI Summary and Homework

T. Well. Let's see what we've learnt in this class. First, we've reviewed the words learnt in the last period. Then, we've learnt about Word Formation CD. We've learnt some ways of forming a word, such as derivation, compound and short form. This way, we know how to guess new words according to the meanings of the stems and affixes as well as the context clues. After class, please review what we've learnt in this class and preview the next part in this unit - Integrating Skills.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Third Period

Word Formation

Ways of forming a word

a. derivation: international, telephone, extremely, manned

b. compound: mankind, broadband

c. short form: hi-tech, e-school, IT, CSA

The Sixth Period

Teaching Aims;

1. Learn and master the following words and phrases:

boom, put forward, breakthrough, agency, announce, evolution, supercomputer

2. Train the students' integrating skills, especially reading and writing skills.

Teaching Important Points:

1. Help the students understand the passages exactly and master the following words and phrases: put forward, aim at, announce, map out

2. Learn to write a persuasion essay to train the students' writing ability.

Teaching Difficult Point:

How to help the students finish the task of writing.

Teaching Methods:

1. Fast and then careful reading to improve the students' reading ability.

2. Learning tips to help the students learn to write a persuasion essay.

3. Individual, pair or group work to make the students finish each task.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures-

Step I Greetings

Greet the whole class as usual.

Step II Revision and Lead-in

(Show the following on the screen. )

Study the sentences and guess the meaning of each underlined word. Explain how the word is formed.

1. The average output of the factory is 20 cars a day.

2. She has written good essays before, but this one is substandard.

3. He is a kind of intellectual superman.

4. The lack of a common language made it very difficult to intercommunicate (with each other).

5. Transplant the seedlings into peaty soil,

6. Have you read an e-book?

7. When did China join the WTO?

8. They helped us to map out a long-term plan.

Suggested answers

1. output = out+ put产量

2. substandard = sub-+ standard低于标准的，不够标准的

3. superman = super-+ man超人

4. intercommunicate= inter- + communicate互相联系

5. transplant=trans-+plant移植

6. e-book = electronic +book电子图书

7. WTO＝World Trade Organization世贸组织

8. long-term=long + term长期的

Today, we've going to read about some scientific achievements in China. First，let's learn the new words.

(Teacher shows the screen and deals with the new words.)

boom /bu:m/.n. (经济、工商业的)繁荣（期），迅速发展期；（营业等的）激增，

put forward提出，建议；推荐’

△rejuvenate / / vt. 繁荣昌盛；使返老还童；使恢复（青春）活力，

breakthrough／/ n．（知识或技术领域的）重大突破；重大进展（发现）

（军事上的）突围；

△impressive / / .adj. 激动人心的；感人的．给人深刻印象的：

agency／ / n.（行政或职能）机构；代理机构

announce／ / vt. 宣布．宣告

△genome／/ n:基因组；染色体组

△element／ / n．元素；要素，组成部分：

evolution, / / n．发展，展开：进化

△byte /bait/，．［计〕字节．比特，

supercomputer / / n．超级计算机‘：

△humanoid／ / adj. 具有人的形状或特点的；类人的。

Step III Reading

Page 7. Look at Reading and Writing. Read each passage quickly and find out the answers to the following two questions on the screen. (Teacher shows the following on the screen.)

1. What plan has helped Chinese scientists make many breakthroughs?

2. Which scientific fields are mentioned in the text?

( After a while, teacher checks the answers. )

1. The plan for “rejuvenating the nation by relying on science and education”.

2. Exploring space, genetic research, computer engineering and medical science.

(Teacher writes the answers above on the blackboard.)

Read the passages again carefully, trying to understand them more exactly and pay attention to some detailed information. After that, work in groups to complete the chart after the passages according to what is tearnt from the text. After four minutes, check answers.

Suggested answers:

Exploring space

Achievements: The Chinese space Agency has developed the highly successful Long March rocket series.

Importance: The rockets are used to prepare for the nation's first manned space flight.

Genetic research

Achievements: Chinese scientists have completed mapping out their part of the international human genetic project,

Importance; It has proved that Chinese scientists are among the world's best. It helps to solve the mysteries of life.

Computer engineering

Achievements: Chinese computer engineers have developed the supercomputer Shenwei.

Importance: The nation's first humanoid robot has been built.

Medical science

Achievements: Scientists have been able to create a chemical element that can fight cancer cells.

Importance: The breakthrough makes the cure of deadly disease possible.

(After that, teacher deals with the language points. )

Now, let's learn some useful words and expressions. Please look at the screen. (Teacher shows the following on the screen and gives brief explanations to make sure the students understand how to use them correctly.)

1. put forward: advance, propose or suggest sth. for discussion

e. g. He is putting forward radical proposals for electoral reform.

2. aim at: intend or try to do sth.

e. g. We must aim at increasing exports.

3. announce : make (sth. ) known publicly

e. g. They announced their engagement to the family.

Have they announced when the race will begin?

4. map out: present sth. in detail

e. g. He mapped out his ideas on the news project.

Step IV Listening and Reading Aloud

Play the tape for the Ss to listen. The first time, listen and follow. The second time, listen and repeat.

(Teacher begins to play the tape. )

Step V Writing

Writing part. The Ss have been asked by the magazine Modern Science to help them choose the greatest scientific achievement ever. Write a short essay, telling them which achievement you

have chosen and explaining why you think that it is the most important. In order that they can write your essay better. They’d better read and study the tips at Page 8 carefully before writing.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Fourth Period

I . Areas

exploring space

genetic research

computer engineering

medical science

II. Words and phrases

put forward

aim at

announce

map out

The Seventh Period

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Zhongguancun Science Park is China's biggest science park with a high concentration of scientific and technological institutions and intellectual resources. Located in this area are 39 institutions of higher learning represented by Beijing University and Tsinghua University. There are 213 research institutions as exemplified by the institutions of the Chinese Academy of Sciences (CAS) and the Chinese Academy of Engineering (CAE) and 37% of the academicians of both the CAS and CAE are living and working in this area. Each year, thousands of sophisticated research discoveries emerge in this area and pour out to all places throughout China. Many state-level laboratories and important engineering and technology centers are concentrated in this area too. Zhongguancun Science Park is the largest software development and production center in China.

Zhongguancun Science Park in fact is composed of five science zones like Haidian Zone, Fengtai Zone, Changping Zone, the Electronic City Zone and Yizhuang Zone. Some ten thousand new and hi-tech enterprises, such as Legend, Stone, Founder, Zhongguancun Science and Technology, Tsinghua Tongfang, Netease, are all doing their business at Zhongguancun. In addition, there are some 1500 R&D centers and hi-tech companies set up by or invested by renowned overseas transnational companies like IBM, Microsoft, Mitsubishi in this area as well as 40 overseas listed companies. At present Zhongguancun has become the most important growth point in the economic development of the capital which makes a contribution of 60% of the total industrial growth of the city. The business income generated from the industry, trade and technology of Zhongguancun Science Park in accounted for 18% of the total income of all the 53 national new and hi-tech parks.

In June , the State Council of China officially approved the “Note of Request to Expedite the Building of Zhongguancun Science Park for the Purpose of Implementing the Strategy of Rejuvenating the Country through Science and Education” by the Beijing Municipal Government and the Ministry of Science and Technology and instructed the Beijing Municipal Government and the Ministry of Science and Technology to speed up the construction process of Zhongguancun Science Park in order to build it into a comprehensive reform trial base for implementing the strategy of rejuvenating the country through science and education and the two essential changes, a model base of international technical innovation with competitiveness, an incubator and radiating center for its scientific and technological achievements with its footing in the capital city of Beijing but facing the whole country and a base for training innovators and a first-class science park in the world. This is the most important trans-century decision made by the central government after its decisions of establishing the Shenzhen Special Zone in 1980s and opening up Shanghai's Pudong area in 1990s.

Beijing People's Municipal Government promulgated “Regulations of the Zhongguancun Science Park” on January 1, 2001, which provides the legal basis and guideline for its future development. The Park is now moving on at vigorous strides in promoting technology innovation in accordance with the principle of “Bold innovation in the areas not banned by the law” with the ambition of achieving great changes every year and make the Park a first-rate science park in the world within 10 years.

Zhongguancun is indeed a place full of opportunities and challenges as well as bright hopes. All domestic and overseas companies and individuals are welcome to Zhongguancun for business development.

篇6：人教版高二（上）Unit 1-10 全套教案

高二（上）教案

Unit 1

A brief of Stephen Hawking

Stephen Hawking ; born , 1942 Oxford,England.

High School: St Albans School

College: Oxford University

Cambridge University: Do research

Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics

Scanning

Why did Stephen Hawking need a PhD?

When did Hawking become famous ?

When did Hawking visit Beijing ?

True or false statements:

1.Hawking was told that he had an incurable disease when he was just 21 years old. T

2.Finally Hawking had to give up PhD and his research

3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T

4.“A Brief History of Time” is too difficult for people to understand.

5.Science is about true facts that never change.

6.When Hawking gives lectures, he always speaks through a computer.

Choice

1. Which of the following best express the main idea of the passage? ______ d

A. Hawking is famous for his new discoveries.

B. People should come to terms with their fate.

C. A scientific theory is always wrong.

D. Anyone with great determination will achieve his success.

2. Hawking became famous in the early 1970s because _____. D

A. he was disabled B. he was a PhD

C. he was sitting in a famous chair D. he made new discoveries about universe

3. According to the passage, what does “an American accent” mean? ______ C

A. Hawking’s accent. B. Hawking’s voice.

C. Sounds translated by computer. D. Accent of some British people.

4. From the passage, we can infer that _____. D

A. Hawking got married to Jane Wilde before he fell ill B. science is always true

C. Hawking is an American D. great scientists always want to know more

Questions

1. What did Steven Hawking do when he was told that he had an incurable disease?

2. How would most people feel when they were told that they had incurable diseases and may not live long?

3. What did Hawking do when visiting China?

4. What did Hawking write in 1988? And what did he explain in the book?

5. According to Professor Hawking, how do people misunderstand science?

6. What is that Hawking does not like about his speech computer?

7. What are the basic steps of the scientific method?

Discussion

How can we grow rice where there is little water?(using the scientific method )

Integrating skills

What’s the characteristic of Galileo Galilei?

Curious creative

Why could Stephen Hawking make contributions to science work? Want to know more

What can be described as the ability to use knowledge? Creativity

Read for the information to complete the table:

Scientists How they make a difference Characteristics

Stephen Hawking Always want to know more;

Never satisfied with a simple answer… Curious

Galileo Galilei Used a microscope and telescope… Curious Believe in what you do

the earth moves around the sun

Zhang Heng Built a model…show how the

position of the stars changed…. Creative..imagination,believe in what you do

Invented seismograph

Unit 2

Step1 Lead in

Do you know what they are?

And do you know how they are made?

Step 2 Pre-reading

The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.

_____ How does a reporter decide what to write?

_____ How much does a newspaper cost?

_____ Why do people read newspapers?

_____ How do newspapers report what happens?

_____ Where do people read newspapers?

_____ How do newspapers help us understand the world?

Topic sentence :Newspapers and other media do more than simply record what happens

How do you decide what you are going to write?

Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting

Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…

Which of the articles that you have written do you like best?

Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story

Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique

Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.

Step 3 Careful reading

Now please read the text carefully and try to find out the answers to the following questions.

1.Who were asked to be interviewed?

2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?

3.Is interviewing someone difficult? What must a reporter know?

4.Which of the articles that they have written do they like best? Why?

5.What could they write about if they could write any article? Why?

6.What is the basic task for a reporter?

7.What result can TV programmes and printed articles bring to us?

Post reading

1.Which of the Pre-reading questions are answered in the text?

2. If you were a reporter, what would you like to write about?

3. It is important to be a critical reader. How would you “read” the following media messages?

True or false

1.Newspaper and other media just record what happens.

2.The reporter has to discuss with the editor before he/she decides what to write. T

3.Much has been done before the reporter starts writing. T

4.Chen Ying’s favourite story is about an ordinary young woman.

5.The media can often help solve problems and draw attention to situations where help is needed. T

Discussion:

Do you believe these media ?

Unit 3

Scanning

1.When was Modernism invented?

2.Who invented Modernism?

A group of architects who wanted to change society with building that went against people’s feeling of beauty

3.Why did they invent Modernism?

Modernism … in the 1920s by …who …

that went against people’s feeling of beauty. They wanted their buildings…to look natural.

Skimming

Sum up the main idea of the text:

Paragraph 1 Architecture looks at the man-made living environment.

Paragraph 2 Modernism

Paragraph 3 Modern architecture

Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.

Paragraph 5 Ancient architecture shows us many beautiful buildings.

Paragraph 6 Antonio Gaudi was an architect inspired by nature.

Paragraph 7 There are other modern architecture inspired from nature

Paragraph 8 The new Olympic Stadium.

Part 1(1 para.) Architecture looks at the man-made living environment.

Part 2(2-4 para.) Modernism and modern buildings

Part 3(5 para.) Ancient architecture

Part 4(6-8 para.) Some modern architecture takes examples from nature.

Part 1: Every great culture in the past had its own ideas expressed in art and architecture.

Part 2 How and when modernism came into being?

Part 3: The difference between traditional and modern…, and why ancient architecture…

Part 4: Examples of famous architects and great buildings that take examples from nature.

Answer the following questions

1.Who is Antonio Gaudi?

He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.

2.Who is Lloyd Wright ?

He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.

3. What the materials of modern architecture and the ancient architecture?

Careful reading

1. Every great culture has the same styles for buildings, streets, squares and parks

2. Modernism wants the buildings constructed in a way to look natural.

3. Earth, stone, brick and wood are used in modern architecture.

4. Compared with ancient architecture, modern architecture stands much closer to nature.

5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T

6. The Olympic Stadium in Beijing looks warm and friendly . T

Compare ancient architecture with modern architecture

Shape material feeling example

ancient architecture Nature does not earth,stone, beautiful Taihe Dian

have any straight lines. brick,wood natural the Temple of heaven

Cathedral

modern.. Huge,like boxes with flat steel, glass,

roofs,sharp corners and concrete, hard and Most of modern buildings

glass walls unfriendly look the same

Post reading

Answer the questions on Page20: What do the words in bold refer to?

You do not feel invited to enter them modern buildings

Antonio Gaudi, a Spanish architect, was the first to understand that.

Nature doesn’t have any straight lines.

He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s

Scan the text and find two architects whose work was inspired by nature. What inspired them.

Antonio Gaudi: eyes, bones, fish and a dragon

Frank Lloyd Wright: Japanese seashells

Answer the following question

1.Which two architects were inspired by nature when they designed?

Antonio Gaudi and Frank Lloyd

2. Into which two groups can we divide those materials mentioned in the text?

Traditional materials and modern materials.

Discussion

What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?

Share your design for the 2008 Olympics!!

Unit 4

Scanning

Scan the text and answer the questions.

1.Whose poetry reminds us of Su Dongpo?

John Donne reminds readers of Su Dongpo.

2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?

Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.

3.Can you name some famous Chinese poets?

Li Bai, Du Fu, Wang Wei, Bai Juyi etc.

4.Write down 5 key words that you would expect to find in a text about poetry.

Poem, poet, rhyme, style, image (literature, language, form, line)

Fast-reading

Questions

1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

William Wordsworth

George Gordon Byron John Donne

John Keats

Careful-Reading

Para. 1 The characters of poetry.

Para. 2 Chinese ancient poets and poetry.

Para. 3 Early English poets.

Para. 4 English poets of the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 Why more people are interested in English poetry.

Divide the text into 4 parts

Part 1 Para 1 Brief introduction to poetry

Part 2 Para 2 Chinese poetry and poets

Part 3 Para3,4.5 History of English poetry

Part 4 Para 6,7 Poems can be bridges between the east and the west

Choose the best answer

1.Modern English came into being from about the middle of the ____ century. A

A.16th B. 17th C. 18th D. 19th

2. The poetry of Marvell reminds Chinese readers of the poems by ____. C

A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo

3. Byron’s “Isles of Greece” is an example of _____. B

A. a sonnet B. romantic poetry C. nature poetry D. modern poetry

4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D

A.17th B. 18th C. 19th. D. 20th

5. The advantage of reading English poetry in Chinese translation is ____. D

A.that you have more advice B. that something of the spirit is lost

C. that you understand it better D. that you learn how to express yourself in new ways

True or False

1.The wider public in China discovered English poetry at the beginning of the 19th century. F

2. Modern English came into being from about the end of the 17th century.

3. The advantage of reading English poetry in Chinese translation is that you understand it better.

Further-understanding

1. When did modern English start ?

Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .

2. Why do modern poets have their special attraction?

Because they stand closest to us both in the language and images they use .

3. When did Chinese readers start reading more foreign poetry?

Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .

4. What are the differences between poetry and other forms of literature?

① Poetry plays with sounds, words and grammar

② Poetry is difficult to write,but interesting to read

③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.

there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.

Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…

------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poets

Para. 7 They can help us to understand each other better,…------poems and literature

Discussion

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life.

2. Poems help us to understand life, virtues, beauty and romance…

3. Poems make us know, we are here,we can make our life and the world more colorful!

Unit 5

Lead-in

1.What places are they?

River Thames Oxford university British Museum Thames and Big Ben London Bridge

Listen to the tape and answer the following questions.

1.How countries is the Great Britain made up of?

Three,England,Scotland and Wales.

2.Is there much rain in the Britain Isles?

Yes,there is much rain

3.When did England and Wales make up the Union? 1536.

4.What is the warmest months in the British Isles? July and August

Skimming:

Skim the text and find out the top sentences for each paragraph.

Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)

Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)

Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)

Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)

Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)

Para 6: The United Kingdom has a long history. (History)

Para 7: In modern times, people throughout the British Isles speak English. (Language)

Read the passage carefully and decide whether the following sentences are true or false:

( )1.Many people around the world study English, and they know a lot about British culture.

( ) 2.Great Britain is made up of four countries.

( T ) 3.The island of Britain is separated from France by the English Channel.

( ) 4.Scotland is colder throughout the year, but receives less rain.

( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( T ) 6.The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Scanning:

Read for details and fill in the form:

Headings Details

Idea Fact unknown: Made up of three kingdoms

Cultural diversity: Different country, common language

Geography Position of Britain: Off the west coast

England: In the east

Scotland: In the north

Wales: In the west

Position of Ireland: West of Britain

Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland

Position of the Channel Islands Southeast of Britain

Climate The British Isles: mild

The Channel Isles: Warmer and sunnier

Scotland: cold

England and Wales: Rains a lot

Culture Influenced by the European mainland

French Influence The reason why many English words end up with French words: ruled by French in 1066

History 1536: England and Wales formed the Union

1707: Scotland joined the union

Ireland used to be: Part of the UK

And now is: An independent republic

Northern Ireland: Part of UK

The Isle of Man and Channel Islands: Ruled by the King of England

Language English, Welsh, Scottish, Gaelic and Irish

Scan the text and answer the following questions

1.What are the most important facts about the United Kingdom?

The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.

2.Which countries make up the British Isles?

Great Britain, Ireland, the Channel Islands and Isle of Man.

3.What are the most important facts about Ireland?

Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.

Questions

1. What is the UK?

The UK is really a nation of different countries held together by a common language and culture.

2.What’s the weather in the British Isles like?

The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.

3. From where did the culture of the people in the British Isles receive many influence?

The European mainland

4. Who ran over the Great Britain in1066? What’s the result of French influence?

The French. The result was that there were many French words in the English language.

5. Which are the first two countries that joined in the UK?

England and Wales.

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

Unit 6

What are mentioned in the article?

Travel online shopping Smart credit cards education health medical science sports

Pre-reading

Scan the text to find out in which paragraph you can find answers to the questions.

1.How will people shop in the future? Para 3

2.How will people travel in the future? Para 2

3.What will schools be like in the future? Para 5

4.What will the future be like in generals? Para 1、6

Transportation

1.Compared with the past, what is the most important thing in future transportation?

No pollution is the most important thing.

2.Why will the maglev train be popular in the future?

Maglev train Environmentally friendly

energy –saving

Amazing speed---430 km/h

Controlled by an advanced computer system.

Health and medicine

What makes it possible for people to enjoy a longer life?

People will pay attention to ….

People are careful about….

Advances in medical science allow us….

New discoveries in …and … may lead to….

Education and knowledge

1.How will the schools of the future be different from what they are today?

There may be more “schools on the air” and “e-schools”.

2.How will the way we view learning and knowledge change?

We will become lifelong learners

Conlusion

What should we do to make sure we will have a bright future?

If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.

Main idea of each paragraph

Para.1 . Computers are already being used in agriculture and industry.

Para. 2. People will also use computers more and more in their personal lives.

Para. 3. It’s possible that people will work at home.

Para.4.Computers will be used more and more in transport.

Para. 5.Space travel will become much cheaper

Para. 6.In the fields of education, health and research,computers will continue to play an important part.

Main idea of two parts

Part 1: The prediction of the life in the future.

Part2: Future transportation/ education/business/ health and medicine

True or false

1. Public transportation is already well developed in most areas of China.

2. Scientists are developing new fuels and engines that are environmentally friendly. T

3. People can combine shopping with fun in the future. T

4. E-commerce will not be so popular as it is not very safe.

5.We will still prefer using cash instead of cards in the future.

6. In the future distance education will play an important part. T

1.What is one way to catch a glimpse of the future ?

One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.

2.What’s the advantage of on-line shopping?

For companies, the internet makes it easier to keep in touch with customers and companies in other countries.

For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .

3.What kinds of schools will be there in the future?Why are they useful？

They are “schools on the air” and “e-schools”.

Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.

Post-reading

Advantages disadvantages

future transportation clean, fast, safe, without pollution high cost, expensive

online shopping convenient saving time no insurance of quality

future life longer and healthier

e-schools Interesting, convenient, saving time no face-to-face coach

Summary

Fields What will be used? Results

Transportation New technology ;new fuels and engines Cleaner, faster and safer.

Business E-commerce;mall; smart cards. Convenient, fun.

Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;

advances in medical science. remain active

Education and E-schools; distance education Can study at home; lifelong learners.

Knowledge

Note-making

AREA USE

Farms control the growing conditions of plants

Banks change money ;pay bills

Houses central computer to control heating and hot water recognize some’s voice

Transport work out the best distance between trains operate trains

Education Store texts

Unit 7

Step1 : Leading-in

They are all living with HIV

Step 2: Skimming

1.In what ways does AIDS spread?

AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.

2.How many children were infected in the world in ?

As a result, 3.2 million children were infected in 2002.

Step 3 Intensive Reading

Find out the main points of each part

Para.1 Xiaohua is a person living with AIDS

Para2 what is AIDS.

Para.3 How do people get AIDS

Para.4 Many children become infected with AIDS.

Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.

Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.

Part1 Para.1

Part 2 Para.2

Part 3 para.3

Part 4 Para.4

Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?

Main idea:

This passage mainly tells us what we should do toward AIDS and Aids patients

Step 4 Scanning

Please read the text carefully again and add more questions to your list.

1.What kind of disease is AIDS?

AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.

2.Where is the disease spreading faster?And why?

In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education

3.Which kind of people suffers the most? The young.

4.What did Xiao Hua decide to do after she know she got AIDS?

She decided to use the limited time she has left to do something to help others.

5.Is the disease the only thing that AIDS patients have to suffer from?

No,they also have to deal with people’s fear of the disease

6.What is the best way to show you care about AIDS patients?

Giving an AIDS patients a hug.

Step 5: Listening and reading

1.People will die immediately after they get AIDS.

2. Xiao Hua has hardly any hope to survive. T

3. In 2002, 3.2 million children in the world were infected with HIV. T

4. We should avoid any contact with AIDS patients.

5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.

6. Giving an AIDS patient a hug is the best way to show that you care him / her. T

Step 6 Post-reading

1.Find out the difference between AIDS and HIV.

HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.

2. How should we act towards people who have HIV / AIDS? What can we do to help them?

We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.

Uni 8

Step 1 Lead-in

1.What should you do if you find a person whose leg is bleeding? Why?

2.What would you do if a person has drunk poison by mistake? Why?

Step 2 Skim the text and complete the table

Letter Represent Meaning

D Danger The accident scene is no longer dangerous

R Response To know that he/she is conscious and can breathe.

A Airway To make sure a person’s airway is open and it is easy to breathe.

B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.

C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.

Step 3 Fast- reading

What’s the topic of the paragraphs ?

Para. 1. First aid is very important

Para. 2 The most important is to stay calm.

Para. 3-4 When we have to think fast,we must remember DR ABC to give first aid

Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.

Step 4 Scanning

1). Is it vital to learn some knowledge about first aid? Why?

Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.

2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?

We must stay calm, for only in this way will we be able to consider what to do and make better decisions.

3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?

(Answers on Page 60.)

a…

b…

c…

Step 5 Listen to the tape and answer the question.

Para. 1 First aid is very important

Why is first aid important in our daily life ?

Para. 2 What is the most important thing to remember when dealing with an emergency ?

Para. 3-4 What do the hospitals recommend ?

What do the letters DR ABC stand for ?

What are three important things?

1.Check that the person can breathe.

2.If the person is not breathing, you must try to start his breathing at once.

3.If the person is bleeding badly, you must try to stop the bleeding.

Para. 5 What should we do when we have checked the DR ABC ?

Para. 6 Can we do first aid correctly after reading this passage?

Step 6 Comprehension

1. By saying “ Seconds count in an emergency, ” the writer means ________.

A time is very important B you can count numbers by the second

C time is life D to be calm down, in an emergency, just say numbers by the second

2. What should you do if you want to do first aid correctly ?

A.Learn with a teacher. B Remember the letters DR ABC

C Stay calm D All of the above

3. According to the passage, people in the accident_______.

A. can be helped by anyone who’d like to do so

B. Should be waken up as soon as possible

C. should be put in the recovery position when having been given first aid

D. can be given first aid even without checking the DR ABC

4. Which of the following sentences best expresses

the main idea of the passage?

A. DR ABC should be remembered

B. Remembering the letters DR ABC is enough forfirst aid

C. Why first aid is important and what the letters DR ABC stand for in an emergency

D. What the letters DR ABC mean

5. In the passage., the author seems to be _________.

A.explaining the meaning of the letters DR ABC B. telling us the importance of the first aid

C. giving some basic information about first aid D. showing the importance of DR ABC

Step 7 True or false

1. We can do nothing but call an ambulance or the police when someone is hurt.

2. If you don’t know about first aid, never try to revive the wounded person. T

3. We can check blood circulating only by looking for eye movement.

4. If the person is not breathing , we must start her breathing in ten minutes.

5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.

6. When the accident happens, go to save the wounded people immediately.

Step 8 Post-reading

Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are

doing in the pictures.

Picture 1

The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.

Picture 2

If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.

Picture 3

If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.

Step 9 Retelling

Retell something about DR ABC according to the table in pairs.

Step 10 Group discussion

What are some of the most important things to do at the scene of an accident?

Firstly, we should keep calm, make better decisions and call an ambulance or the police.

Secondly, we should check the DR ABC and then give first aid if we know how to do it.

Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.

Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.

Unit 9

skimming

When and where was the first Earth Summit held? What did they do then?

It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.

step1. Fast reading

Try to find the main idea of each Para.Match them.

Para.1 A brief introduction to 1972,2002 Earth Summits.

Para2 The big three and the results caused by them

Para.3 The responsibilities of the richer countries

Para.4 How to save the earth

Para.5 Small changes make big difference

Para.6 Sts’ better understanding of he environment and their willingness to act are important

Para.7 One of the solutions to the problems---education

Listening

1. Listen to Para 1 and find one of the main themes of the summit.

Sustainable development

2. Listen to Para 2& 3 and find what topics are talked about by the speakers.

1)What are “The Big Three”?

Contaminated drinking water

Poor sanitation Air pollution

2) Poverty, War, Violence

What’s the present problem with the global development?

Richer people get richer while the poor get poorer.

3.What should rich counties do to solve this problem?

Rich countries have a responsibility towards poor countries and must do whatever they can to help others.

Scan the text and see which of the following best express the main idea of the passage? C

A．Different countries have different opinions about development.

B．Equality and fairness are badly needed in the today’s world.

C．The Earth Summit, a way to save the earth.

D．Sustainable development, the future for the world.

1.“Sustainable development ” was brought forth _______. B

A. at the Stockholm Summit B. at the Johannesburg Earth Summit

C. by the World Health Organization D. by China's former Premier Zhu Rongji

2. Which of the following is the main cause of millions of deaths in rural areas ? C

A. Lack of drinking water B. Poor sanitation

C. Air pollution D. Freezing cold

3. Which is the best way to make developing countries prosper ? D

A. Holding conferences like the Earth Summit

B. Richer countries offer much help

C. A better understanding of the environment

D. International cooperation

4. Which of the following best expresses the main idea of the passage ? C

A. Different countries have different opinions about development

B. Equality and fairness are badly needed in the today's world

C. The Earth Summit , a way to save the earth

D. Sustainable development , the future for the world

5. Which of the following statements is true according to the passage ? D

A.The Earth Summit was once of great help to China

B. The Earth Summit is the best way to solve all kinds of problems

C. Without poverty , war or violence we can develop the world successfully

D. Our willingness to take action is necessary for the protection of our environment

Compare with your partner and decide what you think each part of the text will be about

Introduction (para 1) Introduction of the Earth Summit

Body (para 2-6) Major problems facing the world

Conclusion (para 7) What we can do to solve the problem

Introduction (Para 1)

Fill in the form

The Earth Summit

Time Place Theme

1972 Stockholm The Human Environment

2002 Johannesburg Sustainable Development

Step2.Read the text carefully.

Para.1 Read it quickly,and answer the questions.

In 2002, the Earth Summit was held in Johannesburg in

South Africa. One of the main themes of the summit was Sustainable development

What does “sustainable development” mean? D

A.Developing the nature. B.Developing economy.

C.Taking better care of the earth. D.Developing the world without damaging the environment

Para2. Listen to the tape .

What does the “big three” refer to?

Contaminated drinking water, poor sanitation, air pollution.

Try to find these sentences true or false.

The three big killers in the world are poverty, war, and violence.

Air pollution is a big problem only in rural areas,especially in developing countries.

20% of the people on earth have no clean drinking water.

Read Para.4---Para.6. Do the following exercises.

1.What one of the visitors said shows that____. C

A.There exist serious problems at present.

B.It is difficult to save the earth.

C.The earth summits make people understand the environment.

D.All of us have realized the importance of protecting the environment.

2.What’s the earth summit? C

A.It’s a place to find problems.

B. It’s a place to discuss how to develop economy.

C.It’s a place to find solutions to how to develop without damaging the environment

1.Which of the following statements is not true according to the passage? B

A. Farmers are increasing the numbers of their cattle.

B. Farmers are limiting the numbers of their cattle.

C. Heavy rains and strong winds are destroying the valuable soil.

D.Fewer trees are left to hold the soil in place on the hillside.

2.Air pollution doesn't cause _______. D

A. the destroying of forests B. the killing of fish in lakes

C. illnesses and injuries to people D. the spreading of clouds of radiation

3.What is the possible reason why the Mediterranean can’t clean itself? D

A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.

C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.

4. The 1st part of the passage is mainly about ________. A

A. the reasons why the area of desert is growing

B. the numbers of cattle farmers should keep

C. the valuable soil strong winds blow away

D. the damage rains and winds bring about

5. If people change their habits, pollution _______. B

A. can be completely stopped B. will become less and less

C. can do less damage to people D.will do no harm to people

6. According to the text _________ are the worst enemy of nature. B

A. cattle B. humans C. deserts D. chemicals

Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.

1 .What are the “big three”?

The “big three” refers to contaminated drinking water, poor sanitation and air pollution.

2 . Why are conferences like the Earth Summit important?

Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.

3 .What issues are discussed at the Earth Summit?

Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.

4．What is the key to the problem according to the text? Why?

Education 1. To build a better society and put an end to the death and suffering caused by the big three

2. To wipe out much of the poverty.

3. To see less violence and fewer wars.

summary

Accidents I. Time : 1986

Place : at a nuclear power station in Russia

Results : 125,000 die

Accidents II Time : 1984

Place : at a factory in the town of Bhopal in India

Results : 2500 be killed; many lose sight

Fact causes results

Earth desert grow every year cattle ; trees be cut down have less farm land

Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;

do harm to people

water be polluted; diseases waste from ; accidents living things be killed ; have less

drinking water ; nowhere to swim

Discussion

If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?

Unit 10

Step 1 Lead in

1.What’s the weather like today?

2.Do you often care about the weather?

3.How do you hear about it?

4.Have you ever heard of typhoon?

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

heavy wind (blow hard) storm roaring thunder

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

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

frightened, scared, terrible, happy (why?)

7. What about the hurricane? Have you everheard about it?

8. What about volcano?

9. Look at the picture. Find out as much as you can to describe it.

Eruption lava

10. How is a volcano formed?

The rocks under the earth becomes hotter and hotter and erupted from the mountain.

11. Where is the most possible place that a volcano may erupt? Near the oceans

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

Gas vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid bits of rock and volcanic ash, etc.

Liquid lava

Step 2 Pre reading

the town of Pompeii (relics) two thousand years ago 18 hours

Skimming

Main idea of each part:

Para.1 General introduction to the letter.

Para.2 When and where the volcano erupted?

Para.3-6 What Pliny did when the volcano erupted?

Para.7 Conclusion to the letter.

Decide whether the following sentences are true or false.

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

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

3.My uncle went to rescue Pompy after saving Rectina. T

4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5.They decided to try the open air instead of staying in the house. T

6.It was night when the volcano erupted

Divide the text into several parts and tell the main idea of each part.

Step 3 While reading

Scan the text and answer the following questions.

1.What did Tacitus ask the author to do?

Ask him to write him sth about the death of his uncle Pliny.

2.From whom was the letter which the author’s uncle brought?

From his friend’s wife Rectina.

3.Where was Rectina’s house?

At the foot of Vesuvius.

4 What did the captain urge the author’s uncle to do?

He urged the author’s uncle to turn back.

5 Why did the author’s uncle ask to be taken to the baths?

Because he wanted to help the other to calm down.

6 When was the author’s uncle’s body found?

When daylight came again two days after he died.

7.What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

8.When and where did it happen?

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

9.Who is the writer of the letter?

Pliny, the younger.( The author of the letter is Pliny’s nephew.)

Read the text carefully & fill in the following form.

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

What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people

Finally My uncle wanted to get out of the danger but failed. He was dead.

Arrange the following statements according to the right order.

1.He decided to rescue his friend Pompy.

2.Some people watched an unusual cloud rising from a mountain.

3.Rectina begged him to save her.

4.He ordered a boat made ready.

5.Two slaves helped him stand up and immediately he fell down dead.

6.He bathed and had dinner.

7.A rain of rocks was coming down.

2 4 3 1 6 7 5

Read the text again and explain what the words in bold refer to.

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

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

The eruption of Mount Vesuvius

Time What happened

on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain

afterwards some of the cloud was white and dark

after dinner broad sheets of flame were lighting up many parts of Vesuvius

the next day shower of rock, darkness

This passage mainly tells us________. C

A To tell sth about Volcano happening in 79AD

B To tell sth about the death of Uncle Pliny

C To help Tacitus to recall what happened to Uncle Pliny

D To be in memory of Uncle Pliny

篇7：人教版高三英语5-8单元教案[全套]

Unit 5 Getting the message

Reading:

Look at the pictures on page37 and fill in the chart

Items

Ad 1

Ad 2

Ad 3

The products they persuade you to buy

Advanced electronic roducts

Shampoo

Soft drinks

How to persuade

By using abstract design, slogan and pictures

By using wonderful pictures ,slogan and realistic products

By using wonderful pictures, slogan and products

The message each ad gives

High quality,

Help customers to succeed

Create beauty,bring happiness and love to customers

Help athletes to refresh themselves.

How is the information conveyed

Pictures, slogan, spokesman

Products,slogan, pictures

Pictures,slogan, products

Words related to advertising

advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to

Pre-reading

Collect advantages and disadvantages of advertisements from the students

Advantages Disadvantages

Provide information Mislead customers

Increase sales Give false or incorrect information

Make the public aware of social problem Raise the price of products

…

1.the first form of advertising : in Greece and Egypt around 1500 B.C.

2.the first printed advertisement: in London 1477

3.the first commercials on radio: about 1920

4.the first commercial on TV: after World War 2

Reading Find out the main idea for each paragraph

Pa1: Ads are found almost everywhere

Pa2: People react to advertisements in different ways.

Pa3: The basic principle of advertisements is to influence customers’ choices.

Pa4: Ads help companies and customers n a variety of ways.

Pa5: the most important function of advertising is to introduce new products.

Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.

Pa7: Customers should be careful of illegal ads.

Pa8: Customers should learn to protect themselves from false ads and make smart choices.

Answer the following questions

Fast reading

1.What is people’s reaction to ads.? P2

2.What is the basic principle of advertising? P3

3.What is the most important function of ads? P5

4.what’s the advantage of good ads? P8

Careful reading

1.Why is advertising popular?

2.How does advertising help consumers and companies?

3.What is the basic principle behind advertisements?

4.Why do advertisers often have to work hard to attract people’s attention?

5.What is a “bait-and-switch” a?

6.How can we protect ourselves from misleading ads?

Choose the best answers:

1.The word “advertising” means to make a product known to . D

A managers through broadcast B leaders by radios

C firms by printed notices D people in various ways.

2.One advantage of advertising is that it helps . A

A increase product sales B make a product more expensive

C increase production D reduce the costs of a product

3.Advertising is a highly developed . B

A information B industry C trade D science

4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B

A followed up B gone hand in hand C gone behind D taken place

5. The best chance to reach customers is to . C

A sell them the product B sell them what money can not buy: love, happiness and success.

C appeal to their emotions D reduce the price of the products.

6．The development of media has gone hand hand the development of advertising. C

A. by; by B. by; with C. in; with D. in; by

8.People react to advertisements in different ways.Because . 答案：A

A. ads are useful and entertaining to some people while annoying to others

B. ads are useful and entertaining C. ads are annoying

D.ads are not only useful and entertaining but annoying

9.When we buy an expensive product, can help us make the right decision. 答案：B

A. sellers B. ads C. our friends D. defenders

10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D

A. all ads are used to promote a product or to increase a company’s profits

B. few ads are used to promote a product or to increase a company’s profits

C. no ads are used to promote a product or to increase a company’s profits

D. all ads are not used to promote a product or to increase a company’s profits

11.In order not to become easy target for ad makers, we must . 答案：A

A. distinguish between fiction and facts B. watch TV more often

C. believe all the ads D. never believe any ads

12.The best chance to reach customers for the advertisers is to . 答案：A

A. appeal to their emotions B. make interesting pictures

C. give customers proper prices D. send messages to customers

13.Paragraph 4 is mainly about . 答案：C

A. ads must increase the production B. ads must reduce the price of the production

C. ads must help companies and customers D. ads must make a product more expensive

14.Which sentence tells us the main idea of Paragraph 5? 答案：C

A. The most important function of advertising is to introduce the prices of the products.

B. The most important function of advertising is to introduce the types of the products.

C. The most important function of advertising is to introduce new products.

D. The most important function of advertising is to introduce the company where the products come from.

15.Why is advertising popular? 答案：C

A. Because ads are found in newspapers. B. Because ads are found on the Internet.

C. Because ads are found on TV. D. Because ads are found everywhere.

16.We can infer from the last sentence of the text that . 答案：C

A. we must learn to believe ads B. we must learn to accept ads

C. we must learn to analyse ads D. we must learn to accuse ads

T or F

1.People react to advertisements in different ways.( )

2.The basic principle of advertising is fairly difficult.( )

3.Since an increase in sales means an increase in production, the price may be increased, too. ( )

4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )

5.Perhaps the most important function of advertising is to increase a company’s profits. ( )

6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )

7.All ads are not used to promote a product or to increase a company’s profits.( )

Difficult sentences

1.The development of radio ,television and other media has gone hand in hand with the development.

2.Customers see so many ads every day that advertisers must work hard to get their message across.

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

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

Integrating skills

Fill in the blanks for the revision

Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.

People react to ads in different ways. Some think ads are useful and help consumers

make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.

Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware

of their social problems and policies.

Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.

II Lead-in

1 what product do they persuade you to buy?

2 what information about product can you get?

3 How is the information conveyed?

4 What are the skills of making good ads?

III Reading

1 How do the ad-makers create a positive image of the product they are promoting?

2 How do ad-makers choose a name for the product?

3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?

4 How are the ads presented ?

How to create a positive image of the product

Choose the words and brand names --- tell the consumer about the advantages of the product ---choose a funny name（use a well-known word--- choose names from old stories--- invent a new word ）

A good slogan（ should be catchy --- easy to remember --- convey a message）

Ads are started with a puzzle or question And presented in a humorous way

1.in order to 为的是;目的在于

2.take …into consideration 考虑某事物

3.compare…with… 把……与……比较(对比)

4.complain about 对某人与某物抱怨

5.in charge of… 负责;处于控制或支配的地位

6.hand in hand 手拉手;密切关联的

7.with the develop of 随着……发展

8.on the other hand 另一方面

9.get… across 传播或为人理解

10.instead of 代替(后面接名词代词动名词或介词短语)

11.appeal to 呼吁;上诉;投合(兴趣或心愿)

12.armed with用…… 做准备;备有

13.make sb. aware of 使人明白;觉察;意识到

14.keep an eye out for 留心或注意到某人或某事物

15.protect…from… 防护而不受

16.at the right time 在恰当的时候

17.point out to (向某人)指出;使注意

18.make sense 有意义;有道理;讲得通

19.accuse…of… 指责;控告

20.attach to 系;贴;固定;附着

21 differ from 不同于

22 attach to/connect with 附着/联想

23 attach importance to 给予重视

24 start with 以 开始

25 with the purpose of 以 为目的

26 point out 指出

27 refer to 指/参考

28 think twice 慎重考虑

Unit 6

Reading

Read the text then answer some questions.

1 When did we decide to move to another place? 1845,10

2 How long did the journey last? About a year

3 What is our first destination? India Greek in Kansas

4 Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

Listening

Listen to the tape carefully then do these exercises.

Post-reading

Exercise1. True or False

1 We traveled alone. (F with many other families)

6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)

( )7 When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

1.The reason why my father wanted to go to California is that . 答案：C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in . 答案：A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert? 答案：B

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D

A Because the landscape was dry and barren. B. Because water was salty and not drinkable.

C. Because their water supply was so low. D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B

A.2 500 B.500 C.90 D.45

6.Why didn’t the author stay behind with the children and wait for help? A

A. Because that meant he/she would die.

B. Because he/she knew that children were tiresome.

C. Because he/she knew that there was a wagon waiting for him/her.

D. Because he/she felt he/she could get a prize by his/her father.

7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C

A. Because they were tired and weak. B. Because they had no burden.

C. Because they must have smelt the water. D. Because they went back to their home.

8.How long did the author spend finishing the journey? 答案：A

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.From the text, we can infer . 答案：D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

10.The best title of the text is . 答案：B

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

Questions:

1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.

2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?

We had to travel long without water or grass for the animals to eat. It was hard.

3 What can you learn from this reading passage? What impresses you most?

1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.

2)The courage of the people impresses me most.

1.believe in 信任;信耐

2.stand for 代表;代替

3.adapt to 适宜

4.lose heart 灰心;泄气

5.be cast away (被)抛弃

6.give up 放弃

7.less than 少于;不足

8.set off for 开始(旅程;赛跑);出发

9.move on 继续前进

10.take the way 出发;首途

11.lose one’s way 迷路

12.hang out 伸出

13.in desperate need of 在极度需要的(时候)

14.on our feet=on foot 步行

15.be accustomed to doing sth. (通常用于被动语态)习惯于

16.suffer from 患病;遭受……之苦

17.hurry on to (with) 赶紧办理;急急忙忙地去做某事

18.stop to do sth. 停下来去做某事

19.start doing sth. 开始做某事

20.go on all fours 用四肢

21.(at)the edge of of (在)……边缘

22.stare at 瞪视; 凝视

23.come to an end 结束;终止

24.a race against time 与时间赛跑

25.save…from 挽救……免于

26.take up to 占用(时间;空间)

27.at stake 在危险中;关系重大

28.risk one’s life to 冒险去做某事

29.apply…to… 运用;应用

30.add up (两个或两个以上的数量或量)加起来

31.take it easy 别紧张;放松点

32.keep up 维持;保持;使某事处于高水平

33.common sense 常识;情理

34.leave behind 忘带;留下

35. live through sth. 经历某事物而幸存

36.tie up 系;拴;捆

37.go for 为……去;努力获取

Unit 7

Step one . Answer the following questions.

1.When does the story happen ?

2.Who is Ebenezer Scrooge ? Which word is he always to comment everything ?

3.Who is Bob Cratchit ? What does he want to do ?

4.What does the gentleman want to do ? Has he Promised ? What happened to Scrooge ?

Step2.Judge the following sentences True or false

1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T

2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F

3. Scrooge was invited by his niece and he accepted happily. F

4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T

5. Scrooge didn’t want to give the poor any money because he was poor himself. F

6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F

Step three : Fill in the blanks according the passage

It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus

Integrating Skills

Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.

Find out something about the firs scene

Place:_ The place where Scrooge live once lived

The time when Scrooge was young.

Time: Young scrooge and his girlfriend

The girl wanted to be separated from Scrooge

Characters: Scrooge cared nothing except money

Event: He felt very uneasy.

In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .

1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. 2. In the dream Tiny was ill but his father couldn’t afford the medicine for him.

3. These things really happened to the Cratchits. F

4. On seeing the scene Scrooge wanted to change his life.

5. Scrooge ordered a big Christmas tree for the cratchits’. F

Scene 3

From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D

A. Satisfied B. Interested C. Angry D. Surprised

He hadn’t expected that Scrooge would be so generous

Choose the best answers

1.Christmas is traditionally celebrated on . 答案：B

A. December 24 B. December 25 C. December 30 D. December 31

2.Which of the following is not true according to the dialogue? 答案：A

A. The business is now owned by Scrooge and his partner, Marley.

B. Marley died on December 24th.

C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.

D .Many thousands of people don’t have enough money to keep themselves warm.

3.Ebenezer Scrooge is . 答案：D

A. a warm-hearted boss B. a lazy kind boss

C. a hospitable boss D. a greedy ungenerous boss

4.According to the dialogue,which of the following sentences is right? 答案：C

A. Nothing happened when the clock struck one.

B. Scrooge’s eyes were wet because he had a cold.

C. The girl who used to love Scrooge has married another man.

D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.

5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D

A.有技巧的 B.心情不好的 C.普通的 D.吝啬的

6.From the dialogue, we can infer . 答案：C

A. Fred helps Scrooge become a helpful man

B. everyone does wish Ebenzer Scrooge a merry Christmas

C. Ebenzer scrooge corrects his mistakes and makes a fresh start

D. Scrooge’s partner, Marley died at Christmas

7.The main factor that makes Mr Scrooge change his mind is that . 答案：A

A. he feels afraid the bad thing will happen to him in the future

B. he regrets what he did in the past

C. he is moved by what Santa Claus says

D. he loses his fortune and becomes a poor man himself

8.What can’t be concluded from the passage? 答案：D

A. People usually have turkey for Christmas.

B. The place they live in is cold in winter.

C. Bob is quite astonished Scrooge’s generousness.

D. All the poor people can enjoy a merry Christmas now.

9.According to Fred,Christmas is the day of the year when people . 答案：D

A. think of the past and look forward to the future

B. put valuable things in their pockets

C. have dinner together

D. show kindness to people and help others

10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D

A. there are plenty of prisons in the world B. he is poor himself

C. the union work houses can help the poor

D. he only cares about his own business and never shows kindness to others

Phrases

1.care for 喜爱；照顾

2.in the race to do sth. 在做某事的竞赛中

3.put on 穿上

4.so far 至此

5.in want of 需要

6.at this festive season of the year 在一年中喜庆的季节

7.close up （尤指暂时）关闭；使靠近

8.leave alone 不管；随…去

9.toast to 干杯

10.date back to 追溯到（过去的某个时间）

11.on the contrary 相反

12.have an eye for 关注；能判断；能欣赏

Unit 8

Fast reading

1 What is the most puzzling question in learning our mother tongue?

2 If we develop our study skills and way of learning, is learning foreign language twice as hard or as easy?

Careful reading

Tell the sentences true or false

1 Although experts don’t agree each other, they all share a common opinion :Life is a very successful language school. T

2 We study our mother tongue all day long for about 5 years before we master it. But we only spend a few hours a week and in a few years’ time we can speak a foreign language. T

3.Successful language learners usually step away from the academic challenges. F

4The less anxious and more relaxed the learner, the worse their language acquisition.F

Choose the best answers

1.Most children have mastered their mother tongue . 答案：C

A. at the age of five B. by the age of eight C. before they are five D. since they were five

2.Successful language learners do share the following characteristics except . 答案：A

A. the ability to memorize the words B. an interest in understanding their own thinking

C. willingness to take chances D. confidence in their ability

3.The best option for the exchange students is . 答案：A

A. living with local people B. living in the dormitory

C. choosing exchange programmes at various academic levels at a reasonable cost

D. making friends with the other students

4.The disadvantage of studying abroad is . 答案：B

A. language and culture B. cost and safety C. custom and culture D. exchange programme

5.Visiting students do the following things except . 答案：C

A. staying in the host family’s house B. eating in the host family’s house

C. becoming a member of the family D. keeping in touch with the host family afterwards

6.Before going out to study in a foreign country,you should not . 答案：C

A. care much about the money that may cost you B. collect as much information as possible

C. plan a long course to study D. discuss every detail with your family

7.The sentence “Life is a very successful language school” means . 答案：B

A. we are equipped with a special ability to learn language

B. the key to learn the language well is to communicate with the people around us

C. parents can give children language lessons

D. people can learn the language by themselves

8.What makes it easier to study abroad nowadays? 答案：D

A. The cost has become reasonable. B. There are programmes for all levels.

C. Students can find “home-stay” service and live with the host family.

D. All the above.

9.The greatest value of an exchange student studying abroad is . 答案：C

A. to learn the language B. to widen one’s views and understand the culture of other country

C. to get better idea of yourself and your own culture D. to learn to be independent of oneself

10.What’s the purpose of writing this article? 答案：C

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills.

D. In fact,the number of people learning a foreign language has increased with years.

Decide which language ( mother tongue or foreign language) each of the sentences below

A We learn quite fast.

B We are not taught but learn anyway. M

C Some people think that we are born with an ability to learn this. M

D We can learn faster if we develop study skills.

E Most people have mastered this by the age of five. M

F We learn this in a special place where we can get help.

G It takes longer to learn this. M

H We Learn this by communicating with others. M

Main idea of each paragragh .

1. The environmental factor of learning mother tongue.

2. Different opinions of language experts.

3. The difference between learning mother and learning a foreign language.

4. The characteristics of successful language learners.

5.Different learning ways of successful language learners

6. The importance of the purpose of learning.

The purpose of writing the passage to tell us that learning a foreign language does not have to be twice as hard as learning our mother tongue.

Integrating Skills

What is the best way to learn a language ? Why ?

I think the best way to do this is to go to a country where the language is spoken.

We can use the language at any places at any time . It’s good for language learning.

2. Is it possible for you to study abroad ? Yes, it is.

3. What should you do before you go abroad?

We should find out as much as possible about different programmes, including the cost and length of our stay.

4. Can you list the advantages and the disadvantages of studying abroad ?

Advantages of studying abroad

1). become fluent in the new language

2). make friends with people from different background.

3). Understand another culture

4). broaden your horizons and improve your understanding of the world

5). learn about yourself and what your culture is really like

6). learn to depend on yourself

Disadvantages of studying abroad

1). Some of them may fall behind in their studies when studying abroad.

2).They may not be able to take classes at the same level as at home.

3). Parents worry about the safety of their children and may also be concerned about the cost.

Choose the main idea of each paragraph

Para. 1 It is possible for a student of any level to study a foreign language in a country where the language is spoken.

Para. 2 Advantages of studying abroad.

Para. 3 disadvantages of studying abroad.

Para.4 What should you do in order studying abroad ?

Phrases

1.make progress 前进；进步

2.make sense of 弄懂…的意思

3.in other words 换句话说；换言之

4.take risks/a risk 冒险

5.experiment with 进行试验；进行实验

6.piles of 一大堆；一大批；一大团

7.knock down 击倒；撞倒

8.that is to say 也就是说

9.fall behind 落后

10.be different from 与…不同

11.communicate with 与…联系；与…交流

12.distinguish…from… 把与区别开来

13.adjust to 调整；调节；使适合；使便于使用

14.in the process 在进行；经过；在…过程中

15.in common （团体）共同的；公有的

16.make mistakes 犯错误

17.make friends with 与…交朋友

18.take (an active ) part in （积极）参加

19.take patience to 有耐心去做….

篇8：高一英语上册unit3教案（全）-人教版[全套]

Period 1 :Speaking & warming -up

Step 1 warming up

Activity 1 talking about some signs used everyday

T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?

Ss: Ok .

(show the signs on the screen)

T: What does Sign1 mean ?

Ss: Be quiet

T:Where do you usually see it ?

Ss: bus / railway station

T: what about sign 2 (sign2/3/4…the same as above)

Activity 2 : talking about the pictures on Page 15

T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .

(2 minutes later)

T: S5, is she doing anything wrong in picture 2?

S5: Yes

T: What’s that ?

S5: She is littering

T: Why?

S5: Because there is a sign in the tree saying Don’t litter/No littering.

(picture 3 and 4 the same as above)

T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?

Ss : Yes

step 2 an open discussion

T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?

( Bb : means of transportation : a means of carrying people or goods from one place to another)

Ss: By bus / by bike

T: Why ?

Ss: Because it’s not far.

( Bb : by bus –not far - distance)

T: Does anybody of you live in Dongtou Island?

Ss: No

T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?

Ss: By ship

T : why ?

Ss : because there is a lot of water around it .

( Bb : by ship-water - location)

T: suddenly the typhoon comes , how are you going home ?

Ss: By bus

T: So the weather is very important . Ok , what you said is reasonable

T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)

Ss: weather , time , distance, location …

( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)

( show the map of PRC)

T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.

T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao

Ss: By plane / train or bus / ship

Step 3 Speaking

Activity1 pre-speaking :ask and answer

T : do you know which actor I like best in Hongkong ?

Ss: …

T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)

T: What does this series talk about ?

S8:

( show on the screen “ a modern man traveled into the past ”)

T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons

( 2 minutes later)

T :Ok, who’d like to borrow it from me ?

( several students respond)

T: Ok, S9,which year would you like to go to ?

S9 :

T: where would you go ?

S9:

T: why ?

S9:Because…

T: Good , now take my machine , I wish you a good journey

T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)

(the answers to each student are written on the blackboard)

Activity 2 making dialogues

T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen

(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )

and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?

Ss: No.

( 4 minutes later )

T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)

Step4 debate

T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .

( show the two parties on the screen :)

A :You think tourism will be good for your village because

1.

2.

3.

B :You think tourism will be bad for your village because

1.

2.

3.

T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare

Step 5 summary and homework

Activity 1 : summary

Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words

Activity 2 : homework

Preview the reading text on page 17 and underline the new words and expressions

Do the exercises on page 101

Period 2 : Reading

Step 1 greetings

Greet the whole class as usual

Step 2 pre- reading

Activity 1 : pre-reading : questions

T : In the last period we’ve learned something about traveling , do you like traveling

Ss : Yes

T :why ?

Ss: because

T: where would you most like to go ? S1

S1: …

T: Why ?

S1 : because

( 2 students )

T : Do you want to experience something different ?

T : now turn to page 17 , look at the picture , what are they doing ?

Ss : they are walking

T : yes , and what are they carrying ?

Ss : Large bags

T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .

T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?

Ss : Yes

T : Then in your opinion , what’s an adventure travel ?

( S2 answers the question , 2 or 3 others add the answers)

T: Yes ,quite right . what are the two popular activities ?

Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )

Activity 2 : main idea

T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?

( show the questions on the screen to make sure they won’t forget the questions)

( play the tape)

T : now all together , it’s right or not ?

Ss: Right

T : who ‘d like to tell us the main idea of the text . Ok , S3

S3 :

( generalize his answer and show the answer on the screen)

T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?

Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)

Step 3 While reading

Activity 1 extensive reading

T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .

T : first read through the questions

( 1minute later)

T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?

( 3 minutes later )

T : ok , now , No. 1 …

( check the answers )

1.Hiking and rafting are both very dangerous.

2.When you are hiking , you should wear a life jacket .

3.People make adventure travels because they are looking for unusual experiences

4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading

T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?

( 1’ later)

T : ok , all together , what’s the main idea of the text

Ss: Why do many people travel ? ( shown on the screen )

T : yes , good . well , what are the reasons ?

Ss :see other countries , visit places …( shown on the screen)

T : yes , people travel for many different reasons , what do you travel for ? S4

S4:

T : what about you S5 ?( S 6 /7 the same as above)

S5/6/7 :

T : any problems about paragraph 1 , if not let’s go on

T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.

( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)

( then check the answer in accordance to the screen)

`Activity 3 : talking

T : can you go rafting in wenzhou?

Ss: Yes ,

T : where can you go rafting ?

Ss : nanxi river

T : who has ever been to nanxi river ?

Ss :

T : What can you do in nanxi river ?

S1 :

T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?

Ss : the left one .

T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?

Ss: No

T : what is the difference ?

Ss:more dangerous….

( the differences between normal rafting and whitewater rafting )

Step 4 post reading

T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?

Ss ; ok

T : I’ ll give you1.5 minutes to do it .

( 1.5’ later)

T : No1, adventure travelers want to ________

( check the answers just in the book)

Step 4 summary and homework

Activity 1 : summary

In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .

Activity 2 : homework

Preview the integrating skills part

Workbook : do the related exercises (the reading parts)

( time permitting , options :check the exercises of reading on page 101

discuss the tips of other adventure travels)

Period 3 : Reading Integrating skills and writing

Step 1 revision [reading ( useful expressions) ]

T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?

S1: It’s mainly about the adventure travel , rafting and hiking .

T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .

( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )

T : Are you clear now ?

Ss :Yes .

T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .

Step 2 integrating skills

Activity 1 reading

T : When people travel , what kind of travel do they usually make ?

S1 : hiking .

T : And what kind of travel is hiking ?

S1 : adventure travel

T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?

S1: normal travel .

T : Good , have you ever heard of another kind of travel-eco-travel ?

Ss : No .

T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?

Ss : Yes

T : look at the two words , do they have something in common ?

( write the words on the Bb)

Ss : the beginning 3 letters of the 2 words are the same .

T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”

T : Now guess what an eco-travel is ? what do people make an eco-travel for ?

Ss :

T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .

( 2 minutes later)

T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?

S1 : Eco-travel is a form of travel that combines normal tourism with learning.

T : S2, can you tell us the differences ?

S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .

Activity 2 talking about the eco-travel

T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?

( show the pictures on the screen )

T : How are they ? Are they good ?

Ss : yes .

T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain

T : S2 , which one do you like better ?

S2 : Red river village .

T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?

( 3 students are required to do it .)

T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?

You can do as _______

I think we should go to ________ , because we can __________and we can learn about _______

If we visit Red river village ,we can help __________

Step3 writing

T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?

( show a letter on the screen )

Qs : How many time points have I told you in the letter ?

What did I do yesterday ?

What am I doing today ?

What will I do tomorrow ?

( 4 Ss are to answer it )

T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter

T : Now look at my letter carefully and see whether there is anything wrong with it ?

S3 : the date , comma

T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes

Step 5 homework

T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )

( option : do the exercises on useful expression and the tenses)

1.The girls _________(下班) work at five p.m.

2.______(当心)that you don’t get into trouble .

3.Clothing can _______(保护)us _____cold .

4.I __________(进行锻炼)every morning on the playground .

5.He ______(细心)with his homework .

6.He has _____________(徒步旅游)

7.He is tired , let me go _____(代替)

8.He is tired , let me go ________(代替) him .

9.Don’t _________(靠近) the tiger , it’s dangerous .

Period 4 :Listening

Step 1 greeting

T : Good morning , boys and girls

S: Good morning ,Miss Huang

Step 2 pre-listening

Activity 1 : listening to a song

(play a piece o f song 2 or 3 minutes before the bell rings )

T : Is it a lovely song ?

Ss: Yes .

T: what’s the beautiful place in the song

Ss: California hotel

T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?

Ss: By plane

Activity 2 : talking about boarding calls

T : ok, now listen to me carefully , and tell me where you usually hear it ?

“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”

T : Have you heard of it before ?

Ss : Yes

T : Where do you usually hear about it ?

S1 : In the airport

T : When does it usually happen ?

S2 : Before people get on the plane .

T : Yes , very good . we can also say “ board the plane = get on the plane”

T : Now listen to me again and try to find out how many messages there are in my broadcast

( the same as the above)

T : now can you see how many messages ?

Ss : 3

T : yes , very good , what are they ?

S3 : the flight number , the destination , gate number

T : yes, ok now look at the screen , do you know what it is

Ss: Boarding pass

T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate

T : ok , now altogether

Ss :

Step 3 : listening

Activity 1 : listening to the tape and doing the exercises on P15 -1

T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening

( play the tape once )

T: Have you got it ?now , all together .

( if necessary , play it again )

T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?

( play again for the details)

Activity 2 : arrange the order of the pictures on page 97

T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?

S1:

T : Ok, turn to page 97 , what are they doing ?

Ss:

T : yes , very good , arrange the pictures first by yourself before listening

T : S5 , what’s your result ?

S5 :

T : Ok , now let’s listen to the tape to see whether it’s right or not

( play the tape )

T : arrange the right order

Activity 3 : listening to the tape and doing the exercises on P16-2

T : Do you know how to board a plane now ?

Ss : yes

T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?

S6/7/8 :

T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.

( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )

T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table

( listen to each card after talking about each picture on the screen )

( play the tape again if necessary)

( listen to it again one by one and discuss some other information)

NO.2 What’s the color of the flag?

Do you know where the painting is kept ?

What’s France called in the postcard ?

NO3 . How long is the plane ride ?

NO 4 . How high can we jump ?

NO5 : How long have we had to swim to get here ?

Is there enough air below ?

Step 5 : homework

do the exercises on page 18 : word study

Page 99-100 practising

Period 5 :Language study

Step1 word study

T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?

Ss : Yes .

T :Good , now let’s have a check .

Step 2 grammar

Activity 1 do some exercises to review the tenses

T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .

( 2 minutes later , check the answers )

T : Ok , are you ready ? let’s have a check .

( explain the tenses and list the table of 12 tenses on the screen )

1.Unless he ________(promise ) to help us , we shall lose the games .

2.It is five years since my dear aunt _____(leave) here .

3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.

4.She___(be) poor in French , but she _______(do) her best to improve it .

5.I’m sorry I ______( forget) to tell him to come here for the meeting .

6.I ________(have) the bad cold for a week ,still I can’t get rid of it.

7.Tom told me that he _______(meet ) John and ______(give) him he message already .

8.She __always _______(work) when I go to see her .

9.He ________(do)his lessons from seven to nine last night .

10.He said he _______( be) free the next week

Activity 2 : talking about the changes of life in different time , using 3 different tenses

T : Look at me carefully , am I different today ?

Ss : yes

T : Ok , now what are the changes ?

Ss : Hair style

T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .

T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?

Ss: yes.

(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)

T : look at part 3 ,When you make the report , follow this :

In the past people…

Today people…

In the future , people will …

Activity 3 the future tense

T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?

Ss : be going to , be to do

T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .

( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)

T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us

( S1 and his partner read the dialogue)

T : thank you , sit down please

There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job

(2’later)

T : S2 , please .

Ss : are off, be getting to …

( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)

T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go

Ss : arrive , reach.. come, stay , return, leave , start …

T : yes , usually , when present continuous tense is used as the future tense , it aims to function as

1) 表示即将发生的或预定中计划好的活动。

Are you staying with us this weekend? 这周和我们一起度周末吗?

We are leaving soon. 我们马上就走。

2) 渐变动词如：get, run, grow, turn become, begin及die。

Eg :He is dying.

移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等

3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。

You are always changing your mind

( shown on the screen)

Step 3 expressions for good wishes

T : If it’s my birthday today , what will say to me ?

SS : Happy birthday

T : In our everyday life , we often have to wish others

now read the dialogue again ,try to find out some expressions for good wishes .

( 30 seconds later)

T : Are you ready ?

T : What are they ?

Ss : Have a nice time in Guangzhou & have a good trip .

T : How should we respond ?

Ss : Thanks & the same to you .

( when Ss finish answering , show the answers on the screen )

T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…

( shown on the screen )

Step 4 homework

Finish the exercises on page 99-101(完成课后99-101练习)

Finish workbook（完成同步练习）

Step 5 consolidation ( option)

T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .

( shown on the screen )

1.There ___ an English evening next Saturday.

A will have B is to have

C is going to do D is going to be

2.You’d better set about doing your homework now , or it __ too late .

A is B was C has been D will be

3.The boy is ill , he ___ absent from school for at least a week .

A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house

A save B are saving

C is saving D were saving

5.How ___ you ___ on with your work recently ?

A do ;get B have ;got

C are ; getting D were ;getting

6. He __ out when it began to rain .

A is going B was going

C was about to go D went

篇9：高一英语上册unit6教案（全）-人教版[全套]

Unit 6 Good Manners

Teaching Plan

I. Teaching Goals:

1. Talk about good table manners

2. Learn to make apologies.

3. Learn to express your gratitude

4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause

5. Write a thank-you letter

6. Be a student with good manners

II. Teaching Time: five periods

Warming-up &Listening

--Period One

I. Teaching Aims and Demands.

1) Knowledge: grasp the expressions for making apologies

2) Abilities: ①learn to apologize and response properly to others’ apologies;

②learn to focus on key words and important sentences while listening

3) Moral: Be a student with good manners

II. Key and Difficult points

1) Master the ways of making apologies by speaking and listening

2) Use the expressions to make apologies freely

III. Teaching Methods

1) Pair work to practice speaking

2) Listen-answering activity to train the Ss’ listening ability

IV. Teaching Aids

A computer and a courseware with a record of listening material

V. Teaching procedures

I) Lead-in (3 min)

With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.

T: Good morning, class!

T: Do you like any proverbs?

T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?

T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.

II) Judgment (8 min)

Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.

T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?

T: What’s in picture 1 is it good manners or bad manners to do so?

T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?

(Ask one student to answer)

T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?

(Another student answers)

T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?

III) Warming-up (15 min)

This part can be done in the following five steps:

(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.

(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰，打断); I'm terribly sorry (I’m very sorry) ”

(4) Give Ss some more minutes to practice the dialogues with their partners.

(5) Then, two pairs of Ss are asked to act them out.

T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!

(Show the tips for them to answer)

(Introduce all the four pictures)

T: Do you know these expressions in the middle column? What situations are they used in?

S: When we do sth. wrong.

T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰，打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.

T: Well, would you like to fill in the blanks with these expressions according to the pictures?

(Let them complete it)

T: Who can tell me the answers?

(Ask Ss to answer and correct them)

T: Practice the dialogues with your partner. Then I’ll ask some of you to act.

(Four minutes later)

T: Who want to act it out for us? You two, would you please?

IV) Listening (17 min)

Now it is time for Ss do the listening practice. The steps are:

(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.

(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.

(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)

After playing the radio, I check the answers to the questions.

(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.

(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.

(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.

T: So do you think it good manners to apologize in a polite way?

T: Would you like to listen to another dialogue about apologizing?

T: Well, let’s do listening practice.

(Show two questions on ppt.)

① How many times does Bill apologize to Cliff?

② What are the problems between Bill &Cliff?

T: with these two questions, you listen to the radio, OK?

(Play the radio in courseware)

T: Have you got it?

(Ask some to tell and show the answers)

①Twice.

②Bill took Cliff’s bike without asking and lost it.

T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.

(Play it again)

T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?

(The third time playing)

T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?

Ss: Yes.

(Play it the forth time if necessary)

V) Consolidation

Review the expressions used for making apologies. Show a table of the expressions.

T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?

T: Ok, look at the form on ppt., and remember them.

(Show that on ppt.)

VI) Homework

1. Preview the text of Reading part.

2. Do exercise 4, P117 in your exercise book.

3. Think of the ways in which Chinese table manners is different from that of Western countries.

VII) Design of the Blackboard

Courtesy I’m terribly sorry

Good manners apologiz(s)e

manner forgive

interrupt fault

Reading

--Period Two

I. Teaching Aims and Demands.

1) Knowledge:

①To get to know the Western table manners

②To compare Chinese table manners with Western table manners

③To learn some useful words and expressions about table manners.

④To know how to lay the table in Western dinner party

1I) Ability

①Improve the reading ability of the students, especially the skills of summarizing and scanning.

②Train the ability of manual operation (to lay the table with cards)

II. Key and Difficult points

1) Sentences in passage with complex structure

2) What are the Western table manners

III. Teaching Methods

1) Scanning for important information and careful reading

2) Group work

IV. Teaching Aids

1) A computer and a courseware

2) Eight groups of tableware-shaped cards

V. Teaching Procedures

I) Revision

Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.

T: What have we learned last period? Do you remember?

S:

T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.

(Show the form of making apologies and receiving them)

II) Pre-reading

(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.

(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.

T: Last period, we have seen this picture, right? What’s it about?

S:

T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?

S:

T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?

S:

T: Let’s first compare the differences between them about “Rules for being polite”.

(Show two forms and explain them)

III) Reading

i) Fast reading.

Give students two questions to answer while they are reading fast:

1. What are the two spoons used for?

2. Do table manners change over time?

(Minutes later check the answers.)

ii) Learning new words.

Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.

iii) Careful reading.

(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:

1. How is the table laid?

2. What is the order of the dishes served at a Western dinner party?

There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.

(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.

(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.

(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..

i) Fast reading

T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?

S:

T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?

S:

T: Here are two questions on ppt. Read quickly and find out the answer.

(Three minutes later)

T: Have you finished?

S:

T: Thanks. You’ve done a good job.

ii) Learning new words

T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?

Ss:

T: It refers to “toast”.

(This job can be finished quickly)

iii) Careful reading

T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?

S:

T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?

S:

(Five minutes later)

T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!

(For a while )

T: Have you finished your job?

S:

T: Who’d like to show your work?

S:

(Show some of their works on blackboard)

T: OK, let’s see whose work is all right.

(Find out the mistakes in them and who wins)

T: Are you clear now about how to lay the table?

S:

T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?

S:

T: Ok, just look at the pictures!

(Show the pictures of explaining the right position)

IV) Post-reading

(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.

(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.

(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.

The teacher will point out some difficult words, like, fashion, advice, formal, etc..

T: Let’s come back to the textbook. What does the first paragraph tell us?

S:

T: Here are difficult sentences to learn.

(Analyze them)

T: Which paragraphs can be formed into one group?

S: Paragraph 2-5

T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”

S:

T: And what about the main idea of the last paragraph. Any volunteers?

S:

T: Good job. It tells us that “the order of dishes and good table manners during these courses”.

(Focus on some difficult words in the paragraph)

V) Homework

1. Word Study 2 on P40

2. Vocabulary 1 on P116.

3. Vocabulary 1 on P116.

VI) Design of the Blackboard

Lay the table Don’t bite more than you can chew

Para 1 drink to

Para 2-5 follow the fashion

Para 6 Behave

Reading (II) & Language Study

--Period Three

I. Teaching Aims and Demands.

(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage

(2) Learn the way words are changed into its opposite by adding prefixes

II. Key and Difficult points

1) Several long sentences which students may feel hard to understand

2) Grasp the four kinds of prefixes

III. Teaching Methods

Learning-practicing activity

IV. Teaching Aids

A computer and a ppt. courseware

V. Teaching Procedures

I) Reading.

The teacher explains some of the difficult or special expressions and sentences in the passage.

T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?

T: We now will continue to study this passage. Look at the sentences on ppt..

Show them on ppt.:

1. Knowing them will help you make a good impression.

leave impression on sb.

2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.

Having good table manners 动名词短语做主语.

3. The knife and fork that are closest to your plate …the ones beside them.

4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.

5. Dinner starts with a small dishes, which is often called a starter.

6. When drinking to someone’s health …

7. Table manners change over time. They follow the fashion of the day.

(Below is the explanation of these six sentences)

T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.

T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?

S:

T: It means in Chinese that: 在餐桌上，懂礼节意味着你知道如何使用刀叉，如何助酒以及如何在用餐时举止得当。

T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?

S:

T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。

T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,

(1)I’d like to go with you, but my hands are full.

(2) I’d like to go with you. However, my hands are full.

T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?

S:

T: “Which” refers to “a small dish”

The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.

T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?

S:

T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上，我们都为新郎新娘祝酒。

T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.

II) Practice.

i) Make a list of things on a Western dinner table and what is found on a Chinese one.

T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?

S:

T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?

S:

A Western dinner table A Chinese dinner table

a small plate;

a large plate;

a napkin;

a glass for red wine;

a glass for white wine;

a glass for water;

two pairs of forks and knives of different sizes;

a soup spoon;

a dessert spoon a bowl,

a Chinese spoon;

a small plate;

a pair of chopsticks;

a small china shelf to rest the chopsticks on;

a small tray with a damp cloth;

a small china cup for spirits;

a glass for beer or soft drinks

ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.

1. Use the knife with your right hand.

2. Put your napkin on your lap.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second bowl of soup.

5. Use your finger when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more spirits than they can take.

Check the answers according to the passage. (P P I I P P I I)

iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.

T: First read the text quickly and fill in the blanks with the words in the top column.

(Minutes later, check them and explain the language points if necessary)

The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …

III) Word Study.

In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..

1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.

2. Then, every prefix would be explained with some examples.

3. Next, the class comes to the practice in word study.

4. Finally, it’s time to have an immediate exercise in workbook.

T: What’s in common of these two words? Unfold and impolite.

T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?

T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.

(Show a form of the prefix “-in” and its examples)

T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.

(With the following forms, examples of “-im”, “-in” and “-non”)

T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.

(Check the answers)

T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.

(Finish all the ten questions)

IV) Homework

Do exercise 3, P117 in your workbook.

V) Design of the Blackboard

限制性定语从句 wing

非限制性定语从句 spirits

fashion: 时尚潮流 unfold

入乡随俗 informal

mix 否定词缀

Grammar

--Period Four

I. Teaching Aims and Demands.

(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.

(2) Good manners around the world

II. Key and Difficult points

Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause

III. Teaching Methods

(1) Learning-practicing method

(2) Reading-acting method

IV. Teaching Aids

Multi-media courseware

V. Teaching Procedures

I) Checking exercise (translation)

In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.

T: first, we are to have our homework checked. Ok?

S:

T: who can tell me the sentence in English of question one.

S:

T: Excellent! And this sentence can be also translated in such a way:

“1 It was my fault that your new cell phone was stolen.” Then, the next one?

(Finish within seven minutes)

The answers for reference:

2 The old temple made a deep impression on me.

3 She has been fond of reading since childhood.

4 She had been an excellent gymnast before the accident, which disabled her.

5 More and more Westerners are becoming interested in Chinese culture.

II) Revision of the grammar in the past units (the Attributive Clause)

1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.

2) List the relative adverbs and make sentences with them

3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.

T: During the past weeks, we’ve learned the Attributive Clause, right?

S:

T: Here is an example. The city that he visited is very far away.

Which part of it is the Attributive Clause?

S:

T: And the Antecedent(先行词)? Where?

S:

T: The Relative Pronoun(关系代词)？

S：

T：How many kinds of Relative Pronoun have we learned? What are they?

Ss:

T: Yes. They are that, which, who, whom, whose.

S:

(Show another sentence)

T: In this sentence, we have a Relative Adverb in it, right?

S:

T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?

S:

III) Restrictive & Non-restrictive Attributive Clause

1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.

2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.

3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.

4) Give out notices for using the relative pronouns:

T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?

S:

(Do the job with all the class)

T: You can look at ppt. can find out any differences between the first one and the latter four?

S:

T: We can compare first two only. So, any differences?

S:

T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?

S:

T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:

①The man who came here yesterday has come again.

②He lives in the down town, which is only about an hour’s ride from here.

(expound it with them)

T: Besides, we should also pay attention to the notices:

1.引导非限制性定语从句的关系代词不可用that，指人时用who(主), whom(宾语), 指物时须用which.

2.先行词是all，much，little，something，anything，nothing等不定代词时，关系代词一般用that．

3．先行词是序数词、形容词最高级或the only，the very修饰时，关系代词常用that．

IV) Practicing

1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.

2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:

3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.

T: Shall we do some exercise to consolidate it?

S:

T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.

1 I finished reading the book which my father gave me for my birthday.

2 The car, which had been parked in front of our house for more than a week, was stolen.

3 Paula, whose husband lives in London, lives alone on the fourth floor.

4 My sister Ellen, whom you saw yesterday at the party, is a nurse.

(if time’s limited, four sentences only)

T: So, clear about the Restrictive and Non-restrictive Attributive Clause?

S:

T: Can you judge them: Restrictive or Non-restrictive one?

(The sentences are :)

1. The teacher told me that Tom was the only person that I could depend on.

2. His mother, who loves him very much, is strict with him.

3. China is a country which has a long history.

4. China, which was founded in 1949, is becoming more and more powerful.

T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.

T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?

S:

T: Good, we can fill in it with “whom”.

(Finish it one by one)

V) Integrating Skills (reading)

Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.

1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.

They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.

T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

(three minutes later)

T: Are you Ok? What are the answers. What are good manners about?

(ask one student to answer)

T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?

S:

(Continue to find out answers to the nest two)

T: Now, shall we do sth. interesting with information of this passage?

S:

T: Scan the passage to get the information about what do people in different countries do in the given situations:

1. When meeting people

2 When talking to people

3 In public, many north Europeans

4 When smoking, Indians

T: I’ll call some to act out the good manners in some place of the world.

(Two minutes)

T: Who knows “when meeting people, what will the Westerners do? And Americans?

S:

T: Right, would you come here to act it out for us?

(Through this activity, Ss have chances to act and remember them)

VI) Homework

1. Do exercise 1, P118 in exercise book.

2. Question 5-8, p41,

VII) Design of the blackboard

Childhood 非限制性定语从句

When= at which 人（主） who

Where= in which 人（宾） whom

Why= for which 物 which

That ( x)

Leave out

Say sth. nice

Speaking & Integrating Skills

--Period Five

I. Teaching Aims and Demands.

(1) Learn to apologize and express thanks and response to them using related expressions

(2) Train students’ imagination and creativity in situation performances

(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )

(4) Learn to write a thank-you letter

II. Key and Difficult points

(1) Use given expressions to express apologies properly (formal or informal) in a certain situation

(2) Grasp the format of a thank-you letter, especially the content of each paragraph

III. Teaching Methods

(1) Group work

(2) Role-playing

(3) Read and write

IV. Teaching Aids

A ppt. courseware

V. Teaching Procedures

I) Speaking

In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.

(1) Let students go over the texts of these three situations and imagine themselves are in it.

(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.

(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.

(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.

(5) Ask pairs to act out them.

T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?

S:

T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.

(Two minutes)

T: Do you understand what these texts say? Let me tell you.

(Explain the language points of this part)

T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.

(Show a dialogue of situation one on ppt)

T: So, who would like to have a try?

(One or two pair of Ss to act out the dialogues)

II) Talking

This part is on P116 in workbook. The teacher can choose only one situation.

(1)The teacher first explains the situation in Chinese what the topic is.

(2)Then let them have a discussion first to prepare for the Talking for about some minutes.

(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.

(4)Carry out the discussion

① The teacher asks one member of one party to present their opinion.

② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.

③ In this way, the tong war begins.

(The time should be controlled allowing the tasks of the period to be finished.)

T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?

(Three minutes)

T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?

(Have a debate)

III) Integrating skills (writing)

This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).

i) To know the thank-you letter

(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.

(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..

(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:

Paragraph 1: Give thanks to the people for what they did for us.

Paragraph 2: Tell the people something about ourselves and the things we’re doing now.

Paragraph 3: Ask the people for some details about themselves and what they are doing now.

Paragraph 4: Close the letter by repeating our thanks

This is the format for them to follow when writing a thank-letter.

ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.

In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.

At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.

T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..

1 For what does Amy express her gratitude to Sam and Jenny ?

2 What is Amy sending them with this letter?

3 How is Amy getting along with her studies now?

4 What does Amy ask for in the third paragraph?

(four minutes later)

T: Have you finished? Who can tell me answer to question one?

S:

(Check them one by one)

T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:

1 Give thanks to the people for what they did for us.

2 Tell the people something about ourselves and what we’re doing now.

3 Ask the people for some details about them and what they’re doing now.

4 Close the letter by repeating our thanks

T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?

S:

T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!

IV) Tips

The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.

T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看；“make jokes about sb.”-“拿某人当笑柄，取笑”.

(Then, the teacher goes over the tips with the class)

V) Homework

1 Choose one topic in exercise 2,p42, and write a Thank-you letter.

2 Summary(总结) what you’ve learned in this Unit.

VI) Design of the blackboard

introduce sb. to wish sb. all the best

Forgive me. I’m very sorry. keep in mind

I apologize for… formal stare at:

oops. Sorry about that informal make jokes about sb

篇10：人教版 高二 下Unit16-20词句贯通（全套）

Unit16

§2.1词句贯通

1.every now and then/again不时地

Write me a post card every now and then.

请不时地给我写张明信片。

Every now and then a plane would take off.

不时会有一架飞机起飞。

He only comes to London every now and then.

他只是偶尔来趟伦敦。

Every now and again she wiped her eyes with a handkerchief.

她不时地用手帕擦一擦眼睛。

2.downtown adv.往城里，往市中心

Let's go downtown this afternoon.

咱们今天下午去闹市区吧。

I went downtown to do some shopping today.

今天我到商业区购物去了。

They moved downtown last year.

他们搬到城里去了。

He lives downtown.他住在市区。

downtown adj.商业区的，闹市区的

He was born in downtown Tianjin.

他生在天津闹市区。

I work in a downtown office.

我在市区的一家公司上班。

The downtown traffic is very bad.

闹市区的交通很差。

3.surrounding n.（常用复数）环境，周围的事物

I'd like to bring up my child in healthy surroundings.

我想在健康的环境中养育我的孩子。

The hotel stands in picturesque surroundings.

宾馆四周的环境优美如画。

surrounding adj.周围的，附近的

the surrounding country近郊

the surrounding scenery四周的风景

surround v.包围；围绕

be surrounded with/by…被……环绕着

A crowd surrounded him.一群人围着他。

The school was surrounded by/with a fence.

学校四周围着篱笆。

Mystery surrounds the actress's death.

女演员之死笼罩着神秘的气氛。

4.feast n.(感官、精神等的)享受；盛宴

The flower exhibition was a feast for the eyes.

看花展是件赏心悦目的事。

The classical music is really a feast for the ears.

这首古典乐曲令人大饱耳福。

a wedding feast喜宴

give/make/hold a feast举行宴会，设宴

There are no feasts in the world which do not break up at last.

天下没有不散的筵席。

The Queen invited them to a feast.

女王邀请他们参加庆宴。

The King made a great feast to his ministers.

国王大宴群臣。

5.dip n.(在江、河、湖、海中)洗澡，游泳

take a dip in the lake在湖里游泳

I will have a dip in the sea.

我要洗个海水浴。

dip v.浸泡，沾水

He dipped the pen into ink.

他把笔浸到墨水里。

The little girl dipped a piece of bread into her soup.

小女孩把一块面包泡到汤里。

dip into把手伸入；浏览，稍加研究

He dipped into his pocket to get his key out.

他把手伸进口袋掏钥匙。

I haven't read that book carefully.I've only dipped into it.

我没有认真读过那本书，只是随便翻阅过。

I have been dipping into ancient history.

我一直在研究古代史。

6.shore n.滨，岸

They kept walking along the shore.

他们一直沿着岸边走。

There was an old house on the shore.

岸上有栋老房子。

They found a ship about 2 miles off the shore.

他们发现在离海岸2英里处有一艘轮船。

off shore在离岸的海里，在离海岸不远处

The boat is two miles off shore.

那艘船在离海岸两英里的海里。

on shore在岸上，在陆上

In the storm,many seamen wished they were on shore.

有暴风雨时，很多水手都希望在岸上。

They went on shore the moment the ship reached the harbor.

轮船一到港口，他们就上了岸。

7.budget n.预算(常与介词for连用)

a family budget家庭预算

the government budget for the coming year

下年度的政府预算

an advertising budget of $8000

八千美元的广告预算

introduce/open the budget提出预算方案

She made a monthly budget for her family.

她为家庭做了每个月的预算。

budget v.编制预算

He budgeted for buying a house.

他为买房子编制预算。

He saves a lot of money by careful budgeting.

他通过精打细算节省了大笔钱。

8.rate 价格；费用；速度；效率

The room rates at the hotel range from $10 to $35 per day.

那家宾馆的房间价格从10美元到35美元不等。

What's the letter postage rate to foreign countries?

往国外寄信的费用是多少？

The train was going at a rapid rate.

那辆火车高速行驶。

They are walking at the rate of 4 kilometres an hour.

他们以每小时4公里的速度行进。

She can read at the rate of 100 words a minute.

她的阅读速度是每分钟100词。

The birth rate is under control in this country.

这个国家的出生率已得到控制。

The divorce rate is very high in the United States.

美国的离婚率很高。

at any rate无论如何，不管怎样；至少

At any rate I will come.无论如何我都会来。

She didn't work very hard,but at any rate,she passed the test.

她不很用功，但至少她通过了考试。

at this/that rate如果是这样的话，如果这样继续下去的话

At this rate we won't be able to buy a house.

照这情形来看，我们可能买不起房子。

9.sight n.情景，景象[C]；目光，视力，视野[U]

The sunset is a beautiful sight.

落日是很美的景象。

What a sad sight!多么悲惨的景象啊!

She has good/poor sight.她视力好(差)。

Keep out of my sight.不要让我看到你。

I watched him until he disappeared from sight in the distance.

我望着他直到他消失在远方。

a/the sight of看到，见到

The crowd waited for a sight of the Queen passing by.

人群等着看王后从这里经过。

The sight of a snake frightened her.

看到蛇把她吓坏了。

10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)

Please phone the hotel for accommodations.

请打电话给旅馆订房间。

This hotel has accommodations for 2 000 guests.

这家旅馆有容纳名客人的设备。

Can we find accommodations at a hotel for tonight?

我们今晚能找到旅馆住宿吗？

It would be an accommodation to me if you could come.

你若能来，对我而言真是好极了。

§2.2发散思维

1.disappointed adj.失望的，感到失望的

They were disappointed about/with/at/in the results.

他们对结果感到失望。

She was disappointed at not being invited to the wedding.

她由于未获邀请参加婚礼而感到失望。

She was disappointed of her purpose.

她因没有达到目的而感到失望。

I was disappointed that she was not able to come.

她不能来，令我很是失望。

disappointing adj.令人失望的；扫兴的

What disappointing news it is!

多么令人失望的消息!

It was disappointing not to be able to see her.

不能见到她真令人失望。

disappoint vt.使失望，使沮丧

The result disappointed me.

结果使我失望。

Her lack of success disappointed Mary.

她未能成功使玛丽很失望。

disappoint vt.使(计划、希望等)落空，受挫，辜负

The accident disappointed our plans.

这次意外事件使我们的计划落空。

disappoint a person's expectation辜负某人的期望

2.guarantee vt.保证……免受损失或伤害；确保

guarantee sth.保证……

They guarantee this clock for a year.

他们对这个钟表保修一年。

I guarantee the success of the show.

我保证这场表演会成功。

guarantee sb.sth./guarantee sth.to sb.保证某人……

Buying a train ticket doesn't guarantee you a seat.

买到火车票并不保证你有座位。

They guaranteed their workers regular employment.

他们保证长期雇用他们的工人。

guarantee to do sth.保证做某事

I guarantee to pay off his debt.

我保证付清他的债务。

I guarantee to be here tomorrow.

我保证明天来这里。

guarantee sth.(to be)…保证……是……

The art dealer guaranteed the picture (to be) genuine.

那个工艺品商保证这幅画是真品。

guarantee that…保证……

I guarantee that you will be satisfied with the result.

我保证你会对结果感到满意。

Who can guarantee that he will keep his word?

谁能担保他说话算数？

知识记忆

§2.1知识网络

1.arrival n.到达者；到达物；到达

He was the last arrival.

他是最后一个到达的

There were several new arrivals in the school.

学校新来了几个学生。

We are waiting for Tom's arrival.

我们在等候汤姆的到来。

The arrival of the train was delayed by the storm.

火车因暴风雨而晚点了。

Our time of arrival in Tokyo is four o'clock.

我们到达东京的时间是4点。

on/upon one's arrival某人一到达就……

They gave him a warm welcome on his arrival.

他一到达，就受到他们的热烈欢迎。

She sent her mother a telegram upon her arrival in Paris.

她一到巴黎就给她妈妈发了一封电报。

On his arrival at the airport,he called a taxi.

他一到机场便叫了一辆出租车。

2.sacrifice n.牺牲

Parents often make sacrifices for their children.

父母常为子女作种种牺牲。

I would never dream of asking you to make such a sacrifice.

我从没想让你作出这样的牺牲。

He achieved his success at great sacrifice.

他作了很大的牺牲才获得成功。

at the sacrifice of以牺牲……为代价

sell sth.at a sacrifice贱卖，亏本出售

sacrifice vt.牺牲；奉献；把……作祭品

She sacrificed her life to save her child from the fire.

她为了从火中救出孩子而牺牲了自己的生命。

I won餿 sacrifice my health in pursuit of wealth.

我不会为追求财富而牺牲自己的健康。

He sacrifices health for/to pleasure.

他为了玩乐而牺牲健康。

They sacrificed a lamb to God.

他们以羔羊作祭品供奉上帝。

3.former adj.以前的；(两者中的)前者(要与the连用)

He is one of my former classmates.

他是我以前的一位同学。

Clinton is the former president of the United States.

克林顿是美国前总统。

I prefer the former design to the latter.

我比较喜欢前者的设计方案，不喜欢后者。

Joan and Jane are sisters.The former is a pianist;the latter is a singer.

琼和简是姐妹，前者是钢琴家，后者是歌手。

Of pigs and cows,the former is less valuable.

猪和牛比较，前者较不值钱。

4.recover vt.恢复原状；恢复；(使身体)复原

He is beginning to recover his strength.

他开始恢复体力。

I don't think he will recover.

我认为他不会恢复健康。

recover from…从……中恢复过来

He is recovering from a severe illness.

他正从重病中复元。

We haven't yet recovered from the shock.

我们还没有从那次打击中恢复过来。

The country has not yet recovered from the effects of the war.

那个国家尚未从战争的影响中复原。

recover oneself恢复健康，痊愈；清醒过来；镇定下来；重新站稳

I got a bad cold but I recovered myself a week later.

我得了重感冒，但一周后就痊愈了。

She soon recovered herself and stopped crying.

她很快镇定下来，停止了哭泣。

I almost fell but managed to recover myself.

我几乎跌倒，但还是设法站稳了。

5.shoot vt.射死；射中；发射

He shot a deer in the forest.

他在森林里射杀了一只鹿。

He was shot in the arm.他被击中手臂。

He shot himself,which made us shocked.

他开枪自杀了，使我们非常震惊。

The police shot the terrorist dead.

警察击毙了那个恐怖分子

shoot at…向……开枪，向……射击

The captain ordered his men to shoot at the enemies.

上尉命令他的士兵向敌人开火。

He shot at a wild duck,but missed it.

他朝着一只野鸭射击，但没射中。

比较：He shot a bird and killed it.

他射杀了一只鸟。

6.vain adj.徒劳的；徒然的

But his efforts were vain.

但是他的努力是徒劳的。

It is vain to resist.反抗是没用的。

She made a vain attempt to stop him.

她试图阻止他，但是徒然。

in vain徒劳；白辛苦

He tried in vain to memorize the poem.

他怎么背都没办法把那首诗背出来。

He tried to save his son from drowning,but in vain.

他试图救他儿子免于溺死，但是徒然。

All their attempts were in vain.

他们所有的尝试都是徒劳。

7.overcome vt.战胜；克服

We overcame the enemy and marched on.

我们战胜了敌人，继续前进。

He overcame his fear of the dark.

他克服了对黑暗的恐惧。

He succeeded in his efforts to overcome his fatal weakness.

他努力克服了自己的致命弱点。

She overcame her bad habits.

她克服了自己的坏习惯。

be overcome by/with…不堪忍受……，极为……

He was overcome by the heat.

他热得受不了。

She was overcome by fear.她吓得要命。

The child was overcome by weariness and slept.

那孩子疲倦之极，睡着了。

8.gather v.聚集，聚拢；收集，积累

Thousands of people gathered for the rock concert.

数千人聚集在一起听摇滚音乐会。

Worker ants gather food and repair the nest.

工蚁收集食物及修理巢穴。

He gathered up his papers and left.

他把文件收拾起来就离开了。

He gathered his students around him.

他把学生聚集在他周围。

He likes to gather wealth.

他喜欢积累财富。

9.clothing n.(总称)衣服，服装(不可数名词)

a piece of clothing或an article of clothing一件衣服

There is nothing but clothing in this cupboard.

橱子里只有衣服。

We have plenty of food and clothing.

我们有充足的食物和衣物。

The government provides its people with food,clothing and shelters.

政府为人民提供食品、衣物和住所。

Food here is cheaper than in Britain;clothing,on the other hand,is dearer.

这里的食物比英国便宜，但衣物较贵。

In those days they were not able to afford woolen clothing.

那时候，他们买不起毛衣。

10.willing adj.乐意的，自愿的

I'm quite willing to help you.

我很乐意帮助你。

He was still willing to marry her.

他仍然愿意娶她。

Are you willing that he should join our group?

你愿意他加入我们的团体吗？

Are you willing that he should be admitted into our club?

你愿意他加入我们的俱乐部吗？

§2.2发散思维

1.insist v.坚持，坚决要求

insist on/upon sth.

He insisted on his correctness.

他坚称他是对的。

I insist on quietness in my room.

我要求在我的房间里要安静。

He insisted on the obedience of each man.

他坚决要求人人服从他。

insist on (one's) doing sth.

He insisted on writing her a letter at once.

他一定要马上给她写一封信。

She insisted upon lending them her car.

她坚持把她的车借给他们。

I insisted on being given another chance.

我坚决要求再给我一次机会。

I must insist on your giving me an immediate answer.

我坚持你立即给我答复。

insist后可接that从句，从句中的谓语动词用“(should)+动词原形.”形式。

We insisted that she (should) come to the party.

我们坚持她一定要来参加聚会。

He insisted that the work be finished by the end of this month.

他要求这个月底完成工作。

She insisted that her mother send her to a dancing school.

她要求她妈妈送她到舞蹈学校学习。

insist有时可用作不及物动词。

-Let me pay.我来付钱吧。

-All right,if you insist.那好吧，如果你坚持的话。

I'll go with you if you insist.

如果你坚持的话，我就跟你一块去。

insist vt.坚持认为，硬说

此时后接that从句，但从句中的谓语动词不能用虚拟语气。

He insists that the answer is right.

他坚持认为答案是正确的。

She insisted that she needed no help.

她坚持说她不需要帮助。

2.supply vt.提供，供应

supply sth.to/for sb.或supply sb.with sth.“给某人提供某物”

In Britain milk is supplied to each house in bottles.

在英国牛奶是以瓶装的形式送到各家的。

The school supplies books to the students.

→The school supplies the students with books.

学校为学生提供书籍。

Miss Wang is well supplied with money.

王小姐很有钱。

supply n.供应，供给；供应品，生活用品

The water supply in this town is good.

这个城镇的水供应很好。

They sent some medicine supplies for the old.

他们为老年人提供了一些药品。

England largely depends on other countries for her food supplies.

英国主要依靠别的国家来供给食物。

a supply of或supplies of “大量的”

Bring a large supply of food with you.

请你带上大量的食物。

The cupboard has a good supply of books.

这个橱子里有很多书。

The bear has stored supplies of fat in its body.

熊在身体里储存着大量的脂肪。

Unit17

§2.1词句贯通

1. ability n.能力；才能；才智

I doubt his ability to do the job.

我认为他没有做这项工作的能力。

She has the ability to speak English fluently.

她能流利地说英语。

Alice is a woman of great ability.

艾丽丝是个很有才能的妇女。

Writing a novel is beyond my abilities.

写长篇小说非我才能所及。

2. guidance n.指引；引导

I need guidance on this matter.

这件事我需要有人指导。

I need some guidance with my studies.

我需要有人指导我的学习。

Under his guidance I managed to solve the problem.

在他的指导下，我设法解决了那个问题。

I learned how to ski under his guidance.

我在他的指导下学习滑雪。

3. sympathy n.同情；同感；赞同

If this is true I can only give you all my sympathy.

如果这是真的，我只能向你表示同情。

When her husband died,she received manyletters of sympathy.

她丈夫去世后，她收到了很多慰问信。

have/feel sympathy for/with sb.同情某人

They don’t feel much sympathy for me.

他们不大同情我。

He has no sympathy with them in their suffering.

他不同情他们的苦难。

in/with sympathy同情地

He patted me on the shoulder in sympathy.

他同情地拍了拍我的肩膀。

She looked at the poor kids with sympathy.

她同情地看着那些可怜的孩子。

be in sympathy with赞同，同……一致

On that point I’m in sympathy with him.

在这一点上我同他一致。

They are in sympathy with your views.

他们赞同你的观点。

4. encouragement n.鼓励；促进；赞助

He received a lot of encouragement from his teacher.

他的老师给了他很多鼓励。

All she needs is some encouragement.

她所需要的就是一些鼓励的话。

With the encouragement from his father,he went abroad.

在他父亲的鼓励下，他去了国外。

He gave me great encouragement to writ enovels.

他给了我很大的鼓励去写小说。

Their interest in my writing is a great encouragement to me.

他们对我的文章感兴趣对我是很大的鼓励。

encourage vt.鼓励；激励

We encouraged our baseball team with loud cheers.

我们大声欢呼来鼓励我们的棒球队。

encourage sb.to do sth.“鼓励某人做某事”

The teacher encouraged me to study abroad.

老师鼓励我们去国外学习。

My success encouraged me to continue.

我的成功鼓励我坚持下去。

encourage sb.in“鼓励/助长某人的……”

All the family encouraged the boy in his efforts to become a doctor.

全家人都鼓励这个孩子努力成为医生。

Don’t encourage him in his idle ways.

不可助长他懒惰成性。

5. impair vt.损害；损伤；削弱

Poor food impaired his health.

营养不足损害了他的健康。

The accident impaired his vision.

意外事故损伤了他的视力。

His work is impaired by stupid mistakes.

他的工作因愚蠢的错误而受损。

6.adjust vi.适应

adjust (oneself) to适应于

She soon adjusted (herself) to his way of life.

她很快适应了他的生活方式。

The body quickly adjusts itself to changes of temperature.

身体能很快自行调节以适应温度的变化。

You must adjust yourself to new circumstances.

你必须使自己适应新环境。

My eyes haven’t adjusted to the dark yet.

我的眼睛还没有适应黑暗。

adjust vt.调整；调节

You can adjust this desk to the height of any child.

这桌子可以调整以适应任何小孩的身高。

I have the brakes of my bicycle adjusted.

我请人调整自行车的车闸。

Will you adjust this clock? It’s slow.

这个时钟慢了，请你调一下好吗？

7. victory n.胜利，战胜

He has no chance of victory.

他没有获胜的机会。

Our team got the championship by 8 victories and 2 defeats.

我们球队以8胜2负的成绩获得冠军。

The game ended in a victory for our school.

比赛以我们学校获胜而结束。

注：victory常与介词over连用，意为“胜过某人”。

He thought he had scored a victory over James.

他认为他胜过了詹姆斯。

She won a narrow victory over her great rival in the tennis competition.

她在那次网球赛中险胜了她的强大对手。

He gained victory over the other candidates in the election.

他在那次选举中胜过其他候选人。

8. participate vi.参与；参加

Eighty-seven countries are expected to participate.

预计有87个国家参加。

participate in参与；参加

They actively participate in local politics.

他们积极参与当地政治。

Everyone can participate in this game.

人人都可以参加这个游戏。

Did you participate in that discussion?

你参加那次讨论了吗？

9. public adj.公众的；公共的

a public holiday节日，公共假日

a public phone公用电话

a public school公立学校

Don’t be so noisy;this is a public place.

请不要吵闹，这是公共场所。

make public公开；公布

The new economic policy will be made public early next week.

新经济政策将在下周初公布。

I don’t care to make this affair public.

我不介意将这事公之于众。

the public公众；群众；大众

Is the art museum open to the public?

这个艺术博物馆对公众开放吗？

In general,the public is/are against the new law.

总的来说，公众反对这项新法律。

in public公开地；在大众面前

He doesn’t like to speak in public.

他不喜欢在公开场合讲话。

She hardly loses her temper in public.

她很少在公众面前发脾气。

10. accessible adj.可以使用的；可以得到的；能进入的

The village is not accessible by car.

那个村子汽车无法抵达。

A telephone is put where it will be accessible.

电话要放在容易拿到的地方。

be accessible to sb.某人容易得到、了解、亲近

These documents are not accessible to the public.

这些文件是大众无法得到的。

This book is easily accessible to the young reader.

这本书是年轻读者容易懂的。

Our principal is accessible to the students.

我们校长容易和学生亲近。

§2.2发散思维

1. assist vt.援助；帮助

assist sb.with sth.帮助某人做某事

Two students assisted me with the experiment.

两个学生帮助我做这个实验。

She employed a woman to assist her with the housework.

她雇了一位妇女，帮她做家务。

assist sb.in doing sth.帮助某人做某事

He assisted my father in cleaning the car.

他帮我的父亲清洗汽车。

She asked us to assist her in carrying out the plan.

她请我们帮她实施那项计划。

assist sb.to do sth.帮助某人做某事

He assisted us to establish a new company.

他帮助我们成立了一家新公司。

A good dictionary will assist you to understand English.

好词典会帮助你理解英文。

assist in (doing) sth.帮助做某事

My father assisted in building our new house.

我父亲帮助我们盖新房子。

He thought he had a duty to assist in this movement.

他认为他有责任帮助这次活动。

2. sense n.感觉，意识；明智；常识；神智；意义

The five senses are sight,hearing,smell,taste,and touch.

五种感官是视觉、听觉、嗅觉、味觉和触觉。

She has a poor sense of direction.

她的方向感很差。

His speech left me with the sense that we would never be friends.

听他说话让我感到我和他绝对无法作朋友。

The old man has a good sense of humour.

那老人很幽默。

I have no sense of business.

我没有经商意识。

He is a man of good sense.

他是个通情达理的人。

She lost her senses when she heard the news.

她听到那消息后便昏了过去。

there is no sense (in) doing sth.做某事没有意义

I don’t think there is much sense in hanging about here.

我认为在此闲逛是没意义的。

There was no sense in making a child suffer like that.

让一个孩子受那样的罪是没有道理的。

make sense讲得通，有意义，能被理解；有道理，明智

No matter how you read it,this sentence doesn’t make (any) sense.

不管你怎么读，这个句子都讲不通。

It makes good sense to take care of your health.

照料好你的身体是很明智的。

Does it make sense to let little children play with matches?

让小孩子玩火柴明智吗？

Unit18

§2.1词句贯通

1.be tired of对……感到厌倦；对……不感兴趣

You’ll soon be tired of the game.

很快你就会对这种游戏感到厌倦的。

I am tired of the same old breakfast every morning.

我厌烦每天早上吃同样的饭。

She is never tired of talking about her clever son.

谈起她聪明的儿子，她不厌其烦。

2. reject vt.排斥；丢掉；抛弃

He rejected my offer of help.

他拒绝了我的援助提议。

I proposed to her but she rejected me.

我向她求婚，但被她拒绝了。

He tried to join the army but was rejected.

他试图参军，但没有被接受。

She rejected my suggestions.

她拒绝了我的建议。

She rejected the green apples.

她扔掉了那些不熟的苹果。

3. break away from摆脱；脱离

The thief broke away from the policeman and ran away.

那个贼挣脱警察逃走了。

He broke away from all his old friends.

他与所有的老朋友断绝了关系。

It is difficult to break away from a habit.

改掉习惯是很困难的。

It was not right for the South to break away from the Union.

南方脱离联邦是不对的。

4. possibility n.可能性；可能；可能的事

the possibility of success成功的可能性

the possibility of rain下雨的可能性

Is there any possibility of having a sunny weekend?

周末有可能会阳光明媚吗？

There is a possibility of his coming for Christmas.

他可能会来过圣诞节。

Is there any possibility that he will be elected chairman?

他有当选主席的可能吗？

There is quite a possibility that war may break out.

很有可能会爆发战争。

His retirement is a possibility.

他有可能退休。

5. attempt vt.尝试；企图

The prisoner attempted an escape but failed.

那个犯人企图逃走，但失败了。

They attempted a surprise attack.

他们企图偷袭。

They attempted to climb Mt. Everest.

他们试图攀登额菲尔士峰。

He attempted breaking the world record.

他试图打破世界记录。

attempt n.尝试，企图；企图杀害

He made an attempt to learn to ski.

他尝试着学滑雪。

He failed in his attempt to win first prize.

他试图获得头奖，但却失败了。

They made an attempt on the life of the president.

他们企图刺杀总统。

attempted adj.未遂的，意图的

an attempted murder/suicide

杀人未遂/自杀未遂

6. connection n.联系；因果关系；联结

There is no connection between the two incidents.

那两个事件之间没有关联。

Doctors say there is a connection between smoking and lung cancer.

医生们说抽烟与肺癌有关系。

He has connections with many important people.

他与很多重要人物有来往。

in connection with与……相关联，关于

She said nothing in connection with her marriage.

她绝口不谈与她的婚姻有关的事。

connect vt.连接，把……联系起来；接通（电源、电话等）

The road connects London and Edinburgh.

这条道路连接伦敦与爱丁堡。

Their families are now connected by marriage.

他们两家有联姻关系。

The operator will connect you with our sales department.

接线员会与你接通我们的销售部。

be connected with与……有联系，和……有关系

He is no longer connected with the Kane Company.

他已与凯恩公司没有关系了。

7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。

He wasn’t aware of the danger.

他没有察觉到危险。

Smokers are well/quite aware of the dangers to their own health.

吸烟者很清楚吸烟会对他们自身的健康造成种种危害。

She became aware of footsteps hurrying after her.

她觉察到身后有匆忙的脚步声。

Are you aware that you have hurt her feelings?

你有没有察觉到你已经伤害她的感情了？

I became aware how she might feel.

我察觉到她会有怎样的感受。

He was aware that he had drunk too much.

他晓得他喝了太多的酒。

Are you aware how much this means to me?

你晓得这对我有多大意义吗？

8. respect vt.尊敬，尊重

Children ought to respect their elders.

小孩应该尊敬长辈。

Ihope you will respect her wishes.

我希望你能尊重她的愿望。

respect n.尊敬，尊重

I have (a) deep/great respect for him.

我对他非常尊敬。

He showed no respect for their rights.

他不尊重他们的权利。

respected adj.受人尊敬的

The teacher is greatly respected in this school.

这位老师在这个学校很受人尊敬。

9. application n.用途；应用；申请；申请书

The application of what you know will help you solve new problems.

应用你的知识可帮你解决新问题。

That rule has no application to this particular case.

那项条款不适用于这一特殊案例。

The invention has no practical application.

那项发明没有实际的用途。

The manager received twenty applications for the post.

该经理收到对这个岗位的20份申请。

They rejected his application of the membership.

他们拒绝了他成为会员的请求。

You should make an application to the embassy for a visa.

你应向大使馆申请签证。

§2.2发散思维

1. allow v.允许，容许

allow sb.to do sth.允许某人做某事

The nurse allowed him to stay in hospital for another two days.

那个护士准许他在医院再住两天。

allow doing sth.允许做某事

We don’t allow making noise here,so you must keep quiet.

我们不允许在这儿弄出噪音，请你保持安静。

allow vt.给予(时间、金钱)；同意给予。后常接双宾语。

He allows his wife $200 a month for clothes.

他每个月给妻子200美元买新衣服。

Allow me one minute in which to change my clothes.

请给我一分钟的时间让我换换衣服。

Please allow yourself an hour to get to the airport.

请给自己留出一小时的时间好赶往飞机场。

allow for顾及，考虑到

This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.

这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。

We must allow for the train being late-it always is.

我们必须考虑到火车会晚点，它一向如此。

You can’t make it in an hour;you must allow for the heavy traffic.

一个小时你是到达不了的，你要考虑到交通是很拥挤的。

2. otherwise adv.要不然，否则；另外，别样；在其他方面

He reminded me of what I should have otherwise forgotten.

他提醒了我，要不然我就忘了。

He thinks otherwise.

他是另外一种想法。

He thinks otherwise he’s a good worker.

从另一方面来说他是个好工人。

otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)

You should go now,otherwise you’ll miss the bus.

你应该现在走，不然你就赶不上公交车。

Do come earlier next time,otherwise you’ll be punished.

下次一定早点来，否则就惩罚你。

He is old and sick,otherwise he would be working.

他年老有病，不然他会上班的。

otherwise adj.另外的，别样的；其他方面的

Some are wise,some are otherwise.

有些人贤明，有些人则不然。

His students in English are also his otherwise teachers.

这些人在英语方面是他的学生，可是在其他方面却是他的老师。

Unit19

§2.1 词句贯通

1.pay back偿还；报答；报复

Can you lend me some money? I’ll pay you back tomorrow.

你能借给我一些钱吗？我明天就还你。

He paid me back the 100 dollars he owed me.

他把欠我的100美元还给我了。

He paid the money back soon after he got a well-paid job.

他找到高薪工作后，很快就把钱还给了我。

Susan doesn’t know how to pay him back for his help.

苏珊得到他的帮助，不知如何报答。

He paid me back by not coming.

他没来，以示对我的报复。

2.mercy n.仁慈，怜悯，宽恕；侥幸，幸运

The general showed no mercy,and his prisoners were all killed.

那位将军没有仁慈，他所有的犯人都被处死了。

It’s a mercy that the accident happened so close to the hospital.

很侥幸，这次事故发生在离医院不远处。

have mercy on/upon sb.;show mercy to sb.

宽恕、怜悯某人

They have no mercy on the poor father and daughter.

他们不怜悯这对可怜的父女。

Have mercy on me,please.

请宽恕我吧。

beg for mercy 乞求/请求宽恕

He went down on his knees and begged for mercy.

他跪下来，乞求宽恕。

at the mercy of “任由……摆布，在……掌握中”

I shouldn’t like to be at the mercy of such a cruel man.

我不想任由这个残忍的家伙摆布。

They were lost at sea,at the mercy of the winds and waves.

他们在海上迷失了方向，任由风浪摆布。

We were at the mercy of the enemy.

我们的命运在敌人的掌握中。

3.envy vt.羡慕，妒忌

What a grand thing it is to be a musician! How I envy you.

当一名音乐家有多伟大啊!我真羡慕你。

envy后常接双宾语，构成envy sb. sth.“忌妒某人的……，羡慕某人的……”。

I envy you your health.

我羡慕你的健康。

I envied him his experience.

我羡慕他的丰富经验。

I don’t envy you your journey in this bad weather.

我不羡慕你的旅行，天气这么不好。

How I envy you your talent!

我真是羡慕你的才能哟!

4.tear up撕毁；取消

John tore up his test paper so that his father wouldn’t see his low grade.

约翰撕毁了他的试卷，生怕他爸爸看到他得了那么低的分数。

She tore up the letter angrily and threw it into the dustbin.

她气愤地撕毁了那封信，把它扔进了垃圾箱。

They tore up the agreement without any reason.

他们无缘无故地取消了那份协议。

5.swear v.发誓；宣誓；断言；保证

They swore eternal friendship.

他们发誓友情不渝。

He swore never to drink.

他发誓绝不再喝酒。

He swore to tell us the truth.

他发誓给我们说实话。

He swore to be faithful to us.

他发誓效忠我们。

He swore his story was true.

他发誓他所讲的是真实的。

I swear that you are wrong.

我断言你错了。

swear to having done sth.

发誓说做过某事，坚持说做过某事

He swore to having been there then.

他发誓说当时他在那里。

I swore to having paid for the goods.

我发誓说已付了货款。

6.declare vt.宣布；声明

The new government declared a state of war with Germany.

新政府宣布与德国处于战争状态。

Jones was declared the winner of the match.

琼斯被宣布是这场比赛的胜者。

India declared her independence in 1947.

1947年印度宣布独立。

She declared that she didn’t want to see him again.

她声明她再也不想见他。

The Chinese government declared that Taiwan is part of China.

中国政府声明，台湾是中国的一部分。

declare sb./sth.(to be)…“宣布成为……；声明是……

He declared himself to be a member of their Party.

他宣布加入他们的党派。

His actions declared him to be an honest man.

他的行为表明他是个诚实的人。

7.court n.法庭，法院；开庭；球场

The court found him guilty.

法庭发现他有罪。

The prisoner was brought to court for trial.

那个犯人被带上法庭接受审判。

The case was settled out of court.

该案件在庭外解决了。

Several cases await trial at the next court.

下次开庭有几个案件等着审判。

He met her at the tennis court.

他在网球场见到了她。

Are all the players on court yet?

所有球员都到场地了吗？

take sb.to court 对某人起诉，控告

She decided to take him to court.

她决定控告他。

注：court很多情况下不加冠词。

8.murder vt.谋杀；杀害

He murdered the old woman for her money.

他杀害了那位老妇人以获取她的钱财。

He murdered his rival in cold blood.

他残忍地杀害了他的对手。

Gandhi was murdered by an Indian who opposed his views.

甘地被一位反对他的主张的印度人所杀害。

murder n.谋杀；凶杀；凶杀案

a case of murder一起凶杀案

an attempted murder杀人未遂

commit murder犯杀人罪

She cried,“Murder!”她大喊：“杀人了!”

He was convicted of murder and sentenced to life imprisonment.

他承认杀人，被判终身监禁。

There were three murders in one month.

一个月之内发生了三起凶杀案。

The number of murders is rising in San Francisco.

在旧金山，凶杀案的数量在不断增加。

9.immediately adv.立刻；马上

He came home immediately after work.

他一下班就马上回家。

I wrote back to her immediately.

我立刻给她写了回信。

immediately conj.一……就……

Immediately he came home,I told him about that.

他一回家，我就告诉他那件事了。

She recognized me immediately she saw me.

她一看到我就认出了我。

I left immediately the clock struck twelve.

12点的钟声一响我就离开了。

10.conflict n.冲突；战斗

Nations must not settle their differences by armed conflicts.

各国不应通过武装冲突解决国家之间的分歧。

There is no conflict between church and state in Britain now.

在英国教堂与政府之间已不存在矛盾。

You should avoid conflict with your neighbors.

你应避免与邻居争执。

come into conflict with与……冲突；与……有矛盾

The two sides came into conflict last week,causing 5 people dead and many injured.

双方上周发生了冲突，造成5人死亡，多人受伤。

The husband often comes into conflict with his wife.

这位丈夫经常与妻子发生矛盾。

in conflict with与……冲突；与……有矛盾

My interests are in conflict with theirs.

我的利益与他们的冲突。

His words are in conflict with his actions.

他的言行不一致。

§2.2 发散思维

1.as far as

①到某一指定地点；远达

He walked as far as the post office.

他一直步行到邮局。

I’ll see you off as far as the airport.

我将一直送你到飞机场。

②同样的距离

We didn’t go as far as others.

我们没有别人走的那样远。

③(程度，范围)就……而言；至于，尽……

As far as I know,he isn’t coming to the party.

就我所知，他不会来参加这次聚会。

I’ll help you as far as I can.

我将尽我所能帮助你。

This is as far as we go.

我们到达终点了。

as/so far as…be concerned就……而言

As far as I am concerned,I cannot object to your marriage.

就我个人而言，我不反对你们的婚事。

As far as he is concerned,he can’t afford such an expensive car.

就他而言，他买不起这么贵的汽车。

2.order vt.命令；下令

order后可接名词作宾语。

The chairman ordered silence.

主席要求大家安静。

order sb. to do sth.命令某人做某事

The policeman ordered the drunken man leave the shop.

警察命令那个醉汉离开商店。

The doctor ordered me to take a rest for a week.

医生指示我要我休息一周。

She ordered the baggage to be brought to her room.

她吩咐把行李搬进她的房间。

order后可接that从句，从句中的谓语动词用“should+v.”形式，should可省略。

The king ordered that the man be released.

国王下令释放那个人。

The officer ordered that the guns be fired.

军官下令开炮。

order有时可与某些副词或介词短语连用。

He ordered me away.他命令我走开。

The father ordered his son out of the house.

父亲要儿子离开家。

Unit20

§2.1词句贯通

1.curiosity n.好奇；好奇心

She’s full of curiosity.

她充满好奇。

I have very little curiosity about her private life.我对她的私生活极少好奇。

He did it from curiosity.他因好奇做了那件事。

Looking up,I saw his eyes fixed on me in curiosity.

抬头一看，我看到他在好奇地看着我。

She has a burning curiosity to know the secret.

她很想知道那个秘密。

There are some who show great curiosity about other people’s affairs.

有些人就是特别喜欢打听别人的事。

The boy was dying of a curiosity to know what was in the box.

那少年极渴望知道那箱子里到底装了什么东西。

2.decoration n.装饰；装潢

The vase is just for decoration.

那个花瓶只是为了装饰。

The decoration of the bedroom was done by my wife.

卧室的装饰是我太太做的。

We put Christmas decorations on the tree.

我们将圣诞节装饰品挂在树上。

decorate vt.装饰；修饰

She decorated her room with flowers.

她用鲜花装饰她的房间。

All the walls of his room are decorated with pictures of rock singers.

他房间的每面墙壁上都挂着摇滚歌手的照片作为装饰。

How much will it cost to decorate the house?

装修这间房子要花多少钱？

3.date back to追溯到；上溯到

This building dates back to 1823.

这栋建筑是1823年所建。

This custom dates back to the 16th century.

这风俗起源于16世纪。

This town dates back to Roman times.

这个城镇可追溯到罗马时代。

4.in terms of就……而言；从……角度；根据；按照

A 200-year-old building is very old in terms of American history.

从美国历史来看，2的建筑是很古老的了。

In terms of natural resources it is one of the poorest countries in Western Europe.

就自然资源来说，它是西欧最贫乏的国家之一。

In terms of money we’re quite rich,but not in terms of happiness.

从金钱的角度来说，我们是很富有，但从幸福的角度来说，我们不富有。

5.technical adj.技术的；工艺的；专业的

He has had good technical training.

他受过良好的技术培训。

The violinist has technical skill but not much feeling.

这位小提琴手技巧不错，但缺乏感情。

At a technical college students learn such subjects as engineering,building,etc.

在技校，学生学习诸如工程、建筑等课程。

This process needs a high level of technical skill.

这一过程需要很高的技术水平。

This is a technical magazine.

这是一本专业杂志。

The book is too technical for the general reader.

这本书太专业，不适合一般读者。

6.root n.根源；来源；根

The love of money is the root of all evil.

爱钱乃万恶之源。

The root of the problem is that we didn’t have much training.

问题的根源是我们当时的训练不够。

His absence is the root of the trouble.他没来，这是麻烦的根源。

The root of a plant grows deep into the soil.植物的根扎在土壤的深处。

Trees often have deep roots.树通常有很长的根。

have root(s) in…起源于……

His unhappiness has its root in his boyhood.

他的不幸起源于他的少年时代。

7.climate n.气候；(具有某种气候的)地区

The climate of Italy is milder than that of Britain.

意大利的气候比英国的温和。

We have a tropical climate here.

我们这里是热带性气候。

He couldn’t stand that terrible English climate.

他忍受不了英国那种糟糕的天气。

I like to live in a warm climate.

我喜欢住在温暖的地区。

The doctor suggested that she go to a drier climate.

医生建议她去一个气候较干燥的地区。

注：climate指某一地区长期的气象状态；特定日子的天气情况用weather。

8.dig up挖出；掘起

Father dug up an old coin in the garden.

爸爸在花园里掘到一枚古币。

Harry was digging up potatoes while George was picking plums.

哈里在挖土豆，而乔治在摘李子。

They dug the tree up by the roots.

他们把那棵树连根挖起。

9.accompany vt.陪伴；陪同；伴着；附带；伴奏

She often accompanies her friend to the concert.

她经常陪同朋友去听音乐会。

He was accompanied by his girlfriend.

他有女友陪着。

I’ll accompany you as far as the station.

我将陪你到车站。

She asked me to accompany her to the airport.

她要求我陪她到机场去。

Strong winds accompanied the rain.

强风伴着雨来。

Thunder accompanies lightning.

雷随闪电而来。

Tom accompanied his speech with gestures.

汤姆在演讲时做手势。

The singer was accompanied on the piano by her husband.

那名歌手由她的丈夫以钢琴伴奏。

§2.2 发散思维

1.find n.发现；发现物

find作名词，一般指财宝、矿藏等的发现，也可指通过发掘而得来的或偶然获得的贵重物品，通常作可数名词。

This old painting is quite a find.

这张旧画是一个重大的发现。

He knew he had made a find.

他知道他发现了宝物。

I had a great find in a second-hand bookshop yesterday.

昨天我在二手书店发现了一本很有价值的书。

She made a find in that antique shop.她在那家古玩店发现了一个宝物。

That old table was a real find.那张旧桌子真是一件宝物。

The cave paintings are the finds of the century.这些洞穴绘画是世纪之发现。

2.spare adj.业余的；闲暇的；备用的

a spare tyre备用轮胎

a spare room备用房间

What do you usually do in your spare time?

业余时间你都做些什么？

spare v.①留出，挤出，腾出，匀出

Can you spare me five minutes? I want your advice.

你能抽出五分钟时间吗？我想听听你的建议。

Father couldn’t spare the car,so John had to walk.

父亲腾不出车来，所以约翰只好步行。

Can you spare an extra ticket for me?

你能匀出一张票给我吗？

②省去，不用

Use the telephone and spare yourself a visit.

打个电话吧，省得再跑一趟。

I want to spare him the trouble of seeing me off at the airport.

我不想让他到机场给我送行。

③（用于否定句）吝惜，舍不得

spare no effort/no trouble不遗余力，努力

He didn’t spare any effort on his studies.

他很努力地学习。

No trouble was spared to make sure the guests enjoyed themselves.

（我们）已竭尽全力来保证客人们玩得开心。

④使免受（痛苦），不伤害，饶（命）

The doctor tried to spare him from pain.

医生尽量不让他受痛苦。

Take my money but spare my life!

把钱拿去，饶我一命吧!

to spare剩余的；常用作后置定语。

I caught the train with only a few minutes to spare.

我赶上火车时，就只剩下几分钟了。

We have just enough money to buy it,with 11 pence to spare.

我们刚好有足够的钱买下它，还剩11个便士。

篇11：人教版 高二 下Unit11-15词句贯通（全套）

unit11

§2.1词句贯通

1.significant adj.意义重大的，重要的，有意义的

a significant date 一个重要的日期

It is a significant change in the system.

这是制度上的重大改变。

The Olympic Games is a significant event for the country.

举办奥运会是对该国具有重大意义的事件。

Penicillin was an extremely significant medical discovery.

青霉素是一项极其重要的医学发现。

He gave her a significant look.

他意味深长地看了她一眼。

be significant of… 意味着，表示……

His silence was significant of his displeasure.

他的沉默显示了他心中的不快。

The laughter was significant of the crowd’s respect for the speaker.

这笑声表示观众对演讲人的尊敬。

2.likely adj.很可能的

①sb./sth.is likely to do sth. “某人或某事可能会……”

He is likely to win.他可能会赢。

Are we likely to arrive on time?

我们会按时到达吗？

It is likely to rain tonight.

今晚可能下雨。

An accident is likely to happen if you are not careful enough.

如不小心，你就可能出事故。

②It is likely that… “很可能会……”

Is it likely that he will arrive so late?

他可能会来得很晚吗？

It is not likely that she should have said so.

她不可能这么说。

adv.大概，或许，很可能；通常与most,very,quite等连用。

He will very likely pass the exam.

他可能会通过考试的。

Most likely his attempt will fail.

很可能他的尝试会失败。

3.private adj.私立的，私人的，非公开的

He attended a private school in town.

他曾就读于城里的一所私立学校。

You can get a private doctor to operate on him.

你可以找个私人医生为他做手术。

This is my private view.

这是我个人的看法。

He is here on private business.

他是因私事来这里的。

It’s wrong to read people’s private letters without permission.

未经允许看私人信件是不对的。

I wish to have a private talk with you.

我想私下与你谈谈。

in private“私下地，秘密地，不公开地”

It isn’t the sort of thing one should talk of in private.

这不是那种可以私下谈论的事情。

He can be very rude in private, though in public he’s usually polite.

他虽然在公共场合彬彬有礼，但私底下却很粗野。

4.grasp vt.抓住，抓牢，理解

He reached out, grasped my hand, and shook it.

他伸出手，抓住我的手握了一下。

He grasped her firmly by the arm.

他紧紧抓住她的手臂。

If you grasp the rope I will pull you up.

你抓紧绳子，我把你拉上来。

Grasp your chances while you can.

只要有可能，就要抓住你的机会。

You must grasp this opportunity to study abroad.

你要抓住这次出国学习的机会。

I didn’t quite grasp what he was talking about.

对他所讲的，我不太理解。

I grasped the main points of the speech.

我理解了这次讲话的要点。

5.set foot in到达，进入，踏上

I left him, determined never to set foot in that house again.

我离开了他，决心再也不踏进那个家门。

She had never set foot in a place as grand as this before.

她以前从没到过这么大的地方。

I’ll never set foot in Tokyo again.

我再也不会踏进东京一步。

6.failure n.失败[U]；失败的事或人[C]

Failure is the mother of success.

失败乃成功之母。

His plans ended in failure.

他的计划以失败而告终。

It was clear that the policy was a failure.

很明显，那项政策失败了。

But this plan, too, can be nothing but a failure.

但这项计划也只能会失败。

Gary was a failure as a football player.

作为一个足球运动员，加里是个失败者。

Success comes after many failures.

成功是源于很多次的失败后得来的。

7.locate vt.设置(机关、店铺等)，设立(工厂、办公室等)；确定……的位置

They decided to locate their new office in Hong Kong.

他们决定在香港设立新的办事处。

We located the island on the map.

我们在地图上确定那个岛的位置。

be located in/on… 坐落于……，位于……

Our school is located in the centre of the town.

我们学校坐落于市镇的中心。

The country is located in the southern part of Africa.

该国位于非洲南部。

8.luggage n.(总称)行李

He did not have much luggage.

他没有很多行李。

You are only allowed to take one piece of hand luggage onto a plane.

你只可携带一件手提行李上飞机。

They left their luggage at the station.

他们把行李忘在了车站。

注：luggage是不可数名词。

9.put forward提出，建议，推荐

He had no desire to put forward his plan.

他不想提出他的计划。

Are you serious in putting forward such a view?

你真的要提出这种观点吗？

The theory was laughed at when it was first put forward.

这个理论刚提出时，就受到了嘲笑。

We put him forward for the position of chairman.

我们推举他当主席。

10.announce vt.宣布，宣告，显示

He phoned me to announce his decision.

他打电话给我，宣布了他的决定。

The government announced its new economic policies.

政府发布了新的经济政策。

We have announced our engagement to some friends only.

我们只告知某些朋友有关我们订婚的事。

It has been announced that he will resign.

他已经将辞职的消息宣布了。

He announced that he would pay his debts.

他宣布他将偿还债务。

Please announce to your class that there will be no school tomorrow.

请告知你们班的学生明天不上课。

A warm sunshine announces the coming of spring.

温暖的阳光显示春天即将来到。

§2.2发散思维

1.rely on 依靠，依赖，信赖，指望

We may rely on his promises.

我们可以信赖他的诺言。

The man is not to be relied on.

这个人不可靠。

We must rely on our own efforts.

我们一定要靠自己的努力。

They rely heavily on us for help.

他们很依赖我们的帮助。

rely on sb.to do sth.指望某人做某事，相信某人会做某事

You can rely on Peter to do what he promises.

你可以相信彼特会做他答应做的事的。

I rely on her to pay back the money.

我相信她会还钱。

rely on one’s doing sth.指望某人做某事，相信某人会做某事

Don’t rely on my seeing you off.

不要指望我为你送行。

We can’t rely on his coming in time.

我们不能指望他会按时来到。

rely on it that… 相信……，指望……

You may rely on it that he will come to meet you.

你放心好了，他会来接见你的。

2.arrange vt.安排，筹划，整理，布置

I have to arrange my affairs before going away.

在走之前，我得把我的事情安排好。

Please arrange the books on the shelves.

请把架子上的书整理好。

She helped me arrange the flowers.

她帮助我养花。

The travel agency has arranged everything for our trips to Canada.

旅行社已为我们的加拿大之行准备好一切。

arrange to do sth. 安排做某事，预定做某事

I’ve arranged to see her tomorrow morning.

我安排明天上午会见她。

He arranged to meet us at the hotel at one o’clock.

他预定1点到宾馆与我们见面。

arrange for 安排，准备

I have to arrange for everything.

我必须准备好一切。

I’ll arrange for a car to pick you up at the airport.

我会安排一辆汽车到机场去接你。

They have arranged for another man to take his place.

他们已安排另一个人去接替他的位置。

unit12

§2.1词句贯通

1.collision n.碰撞，冲突

a head-on collision正面冲突或相撞

He was killed in a car collision.

他在一次汽车相撞中死亡。

His car had a collision with a bus.

他的车与公交车相撞了。

A collision with Parliament could ruin the government’s plans.

与议会的冲突可能会破坏政府的计划。

be in collision (with)/come into collision (with)(与……)冲突，相撞，发生矛盾

The two ships came into collision.

那两只船相撞了。

People with revolutionary ideas may find themselves in collision with the forces of the law.

想革命的人会发现他们自己与法律的势力水火不相容。

2.permanent adj.永久的，固定的，长期不变的

permanent peace 长久的和平

a permanent job 固定的职业

The drug may cause permanent brain damage.

这种药可能会引起永久性的脑部伤害。

This is my permanent address.

这是我的固定居所。

After doing odd jobs for a week, he got a permanent job.

做了一个星期的零工后，他找到了一份固定工作。

3.voyage n.航海，航行

The ship set out on a long voyage.

那艘船出发进行长途航行。

The voyage to England took seven days.

这次去英国的航行时间是七天。

We made a voyage to Australia.

我们航行到了澳大利亚。

He is now on the voyage home.

他正在返航途中。

David went on a voyage around the world.

大卫作了环游世界的航行。

When I give up work I shall make/take a long sea voyage.

我离职后要作一次长途航海旅行。

4.aboard adv.在船(飞机、车)上，上船，上飞机

All aboard!各位请上船(飞机、车)!

Welcome aboard!欢迎大家乘船(飞机、车)!

All 257 aboard died in the airliner crash.

那次飞机失事中，机上的257名乘客全部遇难。

We got aboard though the boat was crowded.

虽然船上很拥挤，我们还是上了船。

He came running along and climbed aboard just as the train was to pull out.

就在火车即将开动时，他跑过来了并爬上了火车。

5.gentle adj.温和的，温柔的，有礼貌的，文雅的

Mothers are always gentle with their children.

母亲对待孩子总是温柔体贴。

My new teacher is both gentle and encouraging toward me.

我的新老师对我既温和又鼓励。

Mary is very gentle; she never talks roughly.

玛丽很文雅，她从来不说粗话。

She was small, and gentle in her voice and movements.

她小巧玲珑，声音温柔，动作文雅。

She gave the baby a gentle pat on the back.

她在小孩的背上轻轻地拍了一下。

6.throw light on/upon使……显得非常清楚

The modern scientific development has thrown light on this question.

现代科学的发展已使这个问题明朗化。

Can you throw any light on the problem?

你能把这个问题阐述清楚吗？

The information throws light upon the mystery of Dr Bake.

这个信息可以解开贝克医生之迷。

7.matter n.事情，问题[C]；物质，内容[U]

a private matter 私事

the matter under discussion 讨论中的问题

Political matters interest him greatly.

他对政治问题深感兴趣。

It’s no laughing matter.

这不是开玩笑的事。

The world is made up of matter.

世界是由物质组成的。

Matter exists in three states: solid, liquid and gas.

物质以三种形态存在，即固体、液体和气体。

The matter in your essay is excellent.

你文章的内容写得很好。

8.phenomena n.[pl.]现象，奇迹(单数形式是phenomenon)

Rain and snow are phenomena of the weather.

下雨和下雪是天气现象。

The phenomena were observed by astronomers throughout the world.

全世界的天文学家都观测到了这种现象。

That’s a natural phenomenon.

那是一种自然现象。

An eclipse is an interesting phenomenon.

日食是很有趣的现象。

Beethoven was a phenomenon among musicians.

贝多芬是音乐家中的奇才。

A child who can play the piano at the age of two would be called a phenomenon.

两岁就能弹钢琴的小孩可称为奇才。

9.labour n.努力；劳动，劳动果实

mental labour 脑力劳动

physical labour 体力劳动

Workers are paid for their labour.

工人以劳动获得报酬。

His new book is the product of some three years’ labour.

这本新书是他大约三年努力的成果。

It is labour to read the Bible through.

读完圣经是件相当吃力的工作。

10.hesitate vi.犹豫，迟疑，踌躇

She hesitated before picking up the phone.

她在拿起听筒前犹豫了一下。

She’s still hesitating about sending her son to college.

她对于要不要送儿子进大学一事仍然犹豫不决。

We seldom hesitate about where to stay in Paris.

去巴黎要住哪儿，我们很少有拿不定主意的情况。

Don’t hesitate to tell me if you have any requests.

如果你有什么要求，请告诉我，不要犹豫。

I hesitate to ask you, but will you recommend me for the post?

向你提要求真不好意思，请你推荐我去担任那项职务好吗？

hesitation n.犹豫，踌躇

without hesitation毫不犹豫

I had no hesitation in telling the truth.

我毫不迟疑地说出了实情。

§2.2发散思维

1.distance n.距离

当询问距离是多少时，要用what提问。

What’s the distance to London?

到伦敦的距离是多少？

distance的修饰语常用some,good,great,long,short等。

It’s a good distance away.

离得很远。

The villagers have to walk a long distance to get water.

村民们要走很远去取水。

distance常构成下列短语：

within walking distance“在步行可及的地方，几步之遥”

The park is within (easy) walking distance of my house.

公园离我家只有几步之遥。

My parents live within walking distance of me.

我父母住在我家附近。

at/from a distance (of)“从远处”

This picture looks better at a distance.

从远处看，这张画更好看。

Now and then he stepped back to look at his work from a distance.

他不时地退后几步从远处看一看他的作品。

One can see the ancient ruins at/from a distance of 20 miles.

人们从20英里之处就能看到这个古迹。

in the distance“在远处，远方的”

A ship could be seen in the distance.

可以看到远方有一艘船。

I made out three figures moving in the distance.

我看到远处有三个黑影在活动。

keep sb.at a distance “与某人保持一段距离，不很亲密”

Mr.Smith is kind to the workers in his store, but after work he keeps them at a distance.

史密斯先生对他商店的工人很好，但下班后却与他们不很亲密。

It was difficult to get to know her because she always kept everyone at a distance.

很难搞懂她，因为她总是与人保持一定的距离。

2.attention n.注意力，注意，留心，关心

It is difficult to hold the students’ attention for more than an hour.

要让学生们持续集中注意力达一个小时以上，真是很难。

This matter requires our close attention.

这件事我们必须密切注意。

He drew attention to the rising unemployment.

失业率日渐升高引起了他的注意。

We listened with attention to what he said.

我们倾听他所说的话。

My grandfather is over eighty and needs a lot of attention.

我的祖父年过八十，需要经常照顾。

The patient needed immediate attention.

这位病人需要立即治疗。

常构成的短语：

pay/give attention to 注意

attract/catch/draw/get one’s attention 吸引某人的注意

focus one’s attention on 集中注意力于

devote one’s attention to 专心于

turn one’s attention to 将注意力转向

unit13

§2.1 词句贯通

1.benefit vt.使受益，得益

The rain will benefit the crops.

这场雨对庄稼会有好处的。

The new hospital will benefit the entire community.

这所新医院将使整个社区受益。

He will benefit from the new way of doing business.

他将从这种新的经营方式中获益。

I benefited from my father’s advice.

我从父亲的建议中获益良多。

Benefit n.利益，益处

I got a lot of benefit from learning a foreign language.

我从学习外语中得到很多益处。

Did you get much benefit from the book?

你从那本书中受益很多吗？

of benefit to…对……有益处

That experience was of great benefit to me.

那次经历对我很有益处。

It proved of great benefit to me.

它确实对我很有益处。

Moderate exercise will be of benefit to you.

适度运动对你有益。

for the benefit of…为了……的利益

She went there for the benefit of her health.

她为了健康而去了那里。

The city library is for the benefit of the public.

市立图书馆是供大众用的。

We did so for the benefit of society.

我们是为了社会而这么做的。

2.disadvantage n.不利，不利条件

His poor eyesight was a disadvantage to him.

视力不佳是他的弱点。

These early sailing ships had certain disadvantages.

这些早期的轮船有一定的缺点。

It is a disadvantage not to be able to drive a car.

不能开车是不利条件。

at a disadvantage处于不利地位

I feel rather at a disadvantage talking to her,because she is so clever.

同她交谈我感到很不利，因为她很聪明。

His inability to speak English put him at a disadvantage at the international conference.

他因为不会说英文，所以在国际会议上处于不利的地位。

to one’s disadvantage对某人不利

Her height will be very much to her disadvantage if she wants to be a dancer.

如果她想当舞蹈演员，那么她的身高对她很不利。

3.entertainment n.娱乐；招待

the entertainment business娱乐业

A cinema is a place of entertainment.

影院是娱乐场所。

The city offers all kinds of entertainment for the young and the old.

这个城市为年轻人和老年人提供各种娱乐活动。

Going to the zoo is exciting entertainment for the whole family.

去动物园是令全家人兴奋的活动。

The hotel is famous for its good entertainment.

这家宾馆因对客人招待周到而闻名。

She was busy preparing for the entertainment of the guests.

她忙着准备接待客人。

4.property n.特性，性质；财产，资产

This plant has the property of healing burns.

这种植物有治疗烫伤的特性。

Soap has the property of removing dirt.

肥皂有去污的特性。

Steal is a metal with the property of great strength.

钢的性质是具有坚韧性。

This is my private property.

这是我的私人财产。

Do you know who he left all his property to?

你知道他把全部财产留给谁了吗？

The police found some stolen property hidden in the thief’s house.

警察在那个窃贼的家里发现了一些偷来的财产。

5.range vi.(在一定范围内)变动，变化；分布；涉及

The prices of the dolls range from $5 to $100.

那些布娃娃的价格从5美元到100美元不等。

The pupils’ages range from seven to fourteen.

这些学生的年龄自7岁到14岁。

The temperature ranges from 15 to 35 degrees.

温度在15度到35度之间变化。

This plant ranges from France to Italy.

这种植物分布于法国至意大利。

The discussion ranged over various problems.

那次讨论曾谈到种种问题。

His studies range over several subjects.

他的研究涉及好几个科目。

n.(变动的)范围

the range of a thermometer温度计的升降幅度

the price range价格的变动幅度

The age range is from six months to twelve years.

年龄范围自6个月到12岁。

6.available adj.可用的，可得到的

We must employ all available means to save the boy.

我们必须使用一切可用的方法来拯救这个孩子。

That book is not available in Hong Kong.

那本书在香港买不到。

Is the library available during summer vacation?

图书馆暑假期间可用吗？

These facilities are available to members only.

这些设施仅供会员使用。

There is only a little money available for the trip.

这次旅行只有少量的钱可供花用。

These products are readily available for consumers.

这些产品消费者可轻易买到。

No suitable job is available.

没有适当的工作。

Are you available this evening?

今晚你有空吗？

She was not available for the interview.

她没空接受采访。

7.relationship n.关系，联系，亲属关系

There is a relationship between the moon and the tides.

月亮和潮汐有关系。

She has a very good relationship with her students.

她与学生的关系很好。

What is your relationship to the manager?

你跟经理是什么关系？

“What’s your relationship to Alice?”“She is my wife.”

“你与爱丽丝是什么关系？”“她是我太太。”

I have established a relationship with the president.

我与总裁建立了良好的关系。

8.float v.(使)漂浮；浮现

Wood floats on water.木头会浮在水上。

The balloon floated on high.

气球在上空漂浮。

Clouds were floating across the blue sky.

云正飘过蓝天。

They floated the logs down the river.

他们让那些木头顺河漂下。

The body was floated to shore by the current.

那具尸体被潮水冲到岸边。

The sight floated before my eyes.

那情景浮现在我眼前。

Strange ideas floated through my mind.

奇怪的念头浮现在我的脑海里。

9.absorb vt.吸收，吸取，理解

This paper absorbs ink well.

这种纸吸墨力很强。

Black cloth absorbs light.

黑色布料吸收光线。

Did you absorb everything the professor said?

教授说的你全部理解了吗？

absorb vt.使全神贯注，使专心(常用于被动语态)

The task absorbed all his energies.

他把全部精力投入在工作上。

be absorbed in…全神贯注于……

He was absorbed in the book.

他全神贯注于书本。

She was absorbed in deep thought.

她陷入深思。

10.bottom n.底面，物体的最低部位

There was some jam left in the bottom of the pot.

罐底还留下一些果酱。

The bottom of the glass is wet.

玻璃杯的杯底是湿的。

The ship sank to the bottom of the sea.

那艘船沉到海底了。

He is always at the bottom of the class.

他在班上总是垫底。

She started at the bottom of the company.

她从该公司的最底层干起。

from the bottom of one’s heart

衷心地，发自内心地

I congratulate you from the bottom of my heart.

我衷心地祝贺你。

§2.2 发散思维

1.massn.质量；团，块；大量

The mass of a piece of lead is not changed by melting it in theory.

理论上，铅被熔化后其质量不变。

Einstein studied the relation of energy and mass.

爱因斯坦研究了能量与质量的关系。

There were great masses of clouds in the sky.

天上有大块大块的云团。

Someone left a mass of rock in the yard.

有人在院子里放了一些岩石。

a mass of…/masses of… 大量的，许多

a mass of letters一堆信件

masses of books成堆的书

masses of money大量的钱

She has a mass of things to do.

她有一大堆的事情要做。

A mass of tourists came into the city.

大量的游客来到这个城市。

I have masses of work to do.

我有大量的工作要做。

the mass of… 大部分，大多数

The mass of modern people are influenced by television.

现代人大多受到电视的影响。

2.sensitiveadj.敏感的，灵敏的，容易生气的

Don’t be so sensitive;I was only joking.

不要那么敏感，我只是开开玩笑。

be sensitive to… 对……敏感

She is very sensitive to the cold.

她对冷非常敏感。

My leg is sensitive to changes in temperature.

我的腿对温度的变化很敏感。

The eye is sensitive to light.

眼睛对光很敏感。

be sensitive to/about… 介意……，在乎……

You should not be so sensitive to criticism.

你不该对别人的评价那么在乎。

She is very sensitive about her appearance.

她对自己的相貌很在乎。

Some students are especially sensitive about making mistakes.

有些学生对出错很是在意。

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§2.1 词句贯通

1.prison n.监狱

The murderer went to prison last week.

那个杀人犯上周进了监狱。

The criminal’s wife went to the prison to visit her husband.

那个犯人的妻子去监狱探望了她的丈夫。

He is in prison now.That’s why we haven’t seen him for months.

他在坐牢，所以我们好几个月没见到他了。

It was reported that four men escaped from prison yesterday.

据报道，昨天四个人越狱逃跑了。

put…into prison把……投进监狱

The police arrested many people and later put them into prison.

警察逮捕了很多人，之后把他们关进了监狱。

He broke the law,and therefore was put into prison.

他违反了法律，所以被关进了监牢。

2.forbid vt.禁止，不让

forbid sb.to do sth.“禁止某人做某事”

I forbid you to stay out after midnight.

我禁止你半夜后仍待在外面。

It was useless to forbid children to play in the park.

禁止孩子在公园里玩是没用的。

“May I use your car?” “No,I forbid you to.”

“我可以用你的车吗？”“不可以，我不让你用。”

forbid sth./doing sth.“禁止（做）某事”，常用于被动语态。

Her father forbade their marriage.

她父亲禁止了他们的婚姻。

Smoking is forbidden in the concert hall.

这个音乐大厅禁止吸烟。

Walking on this grass is forbidden.

禁止在这块草地上走动。

3.soul n.灵魂；精神；气魄

Do you believe in the immortality of the soul?

你们相信灵魂不灭吗？

We prayed for the souls of the dead.

我们为死者的灵魂祈祷。

She puts her whole soul into her work.

她全心投入她的工作。

He put his heart and soul into the painting.

他全心全意地画那幅画。

keep body and soul together维持生活，糊口

He really doesn’t earn enough to keep body and soul together.

他挣不够足够的钱维持生活。

4.march vi.行进；行军；进展

The troops marched along the street.

军队行进在大街上。

The mayor marched at the head of the parade.

市长走在游行队伍的前头。

She marched upstairs without saying a word.

她一言不发，快步走上楼去。

The soldiers have marched 30 miles today.

那些士兵今天已经行军30英里。

march on前进，行进

I saw a group of soldiers marching on toward that mountain.

我看到一队士兵向那座山里进发了。

n.游行；行进；行军

The students will have a march after the match.

比赛结束后，学生们要举行游行活动。

They reached the camp after three days’ march.

行进了三天后，他们到达了营地。

on the march在行进中，在进行中，在进展中

The soldiers are on the march.

那些士兵在行进中。

Civilization is on the march.

文明在发展中。

5.separation n.分离，隔离

His separation from his family made him very sad.

与家人的离别使他很伤心。

She couldn’t bear the thought of separation from her children.

想到要与孩子分离，她就忍受不了。

They were pleased to meet after such a long separation.

久别重逢令他们很高兴。

We are together again after a separation of three years.

离别三年后，我们又在一起了。

separate vt.分离，隔离

Separate those two boys who are fighting.

把那两个打架的孩子分开。

This river separates England and Scotland.

这条河把英格兰与苏格兰隔开了。

separate…from…将……与……分开

England is separated from France by the English Channel.

英吉利海峡将英国与法国分开了。

Please separate the good apples from the bad ones.

请把好苹果与坏苹果分开。

separate常用于被动语态，表示“与某人分手、离婚、失散。如：

Were you separated from your wife?

你和你妻子离婚了吗？

They got separated in the crowd.

他们在人群中失散了。

6.vote n.选举，投票，选举权

The captain of the team was elected by the vote of the members.

队长由队员投票选出。

A vote on this matter will be taken at the end of the discussion.

这件事讨论到最后就进行表决。

His motion came to the vote.

他的动议被提交表决。

There are still countries in the world where women do not have the vote.

世界上仍有一些国家的妇女没有选举权。

The law was passed by 205 votes to 112.

这项法律以205票对112票通过。

vote v.选举，投票

In those days women couldn’t vote.

那时候妇女无权投票。

vote on sth.就……投票表决

Now we will vote on this question.

现在我们对这个问题投票表决。

vote for/against…投票赞成/反对……

Most of the Republic Party voted for the measure.

大多数共和党议员对那些措施投了赞成票。

He voted against the plan.

他对该计划投了反对票。

vote to do sth.投票去做……

We voted to accept the proposal.

我们投票决定接受这项提案。

vote that…投票决定……(that从句中的谓语动词常用“should+动词原形”，should可省略)

The committee voted that the game should be put off.

委员会投票决定比赛延期。

7.demand vt.要求，请求；查问

I demanded a clear answer.

我要求一个明确的答复。

The captain came down and demanded to know what was going on.

船长下来查问出什么事了。

He demanded to be told everything.

他要求告诉他一切。

demand后可接that从句，从句中用虚拟语气“（should）+动词原形”。

The head teacher demanded that we (should) clean the blackboard before every class.

班主任要求我们每节课前要擦干净黑板。

They demanded that the right to vote be given to every adult man.

他们要求给每个成年人选举权。

注：不可说demand sb.to do sth.“要求某人做某事”。

demandvt.需要

This sort of work demands great patience.

这种工作需要很大的耐心。

The work demands your attention without delay!

这项工作要求你立刻关注。

demandn.需要；要求

demand for 对……要求；对……的需要

The workers’demand for higher wages seems reasonable.

工人们要求增加工资似乎是合理的。

Is there much demand/a great demand for teachers in this town?

这个城镇急需教师。

be in (great) demand (迫切)需求

Oil is in great demand these days.

现在对石油的需求很大。

His records are always in demand.

他的唱片总是需求很大。

satisfy one’s demands 满足某人的需求。

It’s impossible to satisfy everyone’s demands.

满足每个人的需求是不可能的。

8.achieve vt.完成，达到

He achieved his goal.

他达到了他的目标。

She has achieved her ambition to become a writer.

她实现了成为一名作家的抱负。

Success is achieved by hard work.

成功是靠努力获得的。

No one can achieve anything without effort.

没有人能够不努力而有所成就。

I achieved all I hoped to do today.

我已经做完了今天我想做的事。

achievementn.成就，完成，达到，成功

make a scientific achievement取得科学成就

The achievement of success depends on hard work.

成功的获得有赖于努力。

9.arrest vt.逮捕，拘留，扣留

The police arrested the thief last night.

警察昨晚逮捕了那个贼。

He was arrested for robbery.

他因抢劫而被捕。

The policeman arrested the man for carrying a gun.

警察以携带枪支罪逮捕了那个人。

I was arrested that day for speeding.

那天我因开车超速而被扣留。

arrestn.逮捕，拘留，扣留

The arrest of the judge is reported on the front page.

法官被捕的报道刊登在了报纸的头版。

The police made several arrests last week.

上周警察拘捕了几个人。

under arrest被捕，被拘留

You’re under arrest.你被捕了。

I was told that the murderer was under arrest.

有人告诉我，那个杀人犯已经被捕了。

10.sort vt.整理，把……进行分类

While you are sorting your things upstairs,I’ll pack your books.

你整理楼上的东西，我来给你的书打包。

Sort these socks according to their sizes.

请按大小把这些袜子分类。

The boy was sorting the foreign stamps he had collected.

那孩子在整理他收集的外国邮票。

sort out整理好；挑出

She spent a happy afternoon sorting out her coins and cards.

她愉快地过了一个下午，整理她收集的硬币和贺卡。

He sorted out the papers to be thrown away.

他挑出要抛弃的文件。

§2.2 发散思维

1.form vi.形成，构成，出现

A plan began to form in his mind.

一个计划开始在他的脑海里形成。

Steam forms when water boils.

水沸腾时会出现蒸气。

Form vt.养成，培养；组成

Schooling helps to form a child’s character.

学校教育有助于孩子性格的形成。

It’s important to form good habits.

养成良好的习惯很重要。

The Chinese Communist Party was formed in 1921.

中国共产党是19成立的。

They formed a class for beginners last year.

去年他们为初学者组织了一个班级。

formn.表格；形式，形状，外形；（健康）状况，精神，心态

Fill in the form,please.请填一下这张表格。

Ice,snow and steam are three forms of water.

冰、雪和水蒸气是水的三种形态。

A dark form could be seen in the distance.

可以看到远处有个黑影。

be in form状况良好；be out of form状态不佳

If she is in form,she can win the match easily.

如果她状态良好的话，能轻松赢得这场比赛。

Smith is out of form and is unlikely to run in the 100-metre race tomorrow.

史密斯身体状况不佳，明天可能不参加100米的比赛。

in the form of以……形式

Cars pollute the air in the form of waste gas.

汽车以废气的形式污染空气。

Their diet contains a lot of fat in the form of butter,cream and chocolate.

他们的饮食含有大量的脂肪，是以黄油、奶油和巧克力的形式摄入的。

2.judge vt.审判，裁决；判断，断定

He will judge the case.

他将审理这个案子。

A blind man can’t judge colours.

盲人不能辨别颜色。

It’s difficult to judge people’s characters.

人的性格很难判断准。

I can’t judge whether you’re right or wrong.

我不能断定你是对还是错。

judge sb./sth.(to be)…认为某人（某事）……

I judged her to be about thirty years old.

我认为她大约三十岁。

We judged the distance to be about four miles.

我们认为这个距离大约是4英里。

judge…by/from…根据……判断

You can’t judge a book by its cover.

你不能根据封面来判断一本书。

You shouldn’t judge a person by what he wears.

你不能以穿着来判断一个人。

Don’t judge a person from his appearance.

不要以貌取人。

judging by/from…“依……来判断”，通常作独立状语。

Judging from what you said,he must be an expert.

以你说的来看，他定是一位专家。

Judging by his look,he doesn’t think much of our local wine.

从他的表情来看，他并不看好我们当地的酒。

unit15

§2.1词句贯通

1.every now and then/again不时地

Write me a post card every now and then.

请不时地给我写张明信片。

Every now and then a plane would take off.

不时会有一架飞机起飞。

He only comes to London every now and then.

他只是偶尔来趟伦敦。

Every now and again she wiped her eyes with a handkerchief.

她不时地用手帕擦一擦眼睛。

2.downtown adv.往城里，往市中心

Let’s go downtown this afternoon.

咱们今天下午去闹市区吧。

I went downtown to do some shopping today.

今天我到商业区购物去了。

They moved downtown last year.

他们搬到城里去了。

He lives downtown.他住在市区。

downtown adj.商业区的，闹市区的

He was born in downtown Tianjin.

他生在天津闹市区。

I work in a downtown office.

我在市区的一家公司上班。

The downtown traffic is very bad.

闹市区的交通很差。

3.surrounding n.（常用复数）环境，周围的事物

I’d like to bring up my child in healthy surroundings.

我想在健康的环境中养育我的孩子。

The hotel stands in picturesque surroundings.

宾馆四周的环境优美如画。

surrounding adj.周围的，附近的

the surrounding country近郊

the surrounding scenery四周的风景

surround v.包围；围绕

be surrounded with/by…被……环绕着

A crowd surrounded him.一群人围着他。

The school was surrounded by/with a fence.

学校四周围着篱笆。

Mystery surrounds the actress’s death.

女演员之死笼罩着神秘的气氛。

4.feast n.(感官、精神等的)享受；盛宴

The flower exhibition was a feast for the eyes.

看花展是件赏心悦目的事。

The classical music is really a feast for the ears.

这首古典乐曲令人大饱耳福。

a wedding feast喜宴

give/make/hold a feast举行宴会，设宴

There are no feasts in the world which do not break up at last.

天下没有不散的筵席。

The Queen invited them to a feast.

女王邀请他们参加庆宴。

The King made a great feast to his ministers.

国王大宴群臣。

5.dip n.(在江、河、湖、海中)洗澡，游泳

take a dip in the lake在湖里游泳

I will have a dip in the sea.

我要洗个海水浴。

dip v.浸泡，沾水

He dipped the pen into ink.

他把笔浸到墨水里。

The little girl dipped a piece of bread into her soup.

小女孩把一块面包泡到汤里。

dip into把手伸入；浏览，稍加研究

He dipped into his pocket to get his key out.

他把手伸进口袋掏钥匙。

I haven’t read that book carefully.I’ve only dipped into it.

我没有认真读过那本书，只是随便翻阅过。

I have been dipping into ancient history.

我一直在研究古代史。

6.shore n.滨，岸

They kept walking along the shore.

他们一直沿着岸边走。

There was an old house on the shore.

岸上有栋老房子。

They found a ship about 2 miles off the shore.

他们发现在离海岸2英里处有一艘轮船。

off shore在离岸的海里，在离海岸不远处

The boat is two miles off shore.

那艘船在离海岸两英里的海里。

on shore在岸上，在陆上

In the storm,many seamen wished they were on shore.

有暴风雨时，很多水手都希望在岸上。

They went on shore the moment the ship reached the harbor.

轮船一到港口，他们就上了岸。

7.budget n.预算(常与介词for连用)

a family budget家庭预算

the government budget for the coming year

下年度的政府预算

an advertising budget of $8000

八千美元的广告预算

introduce/open the budget提出预算方案

She made a monthly budget for her family.

她为家庭做了每个月的预算。

budget v.编制预算

He budgeted for buying a house.

他为买房子编制预算。

He saves a lot of money by careful budgeting.

他通过精打细算节省了大笔钱。

8.rate 价格；费用；速度；效率

The room rates at the hotel range from $10 to $35 per day.

那家宾馆的房间价格从10美元到35美元不等。

What’s the letter postage rate to foreign countries?

往国外寄信的费用是多少？

The train was going at a rapid rate.

那辆火车高速行驶。

They are walking at the rate of 4 kilometres an hour.

他们以每小时4公里的速度行进。

She can read at the rate of 100 words a minute.

她的阅读速度是每分钟100词。

The birth rate is under control in this country.

这个国家的出生率已得到控制。

The divorce rate is very high in the United States.

美国的离婚率很高。

at any rate无论如何，不管怎样；至少

At any rate I will come.无论如何我都会来。

She didn’t work very hard,but at any rate,she passed the test.

她不很用功，但至少她通过了考试。

at this/that rate如果是这样的话，如果这样继续下去的话

At this rate we won’t be able to buy a house.

照这情形来看，我们可能买不起房子。

9.sight n.情景，景象[C]；目光，视力，视野[U]

The sunset is a beautiful sight.

落日是很美的景象。

What a sad sight!多么悲惨的景象啊!

She has good/poor sight.她视力好(差)。

Keep out of my sight.不要让我看到你。

I watched him until he disappeared from sight in the distance.

我望着他直到他消失在远方。

a/the sight of看到，见到

The crowd waited for a sight of the Queen passing by.

人群等着看王后从这里经过。

The sight of a snake frightened her.

看到蛇把她吓坏了。

10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)

Please phone the hotel for accommodations.

请打电话给旅馆订房间。

This hotel has accommodations for 2 000 guests.

这家旅馆有容纳2000名客人的设备。

Can we find accommodations at a hotel for tonight?

我们今晚能找到旅馆住宿吗？

It would be an accommodation to me if you could come.

你若能来，对我而言真是好极了。

§2.2发散思维

1.disappointed adj.失望的，感到失望的

They were disappointed about/with/at/in the results.

他们对结果感到失望。

She was disappointed at not being invited to the wedding.

她由于未获邀请参加婚礼而感到失望。

She was disappointed of her purpose.

她因没有达到目的而感到失望。

I was disappointed that she was not able to come.

她不能来，令我很是失望。

disappointing adj.令人失望的；扫兴的

What disappointing news it is!

多么令人失望的消息!

It was disappointing not to be able to see her.

不能见到她真令人失望。

disappoint vt.使失望，使沮丧

The result disappointed me.

结果使我失望。

Her lack of success disappointed Mary.

她未能成功使玛丽很失望。

disappoint vt.使(计划、希望等)落空，受挫，辜负

The accident disappointed our plans.

这次意外事件使我们的计划落空。

disappoint a person’s expectation辜负某人的期望

2.guarantee vt.保证……免受损失或伤害；确保

guarantee sth.保证……

They guarantee this clock for a year.

他们对这个钟表保修一年。

I guarantee the success of the show.

我保证这场表演会成功。

guarantee sb.sth./guarantee sth.to sb.保证某人……

Buying a train ticket doesn’t guarantee you a seat.

买到火车票并不保证你有座位。

They guaranteed their workers regular employment.

他们保证长期雇用他们的工人。

guarantee to do sth.保证做某事

I guarantee to pay off his debt.

我保证付清他的债务。

I guarantee to be here tomorrow.

我保证明天来这里。

guarantee sth.(to be)…保证……是……

The art dealer guaranteed the picture (to be) genuine.

那个工艺品商保证这幅画是真品。

guarantee that…保证……

I guarantee that you will be satisfied with the result.

我保证你会对结果感到满意。

Who can guarantee that he will keep his word?

谁能担保他说话算数？

篇12：高一英语说课全套(人教版高一英语说课)

高一上 Unit one good friends

Teaching aims:

1. 能力目标：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知识目标：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so. I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目标:

a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

4. 策略目标：

a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.

5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps: Period one

Step1. Warm-up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form

Name Age/hobbies/favorite sports, books, …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct. Of course not. Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B,C

Contents 自评 他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3.I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson..

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two Reading

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel? What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed? 2.How did Anne feel?3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision Check the Ss’ assignment.

Step 2. Reading Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listning.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up Ss say something about making friends and how to maintain friendship.

Step 2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you.

Step 5. assignment Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiaodong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.

1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5.Assignment

Do Wb writing task on page 46.

Period seven

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.

Unit 3 Going Places（说课稿） 高一上

教学内容分析

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

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

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

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

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

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

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

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

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

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

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

教学重点难点：

（一）重点

1． 本单元的生词、短语

2． 有关旅游的一些表达法

3． 掌握游记与来往书信的写法

4． 复习动词的用法以及现在进行时用于将来的表达法

（二）难点

1． 动词时态的综合运用

2． 语法操练与语言交际活动的有机结合

3． 一些开放性话题的实现

4． 课外查阅资料的能力培养

教学目标

1． 语言知识与技能

1） 熟练掌握与话题相关的常用词汇与表达法

2） 培养学生听、说、读、写四技能的综合运用能力

3） 使学生能就given topics较好地完成一些开放性话题

4） 培养学生使用图书馆、网络查阅资料的能力

2． 情感态度与文化意识

1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣

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

3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识

4） 带领学生领略世界风光之美的同时，增强他们的环保意识

3． 学习策略

1） 兴趣教学策略,其中包括对话、讨论、表演等

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

3） 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务：

1）The students are to discuss the means of transportation

2）The students are to describe a place they know

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

4） The students are supposed to take a virtual travel

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

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

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

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

*** 本单元的预习作业是：

1. Prepare for the dictation (words & expressions)

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

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

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

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

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

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

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

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

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

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

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

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

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

听的表现形式：学生与学生的对话；听录音；听老师的口头材料

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

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

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

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

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

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

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

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

完成步骤：

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

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

3）互相讨论并由对方记录所描述的内容。

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

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

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

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

2.To know what an adventure travel is

其实是两个软性作业，巩固今天刚学的，预习明天要学的。

Unit 3 Going places

Teaching aims and demands

Topics 1. Make a plan for a trip

2. Tip on trip

3. Design an eco-travel for the local tourism

4. Travel on holiday and write postcards

Function 1. Intentions and plans

Where would prefer going…? When are you going off to…?

How would you like to go to …? How are you going to…?

2. Wishes

Have a good trip. Have a nice/pleasant trip

Words

and

phrases consider means transportation board experience simply vacation nature basic equipment simple tip poisonous paddle stream

normal excitement adventurous handle similarity particular poison

separate combine task

get away from watch out protect…from see sb. off on the other hand

as well as

Grammar Present continuous tense

1. 描述或表达目前正在发生的事情或出现的情况。

Adventure travel is becoming more and more popular.

Look! He is waiting at the gate.

2. 描述或表达他人或自己的计划、打算。

Bob is coming with me to the airport.

How are you getting there?

How long are you staying in Xi’an.

Arrangements Period 1:Warming up and speaking

2/3:Reading

4:Language study and grammar

5:Integrating skills-Reading

6:writing and tips

Title

Period 1 Warming up and speaking

Teaching objectives

Students will learn about means of transportation.

Students will learn some useful sentence structures: Where would you prefer going…? In which year would you like to go?

Teaching

Keys and

Difficulties

The usage of some words, such as consider, means, transportation.

Sentence structure: No smoking.

Difficulties: the usage of “consider” and “prefer”.

Teaching

Procedure

Step 1 Warming up

I. Questions and answers:

1) Do you like traveling?

2) Which places have you traveled before?

3) Which means of transportation have you used when traveling?

4) What have you considered taking before traveling?

(passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit card, camera…)

II. Talk about the pictures

Are they doing anything wrong? Write down what wrong are they doing.

1) He is driving too fast.

2) He is littering. / He is throwing rubbish on the ground.

3) The man is smoking where he should not smoke. / The sign says the smoking is not allowed, but the man is smoking anyway.

4) The car is parked where no paring is allowed. / The is parked in a wrong place.

III. Work in pairs and report to the whole class.

How would you like to go to the places, by plane, by train, by air, by bus? Why?

Situation1: from Shanghai to London

Situation2: from Chongqing to Chengdu

Situation3: from Beijing to Guangzhou

Situation4: from Dalian to Qingdao

Teaching

Procedure

Step 2 Speaking

I. Talk freely about where to go with a time machine and give the reasons.

II. Try to make up a new dialogue with your partner, using the structure.

1) Where would you prefer going?

2) In which year would you like to go…?

3) I would like to travel to the year…/ to know….

III. Choose some pairs to act out.

Step 3 Homework

I. Have a discussion in group: How would you like to go to some places for holidays? Why?

II. Preview the words and expressions in the next period.

Evaluation

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

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

1 Daily report

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

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

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

教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。

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

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

5 设置开放性话题，深化阅读内容。先是讨论：

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

--Why do you go there?

--What is it like?

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

--What can you do there?

--What will be your challenging about your trip?

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

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

班级评价：Which group is the best one?

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

第二个阅读任务也结束。

Title

Period 2&3 Reading

Teaching objectives

Students will improve their reading skills (skimming and scanning)

Students will learn some useful sentence structure: There are reasons why… /Rafting is a good way to… /As with hiking…/Hiking is a great way to travel.

Teaching

Keys and

Difficulties

The usage of some words like experience, imagine, basic, equipment, watch out, get away from, poison, poisonous, normal, similarity.

Difficulties: the usage of words like reason, imagine , protect…from.

Teaching

Procedure

Step 1 Lead-in

I. Have a discussion with your partner:

1) Do you like traveling? Why or why not?

2) Where would you most like to travel? Why?

3) What do you think adventure is? Have you ever tried any adventure travels?

Step 2 Presentation

I. Talk about the pictures by using one sentence to describe them.

II. Ask the students if they know something about hiking and rafting.

Step 3 Reading

I. Fast reading

Question: What are some safety tips when you go hiking?

II. Careful reading

Try to fill the forms below:

1)

Why do people travel?

1. to see

2. to meet

3. to

4. o

5. to

6. to

7. to

2)

What can you tell about hiking from the passage?

1. the basic equipment

2. the places to travel

3. activities

Teaching

Procedure

3)

What can you tell about rafting from the passage?

1. the basic equipment

2. the places to travel

3. activities

III. Read aloud the text

IV. Retell the text according to the chart.

V. Go through the text and deal with some language points.

Step 4 Post-reading

I. Do multiple choice on Page 18

II. Fill in the chart and compare hiking and rafting.

Step 5 Consolidation

Put the following into English:

1) 冒险行为正变得越来越流行。

Adventure travel is becoming more and more popular.

2) 散步是锻炼身体的一种好的方式。

Walking is a good way to take exercise.

3) 接近自然

get close to nature

4) 提防危险

watch out for dangers

5) 保护自己免受太阳照射

protect oneself from the sun

6) 小心别碰在岩石上

be careful not to hit rocks

Step 6 Practise

Finish Part 1 in vocabulary on Page 99.

Step 7 Homework

I. Review the text.

II. Preview the part of grammar.

Evaluation

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

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

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

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

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

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

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

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

--What are you doing?(现在进行表某动作正在进行)

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

重要的是在语境中的反复运用，在用中学。

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

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

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

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

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

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

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

7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。

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

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

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

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

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

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

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

4 换位思考（role play），让学生从另一角度去熟悉课文材料。

Suppose:

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

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

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

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

1） 某旅游区现状如何

2） 目前存在的问题

3） 提出一些建设性的意见

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

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

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

Assessment of Oral Presentations

Speech Value Scores

Volume 2

Pronunciation 3

Intonation 2

Fluency 2

Eye contact 2

Interesting 2

Main plots 5

Other aids 1

Timing 1

Total 20

单元结束将设一个单元自查测试，检查学生对知识的掌握程度。

Title

Period 4 Language study

Teaching objectives

Students will learn how to express wishes. Have a good/nice trip.

Students will learn the grammar: the present continuous tense for future action.

Teaching

Keys and

Difficulties

Sentence Structure: When are you going off to…?

Grammar: the present continuous tense for future action.

Teaching

Procedure

Step 1 Revision

Make up sentences with the following words or expressions:

get away from, instead of, get close to, at the same time, watch out for, protect…from…

Step 2 Word study

Match the words and phrases with the right expressions.

Step 3 Grammar

I. Read aloud the dialogue.

II. Underline all the verbs that express “future ”

III. Talk about the grammar: the present continuous tense for future action.

IV. Go through the dialogue and deal with some points.

Step 4 Consolidation

Revise the tense of the verb by doing Part 2.

Step 5 Practise

Finish Part 2 in vocabulary on Page99.

Step 6 Homework

I. Talk about your travel experience.

II. Preview the words and expressions in the next period.

Evaluation

Title

Period 5 Integrating skills

Teaching objectives

Students will read and understand eco-travel

Students will produce their plan for travel

Teaching

Keys and

Difficulties

The usage of “so that” and “as well as”

by + doing

Unit 4 Unforgettable experiences

学习目标和要求

1． 学习和掌握以下单词和习惯用语

1) 单词

seismograph; Howard; king; King Tut; Hank Stram; Anna; Kathy; receptionist; Hilton; disaster; finally; rescue; Flora; roar; mass; advance; upon; seize; swallow; drag; struggle; fight; flow; shake; stair; crack; tower; national; deadline; fear; opportunity; Kevin; article; publish; Buddha; agent; toothbrush; book; temple; touch; naughty; note;

2)习惯用语

on fire; pull sb. up; get on one’s feet; travel agent;

2.功能意念项目

学会用英语谈论过去的经历（包括人、物及事件等等）。

3．语法

1）复习定语从句，学会使用关系代词who, whom, whose, which and that 的用法。

2）复习形容词和副词的用法。

4．语言运用

运用所学语言，围绕难忘的经历这一题材，完成教科书和练习册中所规定的听、说、写的任务；阅读课文“Unforgettable experience”, 确切理解并完成有关课文内容和练习；并练习写一篇有关难忘的经历为题材的文章。

Lesson plan presentation

SEFC B1A Unit 4 Period1

Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.

1. The theoretical basis

First, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.

2. Understanding of the teaching material

My understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.

The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.

The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.

And now, I’d like to interpret my teaching objectives.

I) Knowledge objectives

Ss should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.

II) Ability objectives

Students should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.

III) Moral objectives

This unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.

3. Teaching methods and studying ways

As for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”.

I’ll use a tape recorder and slides as my teaching aids.

4.teaching procedure

Here is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.

Step (1) greeting and warming up (5 minutes)

The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.

Step (2) pre-listening (3 minutes)

I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.

Step (3) listening (15 minutes)

Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes.

Step (4) speaking (20minutes)

The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.

The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.

Step (5) summary and homework (2 minutes)

In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.

And below is the homework:

(1) Do the exercises in P104 and exercises 1&2 in P105

(2) Preview the next lesson

(3) Tell one of your past experiences in English by yourself.

5. Blackboard work

On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework.

Answers to listening part: suggested answers to speaking part homework

(1) 5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted)

(2) To his daughter’s school (2) the little boy whose eyes are blue is holding a dog

(3) The cars in front started to move from side to side (3) the old man whose house is on fire is shouting for help

(4) He had been along a high road on his way to school

(5) He was going to fetch his daughter from her school

高一上 Unit 5 the Silver Screen

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3． 班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、 师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4． 师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1． 师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2． 个人活动：阅读Not One Less ；回答问题，填写信息表。

3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

高一英语(上) UNIT 5 Integrating Skills “Not One Less” 说课稿

一．教材分析

我授课的内容属于人教版高一英语(上)第五单元，是这一单元的第五课时。本单元围绕影视这一主题开展听、说、读、写多种教学活动，涉及“电影明星”、“著名导演”、“介绍热门电影”、“初学写影评”等。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性的教学主题。

正如新课标中所提：学习中外影视文化有利于“拓展学生的文化视野，提高他们的中外文化修养。”同时本单元的教学对教师本身的影视广阔的知识面及文化修养等方面有非常高的要求，体现了师生共同更新知识结构、适应现代社会发展对英语课程要求的“与时俱进”的理念和思想。

二．了解学生

1．在学完阅读部分的传记体文章后，要求学生课外搜集张艺谋个人信息，作为这节课的每日报告。

2．学生刚从初中升入中专一年级，口头表达能力不强，知识面不够广泛，因此要多鼓励他们用英语大胆地说，大胆地写出自己的观点。

三．教学目标

由于这一节课的主要任务是在阅读的基础上写一篇影评，因此我确立了以下几点教学目标：

知识技能方面

1．学习掌握一些用于讨论、评价电影的结构句式。

What is the film about?

Does the film have a happy ending?

How do you feel about the film?

The film … is about …

I like /don’t like this film because …

2．提高学生语言听、说、读、写能力以及写影评的综合语言运用能力。

情感意识方面

3．通过小组活动，指导学生积极于人合作，积极与人交流，培养他们的团队合作精神。

4．通过学习影片，增强学生的爱心与同情心，培养学生关心他人，关心教育，关心社会的意识，引导他们珍惜时间，珍惜生活

这节课的教学重点是训练学生的写作能力，学会写影评，对影视界名人及电影发表自己的观点。

这堂课的教学难点在于通过学习，提高学生的听说读写综合能力。

四．教学方法

1．任务型教学法

这篇文章内容易懂，我设计了一些任务，通过感知、体验、参与和合作等活动方式，使学生的主体地位得到充分体现。例如，要求学生阅读文章，填写信息表。

2．多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

3. 问答式教学法

学生通读全文填写表格后,采用问答教学,让学生抓住文章主要内容,同时训练他们的口语.

五. 教学步骤

1 每日报告

根据课前布置任务，要求学生课外搜集有关张艺谋个人信息，填写表格，在本节课上介绍。

2 新课导入

结合每日报告，引出所学课文。了解学生对这部影片的熟悉程度，设置如下问题：

What’s his recent film? (展示新片<<十面埋伏>>图片)

Have you seen “Not One Less”? (展示<<一个也不能少>>图片)

What’s it about?

形成师生互动，训练学生说的能力，为下面阅读作铺垫。

3 阅读部分

第一步，听磁带，回答问题

要求学生合上课本听磁带，然后回答：

What are the main characters in the film? (展示两张图片)

目的：让学生了解课文大致意思，同时进行听力训练。

第二步，阅读课文，填写课后表格并展开讨论。

Title: Director:

What’s the film about?

Does the film have a happy ending? How?

What do you think about the story of the film?

How do you feel about the ending of the film? Why?

通过填写表格，让学生抓住文章的主要内容，鼓励学生用英语大胆地讨论,发表个人观点.

第三步：对课文的语法难点进行必要的讲解.

1.take sb’s place/take the place of sb(sth.) 代替,取代

2. keep sb./sth. +adj./prep. phrase

3.can/could/be able to afford + to do

4.appear live on the air

4 写作部分

1. 请学生分析课文结构，引导出写影评的一般方法.

这一教学任务采用启发式教学,让学生自己总结出写影评方法,最后老师作总结.这样可以提高学生的学习主动性,充分发挥学生的主体性.

How to make comments on a film(怎样写影评):

1.Tell the story in your own words.

2.Make comments on different things about the film, for example:

How do you feel about the film?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

3.Give your opinion about the whole of the film.

2. 小组活动：讨论关于你所喜爱的电影及你对这一影片的看法。

我认为要学会写,首先要学会说.因此我设计了这一活动,让学生把这节课所学的运用到实际问题中去.

3. 最后布置任务：写一篇影评，题目是“My Favorite Film”。

六 板书设计

UNIT 5 Integrating Skills

Not One Less

Language points:

1.take sb’s place

take the place of sb (sth)

2. keep sb./sth. +adj./prep. phrase

3.can/could/be able to afford + to do

4.appear live on the air

How to make comments on a film:

1.Tell the story in your own words.

2.Make comments on different things about the film, for example:

How do you feel about the film?

What is the film about?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

Does the film have a happy ending?

I like /don’t like this film because …

3.Give your opinion about the whole of the film.

Writing: My Favorite Film

四、教学评价

根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。

形成性评价的思考

学生自评→反思过程

1.评价途径 生生互评

篇13：人教版高中语文必修六全套教案

【教学内容】

熟读全文，整体感知，把握大意。认识张衡的品格及文学才能。

【教学过程】

一、新课导入

从中国历史博物馆里陈列的候风地动仪模型和郭沫若在张衡基碑上的题词说起。在中国历史博物馆里陈列着候风地动仪的模型。早在18前，张衡发明制造了世界上第一个候风地动仪。这个仪器早已毁于西晋战乱之中，现在陈列的候风地动仪模型，是现代科学家王振铎等人根据《张衡传》中对候风地动仪的介绍说明用木料制成的。

1959年党和政府重修张衡墓时，郭沫若在墓碑上题词道：“如此全面发展之人物，在世界上亦罕见。”

二、解题

1、“传”：传记.记述的内容是一个人的生平事迹。传记要突出传主的特点。

范晔(398-445)南朝宋顺阳(在今河南浙川东)人。他根据前人撰述的几十种有关后汉的历史著作编写成的《后汉书》，起于刘秀起兵__王莽，终于汉献帝禅位于曹丕，详载了东汉195年的历史，与司马迁的《史记》、班固的《汉书》、陈寿的《三国志》合称“四史”，盛行于世。对我国的文学、史学有很大影响。

2、范晔(398-445)南朝宋顺阳(在今河南浙川东)人。他根据前人撰述的几十种有关后汉的历史著作编写成的《后汉书》，起于刘秀起兵__王莽，终于汉献帝禅位于曹丕，详载了东汉195年的历史，与司马迁的《史记》、班固的《汉书》、陈寿的《三国志》合称“四史”，盛行于世。对我国的文学、史学有很大影响。

3、文史专名

(1)五经：《诗》、《书》、《易》、《礼》、《春秋》

(2)六艺：

①礼、乐、射、御、书、数。(学问和技能)

②《诗》《书》《礼》《义》《乐》《春秋》(说经的经文和传文)

(3)四书：《论语》、《孟子》、《大学》、《中庸》。

(4)经、舒心：“经”批儒家的经典著作;“传”指注释、解说儒家经典著作的文字。

(5)四史：《史记》、《汉书》、《后汉书》《三国志》。

(6)史汉：《史记》、《汉书》。

(7)《汉书》：纪传体、断代史。

(8)纪传体：编年体;国别体。(例如：《史记》;《资治通鉴》;《战国策》)

(9)通史;断代史。(例如：《史记》;《汉书》)

(10)《两都赋》和《二京赋》：《两都赋》的作者是班固，《二京赋》的作者是范都城，西汉的都城长安和东汉的都城洛阳。

三、诵读课文

1、自读

要求：读准字音、句读、圈画诵读疑难点。

2、范读

正音：善属文(zhǔ)连辟公府(bì)邓骘(zhì)璇玑(xuán)算罔论(wǎng)

傍行(páng)河间相(jiān)乞骸骨(hái)

四、问题设置

1、郭沫若曾评价张衡：“如此全面发展的人物，在世界上亦所罕见”，为什么说他是“全面发展的”?

讨论明确：(1)品格(2)文学(3)科学(4)政治

2、理清提纲：

明确：

第一部分(1节)：介绍张衡品格和文学才能。

第二部分(2-4节)：介绍张衡的科学成就。

第三部分(5、6节)：介绍张衡的政治才干。

3、学生结合注释梳理文句(第一段)

4、质疑、点拨

实词：属、贯、辟、奇、就

虚词：乃衡乃拟班固《两都》作《二京赋》

精思傅会，十年乃成。

句式：永元中，举孝廉不行，连辟公府不就

衡少善属文，游于三辅

5、分析评价

结合语句，分析张衡有那些品格和才能?

明确：虽才高于世，而无矫尚之情。

从容淡静，不好交接俗人

五、深入探讨

认识了张衡的品格和文学成就，这对你有哪些启示?

(1)、广泛学习

(2)、不要骄傲自满

(3)、从容淡静

(答案多元，学生言之成理即可。)

六、课堂小结

这节课我们熟读了这篇传记，对文章内容做了整体感知，初步认识到张衡的“全面发展”，重点研读了第一段，充分认识张衡的品格和才能，并从中获得了很多启示。

七、作业

以“人性与才华”为题写一段议论性文字

八、板书设计

张衡传

一、品格、文学(1节)

二、科学成就(2-4节)

三、政治才干(5、6节)

第二课时

【教学内容】

积累重点文言词句，认识张衡在科学技术上的辉煌成就和杰出的政治才干。

【教学过程】

一、新课导入

上节课我们理清了课文结构，了解了张衡的品格和文学才能，这节课我们继续了解张衡在科学上的成就和政治才干。

二、问题设置

1、张衡在科学上有哪些成就?

讨论明确：

(1)作浑天仪。

(2)著《灵宪》《算罔论》。

(3)铸造地动仪。

2、默读课文3-5段，思考作者介绍张衡的科学成就时，写作方法有何不同?

(1)质疑、点拨：

实词：雅、征、再、迁、员、尊、发、制、方面、怪、征

虚词：以以精铜铸成，员径八尺，

句式：①.饰以篆文山龟鸟兽之形。

②.验之以事，合契若神。

③.自书典所记，未之有也。

④.后数日驿至，果地震陇西。

(2)明确：第二段写张衡善机巧，拜郎中，迁太史令，作浑天仪，著《灵宪》、《算罔论》，以记叙为主。

第四段从时间、名称、质地、大小、形状、功用、验证等方面介绍候风地动仪，以说明为主，辅以记叙。

这样详略得当的安排，使文章重点突出，人物特点鲜明。

3、默读课文6、7段，疏通文句，思考文中通过哪两件事表现张衡的政治才干的?

(1)质疑、点拨

实词：损、疾、目、出、不轨、下车、乞骸骨

虚词：为阉竖恐终为其患，遂共谗之。

又多豪右，共为不轨。

句式：帝引在帷幄，讽议左右。

(2)明确：

一是《思玄赋》的由来——“政事渐损，上疏陈事，讽议左右，阉竖谗之，衡常思图身之事，以为吉凶倚仗，幽微难明”，表现了张衡忧国忧民、小心谨慎的形象。

二是出任河间相时与奸党作斗争一事。“治威严，整法度”表现其治理严厉，“阴知奸党名姓，一时收禽”表现其政治智慧，“上下肃然，称为政理”表现其卓然政绩。

4、选择恰当的词语对张衡的品格、文学才能、科学成就和政治才干给予评价。

明确：(板书)

(可贵的)品格(辉煌的)科学成就(卓越的)文学才能(杰出的)政治才干

三、深入探讨

写了张衡的品格、文学才能、科学成就和政治才干四个方面的内容，它们之间有何联系?这对我们有何启示?

1、首先，“才高于世”方能“举孝廉”“连辟公府”，“作《二京赋》”方能“邓骘奇其才，累召”，“善机巧”“善术学”方能“拜郎中，迁为太史令”方能“作浑天仪”“造候风地动仪”，其特长与其官职二者互为因果。

另外，其科学发明、理论著作也与其“无骄尚之情”“从容淡静，不好交接俗人”的性情密不可分，这种性情利于潜心科研。

又如：“才高于世”方能“致思于天文阴阳历算”，“著《灵宪》、《算罔论》”方能将从政的感触“宣寄”而作《思玄赋》。

2、从全面发展的，提高综合素质的角度谈，言之成理即可。

四、课堂小结

用锤炼的语言，从品格、文学才能、科学成就和政治才干四个方面介绍了张衡，重点突出他科技方面的成就与贡献，层次清晰，从中让我们充分认识全面发展，提高综合素质的重要性。

我们学大专家为大家准备的这份张衡传教案，希望大家能多加的复习一下，相信大家对张衡传这篇文言文会理解的更加透彻。

篇14：Book8 Unit2 Cloning 单元全套导学案 (人教版英语高二)

Reading 预习案

Task one Choose the best answers

1. Dolly the sheep __________

A. looked exactly like the sheep that provides the egg.

B. was the exactly copy of the sheep that provides the nucleus.

C. look like the sheep that gave birth to it.

D. had the characteristics of all the three sheep.

2. How many female sheep are involved in the cloning? ___________

A. Four. B. Three. C. Two. D. One.

3. In the second paragraph, the word “straightforward” means ____.

A. uncomplicated B. honest C. frankD. difficult

4. Which of the following is not an advantage of cloning?

A. Cloning can be used for medical purposes.

B. Large quantities of food can be produced by cloning.

C. Famous persons who have passed away can be cloned.

D. Cloning can help keep animals from becoming extinct.

5. Which of the follow is NOT a problem or danger of cloning mentioned in the text?

A. Evil leaders may want to clone themselves.

B. Animal clones may develop the illness of older animals and may die younger than the donor animals.

C. There are moral objections to cloning human beings.

D. Too much cloning may lead to the destruction of the balance of nature.

6. The sheep that donated the somatic cell most probably live_____ years.

A. 3 B. 6 C. 9 D. 13

7. What is the writing style?

A. Expositive. B. Descriptive. C. Argumentative.

8. The writer’s reaction towards cloning is____

A. Positive B. Negative C. neutral /Objective

Task two Find the phrases in the text and remember them

1.从---受益(P10下) __________________ 2.问题出现(P10下) __________________

3.与…完全相同_________________

4. 从生长着的植物上剪下枝条来______________________________________________________________________

5. 在性别和相貌上完全相同_____________________________________________

6. 自然克隆现象______________________ 思考： 人造克隆__________________

7. 两大用途___________________________________________________________

8. 用来生产大量的供商用的植物_________________________________________

9. 科学家的决心和耐心最终得到了回报___________________________________

10. 从…中取出（2个 图下小字）________________ ________________

11.关注着首例成功的克隆动物的进展_____________________________________________________________________

12. 令人烦扰的消息_____________________13. 使沮丧_____________________

14. 适合于---的；适当的________________________________________________

15. 一方面….另一方面….. ______________________ ________________________

16. 引起了一阵强烈反对________________________________________________

17. 对媒体产生巨大的影响______________________________________________

18. 打开人们对…的眼界________________________________________________

Task three Fill in the blanks

Cloning is a way of making an_________ copy of another animal or plant. It can be used to clone plants and ___________. Cloning plants is _____________ while cloning animals is very _____________. However, the determination and patience of the scientists ________ _______with the birth of Dolly. But then came the _____________news that Dolly had become seriously ill. The fact ________ Dolly lived six, half the length of the life _________ __________ the cloning scientists. Dolly’s appearance _______ a storm of objections and had a great __________on the media and the public imagination. Scientists still wonder ____________cloning will help or harm us and where it is leading us.

Reading 课内探究案

【自主学习】

I. What is the main idea of the passage?

The passage tells us that____________ cloning raised ______________and scientists are not sure about its_____________.

III. Fast reading: True or false.

1. Cloning means making a copy of an animal or a plant. ( )

2. Gardeners can make a lot of money by cloning plants. ( )

3. Cloning animals is as complicated as cloning plants. ( )

4. Dolly the sheep was the first successful clone of a mammal. ( )

5. Natural clones happen in animals as well as in plants. ( )

IV. Number the main ideas of the paragraphs.

___.Cloning has two major uses and successful clone.

___.Cloning is a way of making an exact copy of another animal and plant(definition)

___. The effect of Dolly.

___. It is forbidden to clone human beings.

___.The problems of Dolly.

【合作探究】

Step one Find answers to the following questions

1. Read para1 and answer the following questions.

1) What is cloning?

2) How cloning happens in plants?

3) What about in animals?

2. Read para2 and answer the following questions.

1) What are the two major uses of cloning?

2) Why is it easier to make commercial plant clones than animal clones?

3. Read the procedure of cloning Dolly the sheep and translate it into Chinese.

4. Read para3 and 4 and finish the following table.

Way of birth

Life span

Cause of death

Reflections on Dolly

5. Read para5 and describe different attitudes towards human cloning..

Step two Discussion

Read the whole passage again and fill in the following chart.

Problems or dangers of cloning Advantages of cloning

Step three Translation

1. Cloning has always been with us and is here to stay.

2. It happens in plants when gardeners take cuttings from growing plants to make new ones. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.

3. But at last the determination and patience of the scientists paid off in with a breakthrough-the cloning of Dolly the sheep.

4. Then came the disturbing news that Dolly had become seriously ill. Cloning scientists were cast down to find that Dolly’s illnesses were more appropriate to a much older animal.

5. The questions that concerned all scientists were: “Would this be a major difficulty for the cloned animals? ……”

6. On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.

7. It suddenly opened everybody’s eyes to the possibility of using cloning to cure serious illness and even to produce human beings.

8. Governments became nervous and more conservative. Some began to reform their legal systems and forbade research into human cloning, but other countries like China and the UK, continued to accumulate evidence of the abundant medical aid that cloning could provide.

【精讲点拨】

1. It is a difficult task to undertake. 译文：__________________________________________

句中it 是形式主语吗？_________ 它具体指代什么？__________________________

划线部分做什么成分？______________________

2. Then came the disturbing news that Dolly had become seriously ill. 译文： _____________________________________________________________________ 本句是部分倒装还是全部倒装？_____ 什么规则让它倒装？____________________________

that 引导________ 从句，可以省略吗？________

3. Could it be solved if corrections were made on their research procedure?译文： _____________________________________________________________________

4. Find a sentence to replace the following one:

Suddenly human beings realized that they may cure serious illnesses or clone themselves by means of cloning.

_____________________________________________________________________

【课后延伸】Improve your writing ability:

写作情景：今天我们班同学讨论了有关克隆的问题。同学们热烈发表了评论和表达了自己的看法；他们主要有两种不同的意见：

写作内容：

支持者认为克隆利大于弊，克隆技术是21世纪人类科学的伟大突破。人类可以利用克隆技术培养大量品质优良的动植物；挽救珍奇濒危动物；调节大自然的生态平衡；可以研制高水平新药解决人类各种疾病等。

反对者认为克隆会导致动物早衰、夭折；无计划的克隆动物会破坏生态平衡，导致一些疾病的传播;邪恶分子可能克隆自己，给人类带来灾难等。

同学们利用你课本中所接触的词汇和句式，学习正常的英式表达，让自己体会一下英语写作带来的成功。

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Words and expressions

【课内探究案】

Step one Words

1. differ V 不同，相异

In pairs, look at these pictures and discuss which ones are natural clones and which ones are man-made. Explain how they differ.（课文原句）

1） Humans differ from other animals in their ability to speak .

2） The two lawyers differed about how to present the case .

归纳：

1) differ from… ____________(汉语)

2) differ in … _____________

3) differ with sb about/on sth .____________

即时应用：

Leaves are found on all kinds of trees ,but they differ greatly _______size and shape.

A. on B . from C .by D. in

用介词 from, with, on, about, upon 或 in 填空。

1) We differ _________ him _________ that question.

2) The two nations differ _____________culture and religion.

3) The climate here differ ___________ that of the South.

2.undertake v.着手 ；从事

The procedure is difficult to undertake, of course.（课文原句）

1) I can undertake the responsibility for the changes.

我愿意承接这项变革的责任。

2) He undertook to be our guide .

归纳：

undertake sth 承担某事

undertake to do sth 许诺做某事/ 同意做某事

undertake that …保证…

undertaking ( n ) 用单数/任务/事业/保证

即时应用：完成下列句子。

(1) He will ___________________ next month (去旅行).

(2) He ________________________________ (承担了一项新任务).

3.forbid vt.禁止，不准，不许

Governments became nervous and many forbade research into human cloning.各国政府恐慌不安, 有许多政府命令禁止克隆人类的研究。（课文原句）

1） Smoking should be forbidden in public places.公共场所应禁止吸烟。

2）Lack of space forbids further treatment of the topic here.因篇幅所限，此处不便对本题作进一不步阐述。

3）Her father forbids her wine. = Her father forbids her to drink wine.

forbid sth. / doing sth./ sb. to do sth./ sb. (from)doing sth./ sb. sth/ that…(should) do

即时练习：完成下列句子

(1) The school ___________________________________ (禁止学生吸烟).

(2) He is forbidden to _______________________________ (进入这个房间).

4.obtain vt 获得，得到。

近义词辨析：obtain, acquire, get, gain

obtain knowledge (result, prizes ,approval)获得知识（结果，奖品，承认）经过努力获得。get 为最常用语，gain 指需要做出比obtain 更大的努力才能获得，还有增加重量之意。acquire 指经过努力获得的语言，技术等抽象的东西。

即时练习：

1） 用这种方法，你可以得到好的结果。

__________________________________

2） No pains, no __________.

Step two Phrases

1. cast down 沮丧 ，不愉快

Cloning scientists were cast down to find that Dolly’s illness were more appropriate to a much older animal.

归纳拓展

be cast down = feel discouraged cast away丢弃, 抛弃, 使失事, 使漂流

cast off 放弃；丢弃, 摆脱 cast out赶走, 驱逐

即时练习：

将下列句子译成英语

(1) 听到这个消息他很沮丧。

________________________________________________

(2) 发现事情的真相使他很沮丧。

________________________________________________

2.pay off 得到好结果，取得成功，偿清

1）Two hundred workers have been paid off .

2) Lily studied hard before the exam, and it paid off, he made an A.

归纳拓展：

pay sth off 还清 pay sb back for sth 因….报复/惩罚某人 pay sb back sth 还某人某物 pay for sth 付…的钱

将下列句子译成英语

(1) 下周我将还你的钱。 ____________________________________________

(2)___________________(他的努力没有白费)when the girl accepted his proposal .

【检测讲义】

一、单词拼写

1. The brothers d_____ widely in their tastes.

2. The question is quite s_______ , while that one is much more complicated.

3. It is quite d_____ to hear the bad news.

4.The film was a _____ (商业的)success.

5.I’d like to come, too, if you have no _____(反对).

二．句型转换

1.At the beginning, he was against my proposal. However, in the end, he changed his mind.

At first he hesitated about my suggestion , but he _____ ______ agreed.

2.Later they learnt that an earthquake had taken place in that area.

Then ______ _____ _____ that the area had been hit by an earthquake.

3.Although he was not strong, he joined in the work.

_____ ______ _____ weakness, he took part in the work.

4.We are still far from being able to clone extinct animals.

We are still _____ _____ _____ from being able to clone extinct animals.

5.They don’t know if the new policy is in their favor.

They _____ _____ this new policy can bring benefit to them.

三．翻译句子

1. 人与动物的不同之处在于人能说话。（differ）

2.他为克隆承担全部责任。 （undertake）

3.作为惩罚，他被禁止克隆人类。 （forbid）

4.受到这样的惩罚，他很沮丧。 （cast down ）

5.最后他的努力没有白费。 （pay off ）

Using language

【课前预习案】

Step one Important words and expressions:

1. vt 打；击__________________ 2. initial _____________________

3. vt. 抵抗：抵制_____________ 4.reasonable__________________

5. n. 缺点；不利条件___________ 6.from time to time_____________

7. vt 崇拜；爱慕______________ 8. in vain______________________

9. Phr. 状况很好/坏____________ 10. bring back to life _____________

Step two Crazy reciting

1. From time to time people suggest that extinct animals like dinosaurs, can possibly be brought back to life through cloning.

有人不时建议，像恐龙那样已灭绝的动物可能会通过克隆使之复生。

2. All efforts of cloning an animal will be in vain if there’s not enough diversity in the group to overcome illnesses.

如果某个动物群体没有足够的多样性以战胜疾病，那么克隆这种动物的所有努力都将是无用的。

a) But in fact we are a long way from being able to clone extinct animals.

但事实上，要想克隆绝种动物，我们还有很长的路程要走。

b) Unfortunately, with what we know now, this is either impossible or unsuitable.

不幸的是，据我们现在所知这是不可能的，也是不合适的。

自主学习

Read the text and finish the three questions:

Give reasons why it is either impossible or unsuitable to clone extinct animals

Reason 1:_________________________________________________________

Reason 2:_________________________________________________________

Reason 3:_________________________________________________________

合作探究

Step one Read the text, and then tell whether the following sentences are true or false.

1. Scientists are still experimenting with cloning mammals because they think it can

make money.

2.The animals that have disappeared from the earth, like dinosaurs, can be brought

back to life through cloning.

3. If we can clone any extinct animals, we should let them live in a zoo.

Step two Analyze and translate the following sentences.

1. The popularity of films such as Jurassic Park, in which a scientist clones several kinds of extinct dinosaurs, proves how the idea struck a mixture of fear and excitement into people’s hearts.

___________________________________________________________________

2. The advantage is that if there is a new illness some of these animals may die, but others will survive and pass on the ability to resist that disease to the next generation.

____________________________________________________________________

仿造例句：他不想上大学的原因是如果他上学去了，将没人照顾他生病的妈妈。

The reason ______________________________________is __________________, no one can look after his sick mother.

3. Based on what we know now, you cannot done animals that have been extinct longer than 10, 000 years.

_____________________________________________________________________ 精讲点拨

Words and phrases

1． strike vt, vi (struck. struck) 打；撞击

课文原句：The popularity of films such as Jurassic Park, in which a scientist clones several kinds of extinct dinosaurs, proves how the idea struck a mixture of fear and excitement into people’s hearts.

（1） The clock has just struck three. ____________

（2） They struck for better working conditions._____________

（3） The area was struck by an outbreak of cholera._______________

（4） An awful thought has just struck me.

（5） Struck by her beauty, I fell in love with her at the first sight._____________

（6） Strike a match____________

（7） Strike while the iron is hot. __________________________________

2.resist vt 对抗；抵制

课文原句：The advantage is that if there is a new illness some of these animals may die, but others will survive and pass on the ability to resist that disease to their children.

pass on…to…________________resist v ___________

resist sth. __________________resist doing sth. ___________________

can’t resist doing sth. _____________________

3. in vain 白费力气；枉费心机

课文原句：All efforts of cloning an animal will be in vain if there is not enough diversity in the group to overcome illnesses.

In vain did they try to persuade her to go

归纳:____________________________________

有效训练.

1. 他体重超重，健康状况不佳。

He is overweight and ________________________.

2. 我们所有的努力都付诸东流。

_________________________________________________________________

3. 我突然想到我们如何能改善局面了。

___________________________________________________________________________

Unit 2 Book 8 Cloning

Reading 预习案

Task one 1-8 BBACDDAC

Task two 1. benefit from 2. problems arise 3. an exact copy of 4. take cuttings from growing plants to make new ones 5. identical in sex and appearance 6. natural clones man-made clones 7. two major uses 8. use it to produce commercial quantities of plants 9. at last the determination and patience of the scientists paid off 10. remove … from take … out of 11. follow the progress of the first successful clone 12. the disturbing news 13. cast down 14. be appropriate to 15.on the one hand … on the other hand 16. raise a storm of objections 17. have a great impact on the media 18. open everybody’s eyes

Task three exact; animals; straightforward; complicated; paid off; disturbing; that; cast down; raised; impact; whether

Reading 课内探究案

【自主学习】

I. animal; arguments; future

II. FTFTT

III. 2. 1. 4. 5. 3

【合作探究】

Step one

1. 1）Cloning is a way of making an exact copy of another animal or plant.

2) It happens in plants when gardeners take cuttings from growing plants to make new ones.

3） It happens in animals when identical in sex and appearance are produced from the same original egg.

2. 1) Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly it is valuable for research on new plant species and for medical research on animals.

2) Cloning plants is straightforward while cloning animals is very complicated.

4.

Way of birth Cloning

Life span Six and a half years

Cause of death Illness appropriate to a much older animal

Reflections on Dolly Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination. It suddenly opened everybody’s eyes to the possibility of using cloning to cure serious illness and even to produce human beings.

5. Religious leaders raised normal questions. Governments became nervous and more conservative. Some began to reform their legal systems and forbade research into human cloning, but other countries like China and UK continued to accumulate evidence of the abundant medical aid that cloning could provide. Some evil leaders hoped to clone themselves to attain their ambitions.

Step two Discussion

Problems or dangers of cloning Advantages of cloning

Animal clones may develop the illness of older animals. Medical cloning could produce cures for serious illness in humans.

Animal clones may die younger than the cloner animals. Cloning plants can produce plants of similar quality for sale.

Evil leaders may want to clone themselves. Cloning plants can be useful for research on new plant species.

There are moral objections to cloning human beings. Cloning can help save endangered animals.

Step three Translation

1. 克隆一直与我们同在，而且它还要持续下去。

2. 当园艺师从生长着的植物上剪下枝条来培植新植物时， 就会产生这种现象。这种现象也发生在动物身上，从用一个原生卵子产生性别和相貌相同的双胞胎也是克隆。

3. 但是，科学家的决心和耐心最终得到了回报，这就是具有突破性的克隆羊“多莉”的诞生。

4. 接着传来了多莉病重的坏消息。研究克隆的科学家发现多莉得的病更容易发生在年老的羊身上，这让他们很沮丧。

5. 科学家们的脑海里产生的问题是“这是不是所有克隆动物的一个主要困难呢？这种现象会不会永远发生？如果改进研究程序，问题会不会解决？”

6. 另一方面，多莉羊的出现引起了一阵强烈的反对，对媒体和公众的想象力也产生了极大的影响。

7. 它突然打开了人们的眼界，看到了有可能利用克隆技术来治疗重病，甚至还有可能克隆出人类。

8. 各国政府惶恐不安而且更加谨慎。有些政府开始改革司法制度，明令禁止进行克隆人类的研究，但是其他国家，如中国和英国，则仍然在继续收集克隆技术有可能提供丰富的医疗救助的证据。

【精讲点拨】

1. 那是一项很难完成的任务。不是，指代cloning animals，后置定语。

2. 接着传来了多利病重的坏消息。全倒装，当表示方位或时间先后的副词放句首，谓语动词是不及物动词时，通常使用全部倒装。同位语，不可。

3. 如果改进克隆程序，问题能否被解决呢？

4. It suddenly opened everybody’s eyes to the possibility of using cloning to cure serious illness and even to produce human beings.

【课后延伸】

Today our class had a heated discussion about cloning, during which we are eager to give our own comments on its problems and express our own opinions. Generally, we have the following two major different opinions:

Some students who are for cloning think it brings more advantages than disadvantages. In their opinion, cloning is a great breakthrough in human scientific world of 21st century. Human beings can use it to produce quantities of good plans and animals, to save rare and endangered species, to keep the balance of nature and to develop new medicines for kinds of human illnesses.

While the rest oppose cloning, thinking it results in the early death of animals. They hold the opinion that cloning animals without plan can destroy the balance of nature and spread some illnesses. Some evil leaders may clone themselves by means of it and lead to a great disaster to human beings.

Words and expressions

【课内探究案】

differ from …不同于 2.differ in …在…不同，相异 3.differ with sb about/on sth 与….在哪方面有差异

即时应用：

1.D （1）with /about (2) in (3) from

2.undertake V 即时应用

（1）He will undertake a journey.

(2) He undertook a new project.

3.forbid

即时应用（1）forbids smoking (2) enter the room

4.obtain

1)By this means ,you obtain good results .

2)No pains ,no gains .

Step two Phrases

cast down

Hearing the news ,he was cast down .

He was cast down to find the truth .

pay off

1)I will pay you back next week .

2)His efforts paid off ….

【检测讲义】

一．单词拼写

1. differ 2.straightforward 3.disturbing 4.commerical 5. objection

二．句型转换

1.at last 2.came to the news 3.Despite of his 4.a long way

5.wonder whether

三．翻译句子

Humans differ from other animals in their ability to speak .

He undertook full responsibility for cloning .

He was forbidden to clone humans as a punishment .

He was cast down because of the punishment .

At last ,his efforts paid off .

Using language

【课前预习案】

Step one 1. strike 2. 最初的；开始的3. resist 4. 合理的5. drawback 6. 不时7. adore 8. 枉费心机 9. in good/poor condition 10. 使复活

自主学习

I. 1. You need perfect DNA

2. There is not enough diversity for cloned animals to overcome new diseases.

3. It would be unfair to clone any extinct animals if they would have to live in a zoo.

合作探究

Step one. FFF

Step two.

1. 在《侏罗纪公园》这部影片中，有一位科学家克隆了好几种不同的绝种恐龙。 类似这样的电影受欢迎，证明了这一想法使人们感到既兴奋又恐惧。

2. 其优点是，如果发生了某种新的疾病，这类动物中的一些可能会死去，而另外一些却能存活下来，而且把这种免疫力传给下一代。

The reason why he doesn’t want to go to college is that if he does, no one can look after his sick mother.

3. 就我们现在所知，你不可能克隆那些已经绝种了一万年以上的动物。

精讲点拨

Words and phrases

1.1)报时，敲响 2)罢工 3)（灾难，疾病等）侵袭，爆发 4)想起，想到 5）被…打动 6）划火柴 7）趁热打铁

2. 传递; 留给

抵制；阻挡某事

resist doing sth. 反对做某事

can’t resist doing sth. 忍不住做某事

3.in vain 放在句首，句子用部分倒装

有效训练

1. is in poor condition

2. All our efforts were in vain.

3. It struck me how we could improve the situation.

篇15：高一（下）全套教案(人教版高一英语下册教案教学设计)

高一（下）教案

Unit 13

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge: Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Lead-in

Six essential nutrients:

1. protein

2. carbohydrate

3. fat

4. vitamins

5. minerals

6. water

Do you know them and their functions?

Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)

Para 1 Snacks give us energy.

Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.

Pa 3 Many people today make choices about their eating habits based on what they believe.

Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.

Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.

(Para1. Sentence1

Para2 Sentence2

Para3 Sentence2

Para4 Sentence3

para5 Sentence1)

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

5. What are the causes of people’s choice of eating habits?

Based on Nutrition: protein, calcium, etc.

what they believe-vegetarians / vegans

how the products are grown or made ---- organic vegetables

6.What’s enviornmentally friendly food?

Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.

7.What are organic vegetables?

Vegetables grown without chemicals that can be harmful to human beings or the enviornment.

8.Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.

9..What’s the difference between vegetarians and vegans?

Vegetarians don’t eat meat but vegans will not eat any animal products at all.

10. According to the passage, how can we keep fit?

Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.

11. what’s “crash diets” ?

It is something that some companies say will make us lose weight fast.

12.According to the passage, how can we lose weight?

Try to eat less fat and sugar and exercise more.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein Good for our muscle Fish, meat and beans

calcium Good for our bones Eggs, milk and other dairy products

Carbohydrates Main fuel for our body Bread, rice and noodles

Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk

Step 4 Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 5 Post-reading

1 what does the word “fuel” and “ green” mean in the text?

Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.

2. How have our eating habits changed?

We are busier than in past years so we now have less time to eat than before.

Work in pairs and discuss the following questions

1 ) Why do people go to fast food restaurants?

People go to fast food restaurants because they are quick and convenient.

2) Why is it not good for you to eat much sugar and fat?

Too much sugar and fat will make you as big as a whale.

Step 6 Retelling the text

no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for

Step 7 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

Unit 14

Step 1 Lead-in

THE BIRTH OF A FESTIVAL

We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.

What’s the topic sentence of the paragraph 1?

Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.

T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

Step 4 Careful reading:

Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

Do you know any festivals for black people or African Americans?

Questions:

1What’s the name of the festival?

2When did the festival begin?

3What time do people celebrate it every year?

4What’s the meaning of the Kwanzaa?And which language did the name come form?

5How many principle does Kwanzaa have?

6.What things did the African first-fruit festivals have in common?

People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

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Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

Unit 15

Teaching Aims:

1.Learn and master the following words and expressions: have a good time,without luck,pay off

recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,

2.Improve the students' reading comprehension through reading activities.

Teaching Important Points:

1.Learn the language in the play,especially in dialogues.

2.Learn the usages of some words and expressions.

3.Get the students to improve their reading comprehension.

Teaching Difficult Points:

1.How to use the tenses correctly in a dialogue.

2.How to tell the differences between“after all,in all and above all”.

Teaching Methods:

1.Question-and-answer method before reading to make students interested in what they will learn.

2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.

Teaching Procedures:

Step Ⅰ. Greetings:Greet the whole class as usual.

Step 2. Revision

T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.

SS:Teacher asks two or three groups to act.

Step 3. Lead-in

1.What kind of plays do you like best?

2. Have you ever acted in a play? What role did you play?

3.what should be included in a play?

Step 4. Pre-reading

T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.

(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)

T:When and where did the story happen?

S3:It happened in a park in Paris,one afternoon in 1870.

T:Who can tell me something about the play?

S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.

T:Yes,you are right.

Step 5 Listen to the tape and answer the following questions:

1.What is the relationship between these three characters?

Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.

2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.

3.How does she feel in scene two?

She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.

Step 6 . Reading

When and where did the story happen?

A park in Paris , one afternoon 1870

Scene 1 :

Time: One afternoon, 1870

Place: A park in Paris

Who Methilde Jeanne

What Met each otherMethilde looked older.

Parts: Marthilde, Jeanne

General idea: Marthilde tells Jeanne about her ten years of hard life.

Choose the best answer

When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D

A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde

C.Mathilde looked younger than before D.Mathilde had changed a lot

She had been working very hard for ten years , so she looked older than her age.

Answer the questions after watching scene 1

1.When did the story happen? ( 1870 )

2.Why Jeanne could not recognize Mathilde?

Mathilde changed a lot and became so old.

3.What made Jeanne think that Mathilde was ill?

She doesn’t look well.

4.Why Jeanne was so surprised when Mathilde mentioned the necklace?

It happened ten year ago and maybe she has forgotten

Scene 2:

When: Ten years before(1860)

Where: The home of Mathilde and Pierre Loisel

Who: Mathilde and Pierre Loisel

What Got an invitation to a ball and got ready for it.

General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.

Choose the best answer

1.Why was Mathilde worried when her husband told her the invitation? A

A. Because she hadn’t got an evening dress.