模块5 Unit 2 教案(新课标版高二英语必修五教学案例)（共12篇）由网友“kxdym”投稿提供，下面是小编为大家整理后的模块5 Unit 2 教案(新课标版高二英语必修五教学案例)，欢迎大家借鉴与参考，希望对大家有所帮助。
篇1：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)
Unit 2 The United Kingdom
A general review of Unit 2
Period 1 Word study, Warming up, pre-reading
Period 2 Reading I (P9-10)
Period 3 Reading II: Using language（P13）& Listening(P15)
Period 4 Language points
Period 5 Grammar
Period 6 Learning about language, Listening (p48, P52-53) & Reading(P51)
Period 7 “English Weekly”
Period 1
Pre-class task:
Preview new vocabulary of Unit2, and especially pay attention to the pronunciation of the new word 2. Finish the quiz in Warming up( p9) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p16 in order to have a general idea of the learning goals of Unit 2
Step 2 Word Study
(Pair work) Get Ss to read aloud the new words and phrases on p93-94 within 3-4 mins; then get Ss to read aloud the words in pairs by turns.
2. Practice Use the correct form of the words to fill in the blanks.
(education)
convenience
X
(history)
attraction
collection
influence
(construction)
(constructive)
debate
arrange
(wed)
delight
suggestion
thrill
Fill in the blanks using the correct form:
It was a thrilling story of violence and murder. (thrill)
The railway is under construction at the moment. ( construct)
We have been invited to their daughter’s wedding. ( wed)
Her marriage was arranged by her parents.(arrangement)
The dustmen collect the rubbish once a week. (collection)
I hope that what I say will clarify the situation. (clarification)
Fill in the blanks using the new words in this unit
Don’t let me i__________ your decision. I know you’ve made up your mind. (influence)
Her story p_______ me; I find it hard to believe. (puzzles)
A mistake in the map led the traveler into e______. (error)
He showed me his stamp c_______. (collection)
During the summer holiday, they did a lot of _______ in Guilin.(sightseeing)
In the park there is a s_______ of a king, made of stone not of metal. (statue)
The a_____ of the moon for the earth causes the tides.(attraction)
Step 3 Warming up
Check the answers to the quiz( P9 ). Introduce the UK by showing pictures while Ss giving the correct answers.
Step 4 Pre-reading
(Pair work) What are the four countries of the UK ?
What are the capital cities of the countries of the UK?
What are the three main areas in England?
Get Ss to come up to tell their location on the map ( showed on screen)
See the map on P9
Talk about the different flags of the countries of the UK
( the flags are showed on the screen)
The flag of England is a cross, the flag of Scotland and Ireland are both like a fork, the flag of the Union Jack is the flag of the UK, which is the combination of the three flags.
Step 5. Summary and Speaking
To get Ss to summarize the general knowledge they learned about the UK in class by using given sentence pattern:
A brief introduction of the UK
The official / full name of the UK is The United Kingdom of the Great Britain and Northern Ireland, but it’s usually known as the United Kingdom or the UK or Great Britain or Britain.
The United Kingdom is made up of four countries, they are England, Wales, Scotland and Northern Ireland. The national flag of the UK is called the Union Jack.. The official language is English. The capital city of the UK is London. Tony Blair is the Prime Minister and his office is located in Downing Street .
Step 6 Homework
Preview the reading passage Puzzles In Geography”(p9), try to do Ex.1, 2 on P11
Read notes 1-10 on p79-80
Go over the new words(“unite”-“leave out”)
Speaking task: a brief introduction or background knowledge of the UK(check in next class)
Period 2
Step 1 Revision
Revise the new words. ( Get the Ss to speak out the words while the Chinese meaning given out)
Step 2 Lead in
Invite 1-2 Ss to give their brief introduction to the UK
Step 3 Reading
Fast reading :
Q1: What’s the main idea of the text? ( D )
A brief introduction to the United Kingdom about its geography and history.
A brief introduction to the United Kingdom about its foundation and development.
A brief introduction to the United Kingdom about its politics and culture.
All of above.
Q: How many groups of invaders influenced London? What are they?
( Four; They are the Romans, the Anglo-Saxons, the Vikings, the Normans)
Careful reading:
Q1: Which part of Ireland broke away to form its own government? ( C )
the northern part B. the middle part C. the southern part
Q2: Are the four countries of the United Kingdom the same in educational and legal system as well as the football team? ( B )
Yes B. No
Q3: Where can you find out Britain history and culture in England? ( C )
the Midlands and south of England B. the South of England
C. the Midlands and north of England D. the North of England
Q4: What can we learn from this text? ( B )
Great Britain was peacefully united while Ireland broke away to be independent by war.
England, Wales and Scotland made up Great Britain, which united Northern Ireland into the UK.
Great Britain used to being Ireland under control by war.
The Union Jack, a new flag, doesn’t stand for Northern Ireland in the world today.
Q5: The writer is trying to tell us __________. ( A )
England is the biggest of the four countries and consists of three rough zones.
Great Britain and Northern Ireland have different systems as well as international relations.
London is well-known for its groups of invaders instead of its historical treasures.
The invaders should be remembered for influencing and constructing London.
Step 4 comprehending
P10, Ex. 1
The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?
( Wales is left out. It’s usually assumed to be part of England.)
2). What three countries does British Airways represent?
England 2. Scotland 3. Northern Ireland)
Which group of invaders didn’t influence London?
( The Vikings)
Divide the passage and the main idea of each part
Part 1 ( Para. 1): states the topic to be examined in the reading text
Part 2 ( Para. 2-5): explains how the UK came out, the differences between the four countries and between three zones of England.
Part3 ( Para 6): explains London plays an important role as a cultural and political center of the UK
A short summary of the text
The passage clarifies how the UK developed as an administrative union and shows how England is divided into three zones. It explains how London was influenced by four groups of invaders and why London became the cultural capital of England.
Step 5 Difficulties
Get the Ss to raise questions on the text or point out the sentences that they don’t understand.
*P9 Para1 Line3 You can easily clarify any problems if you study British history.
(Explain: clarify-become clearer and more easily understood 澄清；阐明)
P9 Para 2 Line2 Now when people refer to England you find Wales included as well.
(Explain: Now when people mention or talk of England, Wales is included in it, too.)
P9-10 Para3 Line3 To their surprise, the three countries found themselves united peacefully instead of by war.
( Explain: They were surprised to find that the three countries united themselves as one peacefully rather than violently. find oneself done （不知不觉）发现被… )
P9-10 Para3 Line4 However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.
( Explain: they were going to make Ireland become part of the UK, the southern part of Ireland broke away to set up its government.)
P10 Para4 Line1 Although the four countries do work together in some areas…
( Explain: work together 合作（习惯用语）
P10 Para6. Last line You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
( Explain: keep one’s eye open 睁大双眼 make…worthwhile 使…值得做的 a trip to…去…旅游)
Step 6 Speaking
(Group work) Choose 2-3 groups to tell how Great Britain was formed by the map of the UK
be linked to…
be joined to…
get…connected to…
break away
Step 7 Homework
Finish P11-12, Ex 1,2(on SB)
Pre-read Reading II on P13
Read notes on p80-82 and go over the new words for dictation
“Best English” P18 “文脉理解” P23 “词汇专练” “短语专练”
Period 3
Step 1 Homework checking and Dictation
Dictate the new words
P11-12, Ex 1,2 (on SB)
Step 2 Lead in
Talk about London with the Ss
the famous sites: the Tower of London, Buckingham Palace, Westminster Abbey, St. Paul’s Cathedral, Big Ben, British Museum, Greenwich and Karl Marx’s statue, Windsor Castle etc.
Famous river: the Thames
Famous park: Hyde Park, Kensington Gardens
London’s fog : it’s often foggy and called “fog city”
Step 3 Reading
Fast-reading:
Q1: How long did Zhang Pingyu visit London? ( For 3 days.)
Q2: To circle the sites mentioned in the text.
( Tower, St Paul’s Cathedral, Westminster Abbey, Greenwich, Big Ben, Highgate Cemetery, Windsor Castle)
Careful reading:
*Get the Ss to study the structure of the text:
Day1: 1) the Tower of London 2) St Paul’s Cathedral 3) Westminster Abbey
4) Big Ben 5) Buckingham Palace
Day2: Greenwich
Day3: 1) Highgate Cemetery 2) The Library of the British Museum 3) Windsor Castle
Step 4 Difficulties
*P13 Para1 Line 5
To her surprise, Zhang Pingyu found the Queen’s jewels guarded by special royal soldiers who, on special occasions, still wore the four-hundred-year-old uniform of the time of Queen Elizabeth I.
( Explain: find…guarded 发现…被守卫 on special occasions 在特殊的场合
the time of Queen Elizabeth I伊丽莎白一世时代)
*P 14 Para.3 Line5
What interested her most was the longitude line.
( Explain: “what interested her most” 是主语从句)
*P14 Para.4 Line1-2
It seemed strange that the man who had developed communism should have lived and died in London.
(Explain: develop communism 发展共产主义
句子意思：这似乎是一件怪事：这位发展共产主义的人竟然在伦敦生活过，并在伦敦去世）
Step 5 Listening
Get the Ss to read Q1 carefully so that they are familiar with the new names and relationship. Get them to read aloud the names so that they can recognize them when they hear them on the tape.
1st time: do Ex.1 and Q1&2 in Ex.2
2nd-3rd time: finish Ex.3-6 in Ex.2
Step 6 Homework
Finish “ Language points”
Go over the rest of the new words for dictation
WB. P49-50 Ex.1, 2
Period 4
Step1 Dictation
Step 2 Language points ( Seen in handout)
*consist of
*there is no need (for sb.) to do sth.
*as well & as well as
be linked to…, be joined/connected to…
** find oneself done
find oneself doing
find oneself +prep.-phrase
*divide & separate
*break away ,break down &…
take the place of…, take place, take one’s place
Step 3 Practice
Step 4 Homework
“Discovering useful structures” on P12-13 Ex.1-3
“Best English” P22-23 语法专讲，语法专练
3．Underline the phrases in Language points, prepare for the dictation
Period 5
Step 1 Dictation
Step 2 Lead in
Eg, 1)Yesterday I had my hair cut.
(Get the Ss to tell “cut” is the object complement, and notice its position-after the object)
2) 上个月，我姐姐的钱包在汽车上被偷了。
My elder sister had her wallet stolen on a bus last month.
3) 他再次向学生解释问题以便让他们明白。
He explained the problem to the students again to make himself understood.
Step 3 Grammar
Get the Ss to conclude the rules from the groups of sentences
The old man had one leg lost in the war.
He got his TV set mended.
He raised his voice to make himself heard.
Conclusion: 表示“使…”的动词，如have,get,make,help,leave
When I got there, I found him seated at the desk.
He was about to enter the hall when he heard his name called.
We would like to see the plan carried out next year.
Conclusion: 感官动词(see, hear, watch, listen to, observe etc.)和表示心理状态的动词(think, find..)
I want this work finished by Friday.
She likes the hair cut short.
They wish a bridge built in their hometown one day.
Conclusion: 表示“希望，要求”等意义的动词，如want, like, wish, order, expect…
With trees planted around the building, our school looks more beautiful.
The murderer was brought in, with his hands tied behind his back.
Conclusion: with的复合结构
Step 4 Practice
(SB) P12 Ex.1, 2
“Best English” P23 语法专练
Step 5 Test
1. We must get the house _____ during the holidays.(A)
A. painted B. painting C. paint D. to paint
2. Five books on the shelf are found _____.(D)
A. tear B. tearing C. tore D. torn
3. He watched the whole house _____ down.(C)
A. burn B. burning C. burnt D. to be burnt
4. He said he never heard this word ______ in spoken English.(B)
A. use B. used C. using D. to use
5. She felt herself _______ by her friends.(C)
A. misunderstand B. misunderstanding C. misunderstood D. to misunderstand
6. We had a photo ______ with the foreign friends.(D)
A. take B. took C. taking D. taken
7. The result of the test was rather _____ He was very ______ at the result.(D)
A. disappointed, disappointed B. disappointing, disappointing
C. disappointed, disappointing D. disappointing, disappointed
8. There were two roads ______ to the station.(C)
A. lead B. led C. leading D. to lead
9. I observed two men in raincoat ______ the hall. (B)
A. enter B. entering C. entered D. to enter
10. A man was seen _______ to break into the house.(B)
A. try B. trying C. tried D. to try
Note: No.9 & 10 should be explained to the Ss, and simply tell the different usage between ved &ving
Step 5 Homework
P50 Ex.3 (翻译) P50-51 Ex.1-2
P51-52 Reading Task
Period 6
Step 1 Homework check
Step 2 Learning about language
P11 Ex.1, 2
Step 3 Reading Task ( P51)
Explain the following difficult sentences or phrases:
*practise Christianity in their own ways (Para.2 Line7) 用他们自己的方式进行基督宗教活动
the Houses of Parliament (Para.3 Line4) 国会大厦
*take flight (Para.3 Line9) 逃走，逃亡
*bonfire(Last Para. Line2) 野火
*(Para.3 Line3) Fawkes, disappointed at the government’s behaviour, agreed.
*(Last para. Last line) They remember a time in England when people were not as tolerant of each other’s ideas as they are now.
Step 4 Listening ( P48 & P52-53)
Listening (P48)
Get the Ss to familiar with the following words:
a multicultural country Caribbean
the old British Empire India
a British citizen Kenya（肯尼亚）
independent Pakistan Bangladesh(孟加拉国)
1st time: finish Ex.1
2nd time: finish Ex.2
Listening ( P52-53)
Get the Ss to familiar with the following words:
a Catholic supporter（天主教支持者）
practise their religion（进行宗教活动）
the Protestant church（新教教堂）
as they wish
attack
Teaching suggestion: play tape 1-2 times to get the Ss to understand the main idea and finish Ex1.only.
Step 5 Homework
Finish “English Weekly”
Period 7
To check answers to “English Weekly”
To summarize Unit2
Homework:
Writing Task: “ the United Kingdom”
Pre-view the new words in Unit3
篇2：新课标高二必修5教案集(新课标版高二英语必修五教案教学设计)
设计教师：黄敏丽
Unit 1 Great Scientists
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2.Discussion methods to make the Ss understand what they’ve learned in class.
3.Pair work of group to get every student to take part in the teaching-and-learning activities.
4.Competition and role-play method to arouse the Ss’ interest
Teaching process:
Period 1 Word study, Warming up, pre-reading
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2 Word Study
1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair
2. Practice Use the correct form of the words to fill in the blanks.
n. v. adj.
infection Infect Infectious
examination=exam examine X
science /scientist X scientific
conclusion conclude X
analysis analyse X
defeat defeat X
value Value(估价，评价) valuable
instructor/instruction instruct Instructive(有益的，教育性的)
contribution /contributor contribute contributive
creation create creative
calculation calculate X
movement move movable
completion complete completive(完成的，完全的)
enthusiasm X enthusiastic
Step 3. Warming up (Group competition and introduce the great scientists)
1.Check the answers to the quiz to find out which group know the most .
2.Introduce the great scientists.
1) Archimedes (287-212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
“Give me a place to stand on, and I can move the earth.” ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822-1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.
Step 4 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex2, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question
1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary
Step 5. Summary
Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.
learning without thought is a labour lost; thought without learning is perilous(危险的)
3. To know the disease is half the cure. 找出病根等于医治了一半。
Step 6 Homework
1. Preview the reading passage John Snow Defeats “King Cholera”(p2)
2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
3. Read notes ①--⑨ to Unit 1, p76-77
4. Listening exercise P41,Ex 1&2
Period 2 Fast Reading (P2)
Step 1 Homework checking p41 Listening
Step 2 Lead in
1.Invite 2-3 Ss to introduce the scientists they admire most to the class
2. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.
3.Give information of the deadly disease cholera
1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)
2) What kind of disease is it ?
Name cholera
Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)
Aftereffect(后果) die quickly from a loss of liquid
Step 3 Fast Reading：
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.
1）What was the cause of this disease ? 2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 4 Discussion
1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.
Para. Stages in an experiment Examples in this investigation
1 Find a problem What cause colera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where to get water
4 Collect results Plot information on a map to find out where people die or didn’tdie
5 Analyse results Analyse the water to see if that was the cause of the illness
6 Repeat if neccessary Find out evidence to confirm you conclusion
7 Draw a conclusion The water is to blame
2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.
Step VI. Homework
1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one’s way to, make up one’s mind, make sure, make room for)
2)Find out the phrases according to the Chinese (part 1 on the paper for language points)
3)Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1
4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text
Period 3
1.Learn expressions & phrases
2.Learn.language points ：Difficult and Important Points:
1）Language points 2）The usage of “suggest & in addition”
Teaching Methods: Presentation & Practice
Teaching Procedures:
Step I Homework checking.
Step II. Expressions & phrases
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes
提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea
验证一个新的科学思想
9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth.对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事
20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将…和…联系起来
(be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…
26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth.阻止某人干某事
29. deal with… 处理……
30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……
4.apart from…除…之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb.专致于.; 关心;挚爱…
17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
2)Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Eg.Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
Eg.I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说 by way of … 通过……的方法，经，由
lose one’s way 迷路 no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.) deadly (adj.)
adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.
如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发 eg.He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.
每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,
eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.
2)I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水
2)We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
eg.I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…
eg.The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
2. Ss raise Qs on some difficult points they found while reading the text
Deal with the Language points exercises with the help of the notes on the paper
Step 3 Homework
1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1
2. Finish P4, “Discovering useful structures” Ex1 (explain)
3. Preview the notes of Grammar on the paper for language points
4. Review the words for tomorrow’s dictation.
Period 4
Step1 Dictation
Step 2 Homework checking
P42, Ex 1, P43, Ex 3, P44 Ex1
Step 3 Grammar
1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Discovering Useful Structures ( P4 )
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (attribute)
2) John Snow told the astonished people in Broad Street. (attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (predicative)
(2).Teach how past participle used 过去分词(The past participle)用法总结
1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。
3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.
5)People from all countries are respected and different views and opinions are tolerated.
2.作定语：1）Polluted air and water are harmful to people’s health.
2）A broken cup is lying on the ground.
3）This is one of the houses built last year. =which was built last year.
4）I want to write about people addicted to drugs.
5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.
3.作宾语补足语：可以带过去分词作宾语补足语的动词有：
1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词
1） He found his hometown greatly changed when he came back from abroad.
2）He once heard the song sung in German.
3）Every thought the match lost.
4）Frnk Lloyd Wright found himself inspired by Japanese seashells.
2) make, get, have, keep 等表示“致使”意义的动词：
1. He’s going to have his hair cut.
2. She had her foot injured in the fall.
3. When you talk, you have to at least make yourself understood.
4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)
5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.
3）表示“希望” “要求”等意义的动词：
1） He won’t like such questions (to be ) discussed at the meeting .
2） I want this letter (to be ) typed now.
3）They ordered the film banned.（禁演）
4） They want their buildings constructed in a way to look unnatural.
4.作状语：
The trainer appeared, followed by six little dogs.
Once seen, it can never be forgotten. =Once it is seen,
Seen from the hill, the park looks very beautiful = When it is seen from the hill,
Given more time, we could do it much better. = If we were given more time,
Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.
Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.
(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning”(in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)
(4) Exercises
Period 5
Step 1. Warming up
1.Get 1-2 Ss to report to the class information of Copernicus
( Who is he? What achievement did he make? When? …)
2. Background Supplementary: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.
3 Get Ss to give the names of the nine planets of the solar system .
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?
My Very Easy Method: Just Set Up Nine Planets
Step 2 Reading ----Copernicus’ Revolutionary Theory (P6-7)
1. Fast reading: Listen to the tape, and find out the answers to the questions.
1). What did Copernicus think was the center of the solar system?
2). When did Copernicus publish his theory?
3) Why didn’t Copernicus publish his theory before he died?
2. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its center
Step 3. Homework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow’s quiz.
Period 6 Exercises & Summary
Unit 2 The United Kingdom
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Period 1
Step 1. New words study.
Get Ss read the new words from P93-94 by themselves.
Ss read the new words together.
T correct some mis-pronounciation for the students.
Step 2 Introduction of the UK.
Area: 244,820sq.km.
Population: 59,113,439
Languages: English, Kymric, Gaelic
Religion: Catholicism
Composing countries: England Wales Scotland Northern Ireland
Capitals: London Cardiff Edinburgh Belfast
Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.
Step 4 Pre-reading.
Q: England can be divided into three main areas. Do you know what they are?
The south, the Midlands and the north
Step 5 Fast reading.
Ss read the passage within 4 minutes to find the answers to comprehending 1.
1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?
The country left out is Wales. It is usually assumed to be part of England
2 What three countries does British Airways represent?
1 England 2.Scotland 3 Northern Ireland
3 Which group of invaders did not influence London?
The Vikings didn’t influence London, it influence the vocabulary of the North.
Period2
Step1: Intensive Reading.
Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.
Part1(Para.1-4): what England includes; about Great Britain; the UK.
Part2 (Para.5):the geographical division of England into zones; their similarities and differences.
Part3(Para.6): the cultural importance of London.
Step2. Teaching new words and structures
1.consist vi.组成；在于；存在于
常用搭配：consist of =be made up of 由……组成；由……构成
Eg. The team consists of four Europeans and two Americans.
The committee consists of seven members.
consist in=lie in在于； 存在于
eg.What does happiness consist in?
The beauty of Venice consist in the style of its ancient buildings.
2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）
a Chinese puzzle（中国玩具）【比喻】复杂难懂之事
a cross-word puzzle（纵横填字游戏）
常用搭配：be in a puzzle about对……大惑不解
I am in a puzzle about the matter.我对这件事大惑不解。
2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解
The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。
3)vi. puzzle over苦思……
I puzzled over the question for quite a while.这个问题我想了好半天。
3.clarify vt., vi.解释；澄清；阐明
clarify matters澄清真相
The government has time and again clarified its position on equal pay for women?
政府已经反复阐明政府对男女同工同酬的立场。
His mind suddenly clarified.他的头脑突然清醒了。
4.convenience n.适合；方便
We bought this house for its convenience.
我们买下这所房子为的是它方便。
When and where will it suit your convenience for our next meeting?
“我们下次见面什么时候,什么地点对你方便?”
Please come at your convenience.请在你方便的时候前来。
常用搭配：for one’s convenience为 ……方便
for convenience’s sake为方便起见
at one’s convenience在……方便的时候
拓展：convenient adj. 方便的；便利的
Our house is convenient for the shops.
常用搭配：be convenient to sb. 对……方便
It is convenient for sb. to do sth.某人做……是方便的
Is it convenient for you to come tomorrow? 你明天来方便吗？
5.attraction n.吸引, 吸引力;吸引人的东西;引力
The idea of working for state-owned enterprises has little attraction to young people nowadays.
现时去国营企业就职的想法对年青人没有多大吸引力。
The tides are caused by the attraction of the moon for the earth.
潮汐是由月亮对地球的引力引起的。
A big city offers many and varied attractions.大城市有多种多样吸引人的东西。
拓展：attract v. 吸引
attractive adj. 有吸引力的
常用搭配：have attraction for sth. 对……有吸引力
attract one’s attention吸引某人的注意力
be attracted to sth.被……所吸引
6.influence 1) n.（常与on连用）影响力；感化力
My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。
Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。
2) n.（常与over, with连用）权力；势力
Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？
3).vt. 影响
My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。
常用搭配：under the influence of受到……的影响
influence on/upon对……的影响
注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.
I was deeply affected by the news
我深深被这消息所感动.
7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。
解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。
He found the room open.他发现房间是开着的。
The rain made the ground wet.雨使地面浸湿了。
2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。
I don’t think it is worthwhile.我认为不值得做这件事。
It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。
注意：worth, worthy 和worthwhile的区别
worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。
worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或 be worthy to be done 结构。
This book is well worth reading.这本书很值得一读。
This dictionary is worth ten yuan.这本字典值10元。
The place is worthy of a visit/ being visited.这个地方是值得参观的。
This suggestion is worthy to be considered.这个建议是值得考虑的。
Step5.Exercise
单句改错
The foreigner tried his best to make his point be understood.（删去be）
They found a piece of rope with one end tying in a circle.（tired）
They both spent t he night locking in the room.（locked）
What kept you so exciting? （excited）
I noticed the traffic holding up after a bad accident.（held）
It is a great c_______ to have a cell phone.
Generally speaking, students are i__________ by their teachers in world ands actions.
Don’t interrupt me！I am doing a word p________.
I must _________（澄清） my reasons for not having attended the meeting.
To be honest, I can’t tell what the a________ of this famous painting has.
convenience2.influenced3.puzzle4.clarify 5.attraction
Step6.Homework
Write a short summary of the passage.
Period 3 learning about language and Grammar
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1. What impresses you most in the passage ?
The fact that impresses me most.
2. What have you already known before reading the passage ?
I have known the fact that
3. Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
Period 4 Using language (Reading: Sightseeing in London)
Step1 Revision：What is London famous for?
Big Ben , London Tower Bridge, Hyde Park, etc
Step 2 New words study.
Step 3 Read the passage and answer these questions
1 Who built the Tower of London? When was it built?
2. Who guarded the Queen’s jewels? What kind of clothes did they wear?
3.What interested her most? What kind of line is it?
4.which places did she visit on the last day?
5.What seemed strange to her?
Step 4 Make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.
sites of London comments
Day 1 1. Tower delight
2.St Paul’s Cathedral splendid and interesting
3.
Westminster Abby interesting
4 Big Ben famous and very loud
Day 2 Greenwich
famous and interesting
Day 3 Karl Marx’s statue
famous and interesting
British Museum
thrilled
Step 5 Language points
1. sightseeing n.& a.观光的 go sightseeing 观光 游览
sightsee v. 观光 sightseer n.观光客 游客
2. available adj.
1) (sth.)that can be used 可用的；可得到的
This was the only available room.
2)(sb.) be free to seen 可会见的
I am available in the afternoon.
He was not available for the interview.
3. delight n.&v. 愉快，乐趣，快乐
to one’s delight 令…感到愉快的是 delight sb. with sth. 用某物使某人高兴
delight in 喜欢，嗜好 take delight in 乐于，爱好
delighted adj. be delighted to do
1)I took delight in books.
2)To his delight, he passed the driving test.
3)She delights inbeing surrounded by admirers.
4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。
It looked splendid when first built!
当第一次建的时候它看上去很辉煌！
When first built=When it was first built
When asked why he was late , he went red.
Unless invited to speak, you should remain silent at the conference.
5.in memory of=in honor of 为了纪念
in celebration of 为了庆祝
eg: The museum was built in memory of the great writer – Lu Xun.
6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）
e.g:You can’t imagine that a well-behaved gentleman (should) be so rude to a lady.
It is strange that he know so much about me.
7.display n. & v. 陈列，展示，表露
on display 展览 on show 展示 =on exhibition
eg.The seller displays all kinds of fruits in the shop.
display one’s true feelings 表露自己真正的感受
8.thrill vt excite The film thrilled the audience
thrilling exciting a thrilling experience
thrilled excited
9.feel/be proud of 自豪（褒义） feel/be proud about 骄傲（贬义）
do sb proud 给人面子，待人客气 take pride in 以……为自豪
He takes a pride in his success.
He is proud of his success
Unit3 Life in the Future
Teaching Goals:
1. Predicting the good and bad changes in the future.
2. imagine the alien creatures.
Functions：
1. 做出预测（Making predictions）
Do you suppose that…?
Suppose that… I wonder if…
Do you imagine that…? I imagine that…
2. 猜测未来（Making conjectures about future）
Is it likely/ unlikely that… Possibly …
It is possible that … Most likely …
I’m sure… Probably…
Suppose that … Perhaps … Maybe …
Grammar:
1.过去分词作定语（The past participle as the attribute）
I followed him to collect a hovering carriage driven by computer.
Tomorrow you will be ready for some visits organized by computer.
2.过去分词作状语（The past participle as the adverbial）
Worried about the journey, I was unsettled for the first few days.
Confused by the new surroundings, I was hit by the lack of fresh air.
本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report
本单元所涉及的要点有：
1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。
2）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
（4）学习写好“report”,以训练学生的逻辑思维及写作能力.
Period 1
Teaching Aims:
1. Learn some new words and expressions.
2. Help the students to talk about life in the past, at present and in the future.
3. Enable the students to describe the life in the past, at present and in the future.
Difficult and Important Points:
Compare life in the past, at present and in the future
What is life in the future like? What changes will take place?
Teaching Methods:
1. First and careful reading,
2. Asking and answering question activity
3. Individual, Pair work & group work
Teaching Procedures:
Step 1 warming up
Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years
Step 2: pre-reading
1.Can you tell what problems people are facing today?
2.what problems do you think people in the future will have overcome?Which ones will still be there or even
worse in AD3005?
Key: 1The problem of population will be solved,have begun to Control the birth rate.
2The problems will be still there,and will even worse.
3I don’t think so.Now scientists are trying their best to
develop new resources that human beings can make use of ,such as solar energy.In my opinion……
step 3： fast reading
Read the text for the first time and tell what the text is about?
It’s an e-mail written by a man Who has taken up a trip to the future.
2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping’s home and everything in his house made me surprised.
C.I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
Step 4 careful reading
1.why did I have the chance to travel to the year AD3005?
2. What is a “ time lag”?
3. How did I feel when I was in the capsule?
4who guides my trip?
5.why did my guide give me some tables?
6.who transported us to the future?
Key 1. I took up the prize I won the year before.
2. “Time lag”means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain
6. Wang Ping’s parents’ company transported us to the future.
1How did I feel as soon as I was transported to the future?
After the writer was transported to the future,he was hit by the lack of fresh air.
2.how did Wang Ping solve this problem?
Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.
3.what do you think has caused this kind of problem?
Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.
1 What did Wang Ping’s house look like?
His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .
2 What was the green wall made of? What’s the purpose of building this kind of green wall?
The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.
3 How can you produce a TV set in Wang Ping’s house?
You can just flash a switch on the computer screen and a TV set will rise from the floor.
Good changes
Bad changes
Time travel Can travel to
Different times
as you wish After-effects of travel
transport .can move swiftly Disorganized, difficult to
find way
houses save living space Short of space
Towns Busy, look like
markets Easy to get lost
Air quality Own family
oxygen supply Poor quality in public places
Sample answers Ex.2
I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,
The 2nd period
Teaching aims:
Learn expressions & phrases
Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “take up and sweep”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
1)eck the answers of yesterday’s homework (P42.Using Words and Expressions)
Step three language point
1. I still can’t believe that I am taking up my prize that was won last year
Take up 开始做，占用， 选修
a.When does the manager take up his job?
b.he has take up art in college
c.He decided to take p photography as his career.
开放思维：
Take off 脱下， 起飞 Take over接管
Take to 喜欢上， 对…产生好感
a. Helen always helps her mother even though going to school____most of her day
A.Takes up B.makes up C.saves up D.puts up
2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005
我得不断擦拭自己的眼睛来提醒自己， 我已到了公元30
Remind: to make someone remember something that they must do
Remind sb about sth提醒某人某事
Remind sb to do sth
Remind sb that/ where/how
3. As a result, I suffered from ‘time lag”
As a result: because of something that has happened结果，由于…的结果
e.g He worked hard, and as a result, he got promoted quickly.
Suffer from: to experience 患有…为…所苦。
he suffer from headache.
发散思维：
suffering n. 痛苦，劳苦 sufferance n.容忍， 忍耐
4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.
这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样， 所不同是是， 它意味着你的脑海里不停地从以前的时间断地直往回闪去
Similar /Be similar to: 与…相似
A cat is similar to a tiger in many respects.
similarity n.类似，相似 similarly: adv 相似地， 同样地
b. Keep doing something: 继续做某事
It kept raining for a week
c. Flashback:闪回， 倒叙
The event in his happy family life are shown in flashback.
5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.
Sweep up:本意是打扫， 清扫，经常引申为“横扫， 掠过”等意思
The leaves were swept up into the air by the wind
6.Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.
王平的妈妈出现了， 电脑荧屏上的开头闪了一下， 于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来
Switch:n 开关 where is the light switch?
vi. 转换， 改变：
he got tired of teaching and switched to writing stories
开放思维： switch off 把…关掉， 不听， 不理睬
switch on: 接通， 把开关打开
Switch out: 关上
As if by magic= like magic
He jumped so high as if by magic
发散思维： magical: adj 魔力的， 不可思议的
Magically adv 迷人地， 不可思议地 magician n:魔术师
7. You may find it difficult as this is your first time travel trip
当你第一次做这样的时间旅行时， 可能会感到有些困难
Find it difficult: 结构为 “ find+宾语+宾补”
宾补可以是形容词， 不定式， 动名词， 从句
I found him to be much younger than I expected
Do you find him very bright?
I find it hard to talk with him
I find it very easy to learn English well.
Sentence patterns
Worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
Confused by the new surroundings, I was hit by the lack of fresh air
Arriving home, he showed me into a large bright, clean room.
Exhausted, I slid into bed and fell fast asleep
Homework
Do ex 1 in page 19 in the book
Do ex 2 in your exercise book
The 3rd period
Teaching Aims:
Teach grammar (The Past Participle as the adverbial and attribute)
Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
Grammar
past participle used as adverbial and attribute
Complete the following sentences with the words given, using their proper forms.
1, I like reading the novels______ (write) by him
2. The girl ________(write) a letter is my cousin
3. There is something wrong with my bike and I have to get it __________(repair).
4.He spoke loudly in order to make himself ____ (hear)
Sentence patterns
Worried about the journey, I was unsettled for the first few days
As I was worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
His parents’ company was well known for their expertise …
3. Confused by the new surroundings, I was hit by the lack of fresh air
When I was confused by the new surrounding, I was…
Arriving home, he showed me into a large bright, clean room.
When he is arriving home, he showed me into…
Exhausted, I slid into bed and fell fast asleep
As I was exhausted, I slid into bed and fell fast asleep.
过去分词作状语，意义上相当于状语从句， 表示时间， 条件，原因， 伴随状况等
Whenever praised, he blushed
United, we stand, divided, we fall
Written in a hurry, the book is full of errors
Although born in Germany, John lives and works in U.S.A
PAGE 20, EX 2
1. Frightened by the loud noise, I went to see what was happening.
2. Hit by the lack of fresh air, he got a bad headache,
3. Tired after the long journey, I still enjoyed meeting the aliens on the space station
4. Frightened by the noise outside, the little girl dared not sleep in her bedroom.
5. Built in 1910, the museum is almost 100 years old.
6. Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
Pick out two more sentences from the reading with pp used as the attribute.
1. His parent’s company named “future tours” transported me safely into the future in a time capsule.
2. Tomorrow you will be ready for some visits organized by the company
3. He became inspired when he thought about helping ordinary people exposed to cholera.
Ex 4
1.Soon we lost sight of that famous astronomer called Li Qiang
2.I am going to buy a painting copied from Vincent van Gogh
3.I like that old private house built of wood and mud
4.The room connected to the rest fot he house by a long passage is completely empty
5. The queen was sitting in a royal carriage drawn by four horses.
6. The vehicle mentioned in the book is unknown to me
7. The castle built in 1432 is under repair
Page Ex1
1.Well-known for his books about South, JM Coetzee won the Booker Prize
2.A princess once owned a magical chair made of gold and silver
3.On his birthday he received a mysterious present wrapped in gold silver
4. Interrupted by the bell, he was unable to finish his speech
5. Awakened by a noise at midnight, she saw a thief in her room
6.Supposed to be locked, this door is now wide open and the room is empty.
Ex 2.
Called
Endangered pointed
Known
Fallen
Supported
Terrified
The 4th Period
Teaching Aims:
Improve the students reading skills.
Learn something about I have seem amazing things
Difficult and Important Points:
1)Reading Comprehension
2) write a report
Teaching Methods:
Comparative method
Teaching Procedures:
Step1 xtensive reading
Name of creature Mu-mu Dimpods
Size Tall and thin Small
appearance
Black and white face,
a pointed head,
shell-covered leg Like a little cat
colour Black and white face Blue or purple
personality Very friendly Interesting and lively
Numbers of arms Six Too many to tell
Numbers of legs One long leg
covered by shell To many to tell
How it moves Slowly and
from side to side Skip around fast
voice Whisper shout
Food Mixture of carrot
juice and cocoa Lemonade with herbs
Step2 group work
Create a new alien and fill in the blanks then draw it out
Name of creature Moddock
Size Small child when grown
Appearance Very large nose and hairy body
Color grey
Personality Slow and shy but friendly once approached
Number of arms Six
Number of legs six
How it moves Rolls over and over like a ball
Voice Uses sign language
food oil
With your partner, draw a picture of your alien.
Then write a description based on your drawing and the notes in the chart.
Step 3 extensive reading 2 Rising to a challenge
Paragraph 1
Silver adventure:
Advantages:
Paragraph 2:
Problem existed in the past:______________________________________________
____________________________________________________________________
Now solved by________________________________________________________
____________________________________________________________________
What can Saturation City provide?
Paragraph 3:_________________
Paragraph 4:_________________
Paragraph 5:_________________
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb 告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework 留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb 利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own 属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on 专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup . (一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
篇3：必修5 Unit 1 Great scientists 教案(新课标版高二英语必修五教案教学设计)
Unit 1 Great Scientists
By Liu Chaoying
The First Period
Reading
一、教学目标（Teaching Aims）
Warming up in student’s book and listening in workbook
1、能力目标（Ability aim）
To activate the students’ knowledge about great scientists in the world and their achievements.
To get the students understand the spirit of science.
To enable students to communicate with each other and improve students’ language expression ability.
2、语言目标（Language aim）
Words: engine, characteristic, radium, enthusiastic, cautious, spin, In addition, link to, instruct, attend, expose to cure, absorb into severe, to blame, handle from, lead to, make sense, reject.
Important sentence:
To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.
Expressions on making comments
二、教学方法（Teaching Method）
Communicative approach， Audio－Visual approach
三、教具准备（Teaching Aids） Multi-media
四、教学步骤 （Teaching Procedure）
Step I Presentation
Talk about famous scientists and the kind of roles they play in history. Present a word match exercise to arouse the students’ interest on the topic.
Step II Talking
Try a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.
Step III Group Work
Discuss in groups about the basic factors that make a scientist successful.
Homework
1. Oral homework: Prepare a story about a famous scientist and share the story with the whole class.
2. Written homework: Write down the story and make comments on the key to success.
The Second Period
Extensive Reading
一、教学目标（Teaching Aims）
Reading part in students’ book
1、能力目标（Ability Aims）
To train the students’ ability in skimming & scanning.
To adapt the scientific spirit in their pursuit of knowledge.
2、知识目标（Knowledge Aims）
To lead the students to get some information on the steps of a scientific research through reading.
二、教学重难点（Teaching important points）
a. Understand the spirit of science and scientists.
b. Understand the details of each stage in examining a new scientific idea.
c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.
三、教学方法（Teaching method）
Communicative Approach, Task-based Approach
四、教具准备 （Teaching Aids） Multi-media
五、教学步骤 （Teaching Procedures）
Step I Pre-reading
Ask the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.
Step II Reading
Let the students read through the whole passage and finish the required task.
Help them to have a better understanding of the article by providing some background information and analysis.
Step III Post-reading
Hold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.
Homework: Finish the reading passage in the workbook.
The Third Period
Language Points
一、教学目标（Teaching Aims）
1. 能力目标（Ability aim）
Students are required to learn how to guess the meaning of a new word according to the context and use the words and expressions in the first passage on Page 2.
2. 语言目标（Language aim）
Students are asked to learn about the words and expressions in the first passage on Page 2, including their meanings and the usage in our daily life.
Key words expressions:
a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct (in Student’s Book)
b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)
二、教学重难点（Teaching important points）
attend, expose, absorb, handle, in addition
三、教学方法（Teaching Method）: Explaining and practicing
四、教具准备（Teaching Aids）： Multi-media
五、教学步骤（Teaching Procedure）
Step I: Leading in
Ask questions about the story of John Snow with the words and expressions presented.
Step II Word Study
Explain the meanings of the words and phrases and learn how to use them.
Step III Word Exercises
Homework:
1. Go over the words and phrases students have learned and retell the story about John Snow’s defeating “King Cholera”.
2. Choose the suitable words or expressions to complete the passage in the project:
valuable, instruct, cure, expose, look into, examine, put forward, immediately, announce
The Fourth Period
Listening
一、教学目标 （Teaching goals）
1.Target language目标语言
重点词汇和短语
astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse, pure, sin, cosin, geometry, calculus, mechanics, practical, topology.
2.Ability goals 能力目标
Get the students to know more about scientists and science by listening.
3.Learning ability goals 学能目标
Guide the students to get detailed ideas of listening materials
Help the students to form good and correct listening habits.
二、教学重难点 ( Important and difficult teaching points)
a. Listen to materials and grasp the information needed
b. The details of the listening materials
c. The new words of the listening materials.
d. The unfamiliar subjects of the materials
三、教学方法 (Teaching methods)
Audio-lingual method
Audio-visual method
Task- based learning approach
四、教具准备 (Teaching aide) Multi-media
五、教学过程与方式 (Teaching procedures & ways)
StepⅠlead-in
Task 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.
Listening (page 41)
Task 1 Describe the picture and stimulate the student’s thinking.
Task 2. Help the Ss to master the new words in the listening.
species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，
Task 3. Enable the students to get a general picture of the listening and then extract specific information.
Listening Task (Page 44)
Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.
Homework
According to the listening materials above, access the internet:
www.e-mu.cn/bbs/index.php
to get further information.
The Fifth Period
Grammar and Writing
一、目标语言(Target language)
Using “make + n” and past participles
make an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches
二、能力目标 (Ability goals Ability goals)
Get the students to know how Past Participle used as attributive and predictive is used
三、学能目标 (Learning ability goals)
Guide the students to get detailed information for the writing
四、教学重点 (Teaching important points)
Past participle used as attributive and predicative.
五、教学难点(Teaching difficult points)
To teach students the right steps of writing a composition
六、教学方法(Teaching methods)
Discussing; task- based learning approach
七、教具准备(Teaching aid) Multi-media
八、教学过程与方式 (Teaching procedures & ways)
Step I: assign the task
Gregor Mendel's Achievements
Step II: thinking
Necessary steps in writing a composition
Step III: give an example
How to make a plan for your composition?
How to draw an outline?
Homework
Write a report about your scientist, his/her life, achievements and the key to his/her success.
篇4：牛津英语模块5 Unit 2 Word Power(译林牛津版高二英语必修五教学案例)
Module 5 Unit 2 The Environment
Word power
Teaching aims:
1. Enlarge students’ vocabulary about the environment protection.
2. Practice students’ reading and speaking ability.
3. To know something about how to protect the environment.
Difficult & Important points:
1. To learn how to form new words related to “eco”, “bio” and “astro”. Learn their meanings.
2. Enlarge students’ vocabulary.
Teaching methods:
1. Task-based teaching,
2. Group competition.
Teaching aids:
1. A projector.
2. A computer.
Procedure:
Step I Greetings
Greet the whole class as usual.
Step II Revision
Fill in each blank with proper word, the first letter of which is given.
1. A good diet is b________ to health.
2. If you want to enjoy the night with your girl friend, you can use music and lighting to create a romantic a___________.
3. It is quite o_______ that he is pretending to sleep.
4. If you a________ the picture closely, you can see it clearly.
5. We must take m______ to reduce crime in this area.
6. The chemical factory poured lots of p________ waste into the river.
7. I am perfectly w______ to discuss this problem with you.
8. All citizens have r________ for keeping our city clean.
Keys: 1. beneficial 2. atmosphere 3. obvious 4. approach 5. measures 6. poisonous 7. willing 8. responsibility
Step III Lead-in
1. Discussion: Can you design a hotel that is environmentally friendly?
1) What type of energy does an environmentally friendly hotel use?
Natural, safe energy from the sun, solar energy, instead of digging up Earth to find fossil fuels.
2) How does an environmentally friendly hotel wash the sheets?
Eco-friendly washing power .
3) What other features does an environmentally friendly hotel have?
2. Show a picture to the students and ask them to answer the following questions:
1) Do you think this looks like an environmentally friendly hotel?
2) Does it look like the picture you had in your head of an environmentally friendly hotel?
3) Which parts do not look like the picture you had in your head?
Step IV Reading
1. Read this brochure about a new, environmentally friendly hotel which is opening
Ecotourists are people who visit an area and do not harm or damage the ecosystem. They are interested in environmental protection. If you are this kind of tourist, you will love Ecoville. We use natural, safe energy from the sun, solar energy, instead of digging up earth to find fossil fuels. Nothing in our hotel causes pollution. We even use eco-friendly washing powder to wash your sheets. Don’t have your next holiday in a city full of factories that create harmful waste. Come to Ecoville, where you and Earth will be safe together.
2. Now, please try to find as many words about environment protection. For example:
ecotourists, ecosystem, ecoville, eco-friendly, ecoville
3. Can you guess the meanings of all these words with “eco”. The prefix ‘eco- ’ comes from Greek and means ‘earth’. It is used in many words to talk about the environment, such as ‘ecology’ and ‘eco-tourism’. Write six words that include the prefix ‘eco- ’. Use your dictionary if you need to.
ecofriendly, eco-travel, eco-trip, ecotourists, ecoville, ecosystem
Now let’s do more practice.
The prefix ‘bio- ’ means ‘life’. Write six words that include the prefix ‘bio- ’. Use your dictionary if you need to.
biology biochemist biologist biophysics biosphere biotechnology
The prefix ‘astro- ’ means ‘star’. Write six words that include the prefix ‘astro- ’. Use your dictionary if you need to.
astronaut astronomical astrology astrophysics astronomer astrologer
Step V Words related to the environment
1. When we talk about things that are bad for the environment, many of the words that we use are compound nouns. Use the compound nouns in the box to label the pictures.
Clear-cut logging opencast mining
slash and burn farming ozone layer
acid rain global warming
2. Do you know the following compound nouns?
acid fog/acid mist(酸雾), domestic sewage（生活污水）, ecological crimes（破坏生态罪）, endangered species（濒于灭绝的物种）, climatic scourge（气候灾害）
Step VI Competition
We have learned a lot of words and phrases about environmental preservation. Look at the following pictures and try to use as many words and expressions on environment as you can
I will divide you into two groups. The group which has more ideas will be the winner.
First of all, I’ll give you an example. Look at the picture on the screen. Then the phrases about it.
Example: water pollution.
put waste water into rivers.
kill sea creatures
fish die by pollution
not enough fresh water to drink
recycle waste water
turn off the tap when cleaning your teeth.
save water
Then look at the second picture, let’s have a group competition.
Step VII Write an advertisement.
Help the management of Ecovilla write an advertisement.
Fill in the blanks with the words from the previous page.
The concept behind our hotel is(1) ______________ protection. It is safe and fun for the whole family, even Mother Earth.
Ecoville was the idea of Li Zheng, a scientist. He was worried about global warming and the hole in the (2)______________. He wanted a chance to have a holiday in beautiful part of the world, but not to cause damage to the(3)_____________ of the area. One night he saw a television show about a village in Africa. The whole village uses (4)____________ from the sun. No (5)______________ are burnt in people’s homes. There is no harmful waste from the factories because it is changed back into fuel and used to power the factories. The cars are all electric and can be plugged into normal outlets. Even things like soap powder are(6)_______________ products.
Mr Li was very excited about like idea, and decided to build Ecoville exactly the same way. Nothing you find in Ecoville causes any (7)__________ at all. We even built our hotel around the trees--- you can relax and be sure that there was no damage done to make space for you room. We even checked to make sure that the metals we used to build were not obtained from companies that practice opencast mining.
So come and join us, because part of the new generation of tourists, (8)____________, and spend your next holiday in beautiful Ecoville.
Step VIII Translate the following phrases into English.
1. 环境保护 environmental protection 2. 矿物燃料fossil fuels
3. 全球变暖global warming 4. 减少污染reduce pollution
5. 温室效应greenhouse effect 6. 露天采矿opencast mining
7. 确保，核实make sure 8. 酸雨acid rain
9. 臭氧层ozone layer 10. 新一代new generation
Step IX Task
Eco-travel is a form of travel that combines normal tourism with learning. Instead of simple traveling for pleasure, you can use your trip as a way to protect the environment. Normal tourism is often bad for the environment, and tourists often cause problems. Eco-travel, on the other hand, is a way to travel responsibly. Eco-tourists want to learn about the world so that they can make it better, or at least understand it better. Eco-travel is a way to find out what can be done to help animals and plants as well as people. Read about the following eco-travel destinations and complete the tasks below.
Red River Village
Swim in the Red River.
Look at the birds.
Go for a walk along the river.
Go boating on the river.
Plant trees on the river.
Learn about water and the fish in the river.
Learn how to keep the water clean.
Learn about the birds by the river.
By staying in the hotels in Red River Village, tourists can help the villagers make money so that they can take care of the river and the birds.
Snow Mountain
Go hiking in the mountains.
Look at the birds.
Look at other animals.
Go skiing in winter.
Plant trees on the mountain.
Learn about nature.
Learn about the changes in each season.
Learn about the old trees on the mountain.
If you visit Snow Mountain, you can help the people there to keep the mountain clean and to take good care of the birds and other animals.
Work in groups of four. Imagine that the four of you are going on an eco-trip. Prepare role cards for the discussion and decide where you are going. Each group member has to prepare reasons for visiting one of the places above.
Student A: Red River Village
I think we should go to Red River Village because we can ______________________________.
And we can learn about______________________________
If we visit Red River Village, we can help_______________________________________
Student B: Snow Mountain
I think we should go to Snow Mountain because we can _________________________________.
And we can learn about______________________________
If we visit Snow Mountain, we can help_______________________________________
Step X Homework
1. Finish Part A1, A2 , B1, B2 on P98-99 on workbook.
2. Collect as many words that describe the environment as you can
篇5：unit 12 phrases(新课标版高二英语必修五教案教学设计)
science fiction科幻故事 What’s the distance from….to….从…到…的距离是多少?
make a sketch of…画草图 expect to do sth 期待做某事
develop one’s love for sth.对某事产生了爱好或兴趣 make/earn a living 谋生
take sth one step further把….推进一步. lay foundation of ….奠定了….的基础
long before 很久以前 before long 不久以后
set out to do sth. = set about doing sth.出发做某事 in one’s efforts to survive 在某人努力求生时
make an/ every effort to do sth.尽全力做某事 spare no efforts to do sth. 不遗余力做某事
without efforts 毫不费力 turn out (to be)结果是//prove
take sb on board 带某人上船/机 from that day on 从那天开始
take sb on a voyage across the ocean带某人去越洋旅行 give a view of …给人提供一个…的景观
dress sb in….给某人穿…衣服 sb be dressed in某人穿着…衣服
diving suit 潜水服 by the lamps of 在灯光下
ever since自从…起 keep sb as a prisoner// keep sb prisoner囚禁某人
cry about 为…而哭泣 go on an adventure 去冒险
contrary to ….与….正好相反 // on the contrary 相反 sink to the bottom of the sea沉入海底
become a permanent pain in one’s heart成为某人心中永久的痛
be driven by a desire to learn被学习的渴望所推动 look for/ search for/ hunt for 搜寻,寻找
look for a road without having a map自己摸索 dream of doing sth 梦想做某事
throw/ cast light on/ upon 阐明, 给….以说明 pioneer a new way 开创一条新路
unfold sth to sb把某事揭示给某人 the principle of life 生命的原理
the cause of life生命起源 nothing but= only 只有，仅仅
slow down 减速,减慢 eight feet in height/length/width 8尺高/长/宽
result in结果:导致 light the flame of life燃起生命的火花 a lighted candle
burn sth out 燃尽 come into one’s mind想到
make a choice of选择 turn sth upside down起大变化，颠倒, 混乱
have a strong belief in sth对…有坚定的信仰 wash sth up on the shore冲上岸
look down on// upon看不起… be about to do … when
cut off切断 be free from the pull of gravity摆脱地心引力
be proud of sth// to do sth为。。。感到骄傲
篇6：book 5 Unit 5 First Aid for Burns(新课标版高二英语必修五教案教学设计)
(NSEFC必修Book5)
Teaching Goals:
1. Enable the Ss get some first aid knowledge
2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each each para./ part & each passage .
Key Teaching Points
How to improve the Ss’ reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pairwork of group to get every student to take part in the teaching-and-learning activities.
4. Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn’t a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss’ words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
www. healthy. net/clinic/first aid/
kids health. org/parent/first aid_ safe/
10月20日
篇7：新课标模块5 Unit 4 Grammar：Inversion 倒装(新课标版高二英语必修五教案教学设计)
Book5 Unit4
The Fourth Period Grammar
Inversion
Teaching goals 教学目标
1. Target language目标语言
Only after ... did sb ...
Only by doing ... could sb ...
Not only did ...
Seldom have I ...
2. Ability goals能力目标
Enable the students to use inverted sentences correctly.
3. Learning ability goals学能目标
Help the students learn how to use Inversion correctly.
Teaching important points 教学重点
Help the students use Inversion correctly.
Teaching difficult points教学难点
Guide the students to summarize the usage of Inversion.
Teaching methods 教学方法
Task-based learning; cooperative learning; practice.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures ＆ ways教学过程与方式
Step Ⅰ Presentation
Ask the students to find the sentences of Inversion in the Reading.
T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26.
In a while, get the students to say the sentences. Then show the answers on the screen.
Never will Zhou Yang forget his first assignment at the office of China Daily.
Only when you have seen what he or she does, can you cover a story by yourself.
Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
Only if you ask many different questions will you acquire all the information you need to know.
Step Ⅱ Explanation and Summary
T: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements:
1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc.
The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than.
e.g. In no case can an exception be made.
Never have I seen such a stupid person.
Not until he loses all his money will he stop gambling.
Scarcely had he entered the room when he was knocked down by a stranger.
Not only is she beautiful, but she is also very intelligent.
I cannot attend the meeting tonight, and neither can my wife.
2) Adverbial expressions with only
e.g. Only after an operation will he be able to walk again.
Only once has he done such a thing.
3) Adverbial expressions with so
e.g. So greatly did he admire the beautiful actress he asked her to marry him.
The word order is also reversed after the conjunction so.
e.g. I caught a cold, and so did my wife.
4) Adverbial expressions of place
e.g. There stood the tallest man he had ever seen.
Inside the room were a few pieces of furniture.
But when the subject is a pronoun instead of a noun, the order should not be inverted.
e.g. Here he comes.
Off he ran.
5) Other adverbials in initial position
e.g. Loud and clear rang the bells.
Often did we sit together without saying a word.
Step Ⅲ Practice
T: To understand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2－4 on your own.
After the students finish, check the answers. Then deal with Exx. 1 ＆ 2 on page 64 and check the answers.
Step Ⅳ Consolidation
Present the following exercises on the screen.
T: Now let’s do more exercises to see how well you have grasped Inversion.
1. -Do you know Jim quarreled with his brother?
-I don’t know, ______.
A. nor don’t I care B. nor do I care
C. I don’t care neither D. I don’t care also
2. Not until all the fish died in the river ______ how serious the pollution was.
A. did the villagers realize
B. the villagers realized
C. the villagers did realize
D. didn’t the villagers realize
3. Only in this way ______ do it well.
A. must we B. we could
C. can we D. we can
4. Hardly ______ when it began to rain.
A. had he arrived B. arrived he
C. he had arrived D. did he arrive
5. Only when class began ______ that he had left his book at home.
A. will he realize B. he did realize
C. did he realize D. should he realize
6. Not a single mistake ______ in the dictation yester-day.
A. did he make B. made by him
C. he made D. he had made
7. No sooner _____ his talk than he _____ the workers.
A. he finished; surrounded all
B. did he finish; did surround
C. had he finished; was surrounded by
D. after he finished; was surrounded near
8. Little ______ know about verbs, Franz ______his head.
A. did he; dared not lift
B. he; dare not lift
C. did he; dare not to lift
D. doesn’t; doesn’t dare lift
9. Not only ______ a promise, but he also kept it.
A. had he made B. he had made
C. did he make D. he makes
Key: 1－5 BACAC 6-9 ACAA
Step Ⅴ Homework
Preview the reading passage in Using Language.
篇8：译林牛津模块5 Unit 2 词组(译林牛津版高二英语必修五教案教学设计)
Module5 unit2 welcome to the unit---- word power
1. follow our usual schedule 遵循往常的日程
2. open the floor for discussion 自由发言
3. in addition 此外
4. be full of = be filled with 充满
5. have a lasting/ good/ great/ instant/ effect on（upon ）对……有持久的影响
6. grow to / climb to/ rise to/increase to 增长至
grow by / rise by/ increase by 增长了
7. wipe out 扫除；消灭
8. give voice to sth=voice 表达
9. cut back/ down on 减少
10. My suggestion is that sb should do sth
11. at the same time 同时
12. be beneficial to 对……有益
13. The world’s population has grown to more than six times it was in 1800.
This room is twice bigger than that one. 这个房间是那个的三倍大。
This room is three times as big as that one.
This room is three times the size of that one.
14. a environmentally friendly way of living 环保的生活方式
15. be concerned about/ for concern oneself about / for 担心
be concerned with 与……有关
16. be responsible for (doing) sth/ take responsibility to do/ for sth. 对……负责
17. see/ consider/ regard/ treat/ think of/ look on sb. as 把……视为
18. the people running these factories 经营这些工厂的人们
19. the key to success / the key to solving the problem 成功/解决问题的关键
20. preserve/ protect the environment 保护环境
21. be willing to do sth. 乐意干某事
22. pay slightly higher prices for 为……付更多的钱
23. My money has run out.(无被动) / I have run out of money. 我们钱已经用完了。
24. a little bit of 一点/ not a bit 一点也不/ not a little 很；非常
25. recycled material ( 可回收的材料)
26. What if we run out of space？ 要是我们没有空间了怎么样？
27. What fun it is! How funny! 真有趣！
28. do harm to = be harmful to = do damage to 对……有害
29. run across= run into = come across 偶遇
30. environmental protection 环境保护
31. solar energy 太阳能
32. global warming 全球变暖
Module5 unit2 grammar – project
1. write in 致函；写信表意见
2. pick up 捡起；接受到；恢复（健康）；接（某人）；自然习得
3. be covered with/in 被……覆盖
4. clean up 清理；打扫干净
5. customs officers 海关关员
6. come over to 过来
7. watch the arrivals closely 仔细地观察到达者
8. on/ upon taking off his jacket 一脱下他的夹克
9. I like it when… 我喜欢…… （like/ hate/ love it when…）
10. work on 致力于
11. draw conclusions 得出结论
12. natural disasters 自然灾害
13. form up 形成
14. according to 根据
15. combat desertification 抗击沙漠化
16. take steps to stop the process of desertification 采取措施来阻止沙漠化进程
17. provide sth for sb/ provide sb with sth 向某人提供某物
18. be stocked with 储备有
19. set up a centre 建立中心
20. pick out 挑选出；辨认出
21. in the form of 以……的形式
22. on account of/ due to/ because of 因为；由于
23. present your point of view 表达你的观点
24. turn off the tap 关水龙头
25. raise concern both nationally and internationally/ both at home and abroad 引起国内外关注
26. Not only does he like English but also he likes French. 他不仅喜欢英语，而且还喜欢法语。
27. result in/ lead to/ cause 导致 result from 由……所致
28. rely on/ depend on 取决于；依赖于
29. recognize the importance of doing sth 认识到做……的重要性
30. deal with the problems 处理问题
31. advise sb. on sth./ advise sb. to do sth./ advise doing sth. 建议某人做某事
32. endangered species 濒临灭绝的物种
33. be under way/ be under discussion / construction 正在进行/讨论/建筑过程中
34. work out solutions to many problems
35. replace…with… 取代
36. He will be a great success= He will be very successful. 他将会是个成功的人。
37. be home to a diverse range of fish and animals 是大量的鱼及动物的发源地/家园
38. the most endangered animals 大多数濒临灭绝的动物
39. the number of + 谓单/ a number of + 谓复 ……的数目/ 许多
40. prohibit sb from doing sth 阻止某人做某事
41. remain to be done / remain single/ the remaining $20= the $20 left 有待/保持单身/ 剩下的20美元
42. have harmful effects on 对……有害的影响
43. We still have a long way to go to solve all the problems concerning (about) the Yangtze river 关于
44. appreciate doing / one, ones doing 欣赏/感激做某事
篇9：高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about science fiction.
2.Learn to express beliefs and doubts.
3.Learn about Word Formation2.
4.Practise creative writing.
The First Period Warming up& Listening& Speaking
Teaching Aims:
1.Learn about some scientific facts by doing a small science quiz.
2.Train the students’ listening ability.
3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
Teaching Important Points:
1.Train the students’ listening ability.
2.Master the useful expressions for beliefs and doubts.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to finish the task of speaking.
Teaching Methods:
1.Free talk to arouse the students’ interest in science fiction.
2.Listening-and-answering activity to help the students go through the listening material.
3.Discussion to make the students finish the task of speaking.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: Do you like reading novels?
Ss: Yes.
T: What kind of novel do you like best?
S1: I like reading detective novels.
T: Why do you like novels of this kind?
S1: Because this kind of novel is full of suspension and the end of it is often surprising.
T: Very good. Does anyone have a different opinion?
S2:I enjoy reading about science fiction.
T: Tell us why, please.
S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.
T:A good job. Sit down, please. Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy)
Step Ⅲ Warming up
T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)
T: Have you read them?
(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)
S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.
S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.
T: You’re wonderful! Have you read any of his books besides these two books? What are they about?
S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.
T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.
(Teacher uses the multimedia to show the following.)
1.What is the highest mountain on earth and how high it is?
2.What is the deepest point in the ocean and where is it?
3.Which is the longest river on earth and how long is it?
4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?
6.How high are the temperatures near the centre of the earth?
7.What is the longest distance around the world?
8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?
T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?
Ss: Yes.
T: Now check your answers. (Show the answers on the screen.)
Step Ⅳ Listening
T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?
Ss: Yes.
T: Now, let’s listen to the tape carefully and finish the task.
(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)
T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?
Ss: Yes.
(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)
T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.
(Students do as the teacher says.)
Step Ⅴ Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?
Ss: Yes.
T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m(not) certain… I can’t imagine… It could be…but…
It’s likely… It would like… I’m sure that…
T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)
T:(A few minutes later) Are you ready?
Ss: Yes.
T: OK. Which group would like to act out your dialogue?
(Two students stand up and act out their dialogue before the class.)
T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?
(Another two students stand up and their topic is about life in 3098.)
(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)
Step Ⅵ Summary and Homework
T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Second Period Reading
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn about the French writer Jules Verne and his two famous science fictions.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the useful phrases.
Teaching Difficult Points:
1.How to make the students understand the passage better.
2.How to help the students finish all the exercises in Post-reading.
Teaching Methods:
1.Discussion before reading to make students learn more about some scientific facts.
2.Fast-reading method to get the general idea of the passage.
3.Careful-reading method to get the detailed information in the text.
4.Discussion after reading to help the students finish the tasks in Post-reading.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
StepⅠ Lead-in and Pre-reading
T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.
(Show the following pictures on the multimedia.)
T: Here are three great inventions. Who can say when the inventions in the pictures were made?
S1:Electric railway was invented in the early years of the 20th century.
S2:Thomas Edison invented the light bulb in 1879.
S3:Steam-powered boat was made in 1807.
T: You’re quite right
StepⅡReading
T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?
Ss: Jules Verne.
T: Good. Do you remember the books written by him and talked about by us in the last period?
Ss: Yes.(Students say out the titles of the books together.)
T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?
Ss: Yes.
(Students begin to write eight key words. After they finish, teacher says the following.)
T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.
(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)
T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.
(Show the following on the multimedia.)
1.To make a living, what did Jules Verne have to do?
2.What will many of the instruments in his novels remind the readers of?
3.How did Verne lay the foundation of modern science fiction?
4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?
5.How does the story “Journey to the Centre of the Earth” begin and end up?
(A few minutes later, teacher asks some of them to answer the questions one by one.)
Suggested answers:
1.To make a living, Jules Verne had to write and sell stories.
2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.
3.By taking the scientific developments of his day one step further.
4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.
5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.
Step Ⅲ Language Points
T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.
(Show the following on the multimedia.)
1.make a living(=earn one’s living)
e.g. She made a living by singing in a nightclub.
2.lay the foundation of
e.g. Four-year college life laid solid foundations of his career.
3.come true
e.g. The boy’s wish to become a PLA man has come true.
4.set out
e.g. They set out to look for the lost child.
5.turn out(to be)+adj./n.
e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.
To everyone’s surprise, the fashionable girl turned out to be a thief.
6.defend…against/from
e.g. We should defend our country against attacks.
7.be dressed in
e.g. The girl was always dressed in red.
Dressed in uniform, he looks handsome.
Step Ⅳ Post-reading
T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.
(After a while, teacher checks their answers with the whole class.)
Suggested answers:
2.During the time they do all they can to continue to live…
3.They realize that they come to the surface of the monster
4.his long-term guests
T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.
(After a while, teacher checks their answers. Students may have various answers.)
T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.
Suggested answers:
Differences SUBMARINE SPACESHIP
Speed slow fast
Landscape under water landscape space landscape
Number for people a lot of people a few people
Food common food special space food
Clothes diving suits space suits
Similarities Demand for skills is high.
They’re both exciting.
Tourists must be trained by experts.
They’re expensive.
T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)
Suggested answers:
Preparation: Tools and things to bring Risks: Dangerous and things that could happen
food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured
Step Ⅴ Summary and Homework
T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.
The Third Period Grammar
Teaching Aims:
1.Review the new words appearing in the last periods.
2.Learn to use the rules of word formation to guess the meaning of the word.
Teaching Important Points:
1.Learn to choose proper words according to the contexts of the given passage.
2.Learn to guess the meaning of the words by the meaning of some stems and affixes.
Teaching Difficult Points:
1.Master the meanings of the following stems and affixes:
mis-=wrong extra-=outside inter-=between sub-=under
under-=below over-=too much dis-=not -marine=sea
2.How to guess the meanings of the words according to these stems and affixes.
Teaching Methods:
1.Review method to consolidate what we’ve learnt.
2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)
T: Very good. It seems that you’ve read the passage again and again.
Step Ⅲ Word Study
T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?
Ss: Yes.
T: OK. Let’s begin.
(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)
T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?
Ss: Yes.
T: OK. Who’d like to make a sentence using the first word “collision”?
S1:The plane crashed after a collision with a tall building, killing all the passengers on board.
T: Very good. Next word “permanent”.Who will try?
S2:Love is a permanent topic for us all.
S3:Next month, he is going to go on a voyage across the English Channel.
S4:A thief robbed the young lady of her handbag and escaped.
S5:All passengers on board are not from the same country.
S6:He is fond of science fiction.
S7:Not all fantasy can be realized in the future.
T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.
Step Ⅳ Word Formation
T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.
(Teacher shows the following on the screen.)
rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical
mis-=wrong
extra-=outside
inter-=between
sub-=under
under-=below
over-=too much
dis-=not
-marine=sea
T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?
S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…
(Teacher writes these words on the blackboard.)
T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.
T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.
Step Ⅴ Consolidation
T: Look at the screen, please.(Teacher shows the following on the screen.)
Add a proper affix to each of the following words to form another word.
1.______curricular 2.______ dependent 3.______patient
4.______stop 5.______judge 6.______tired
7.______heading 8.______clothing 9.______advantage
Suggested answers:
1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-
Step Ⅵ Summary and Homework
T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.
Ss: See you next time.
The Fourth Period Integrating Skills
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Review some word formation.
3.Train the students’ writing ability by practising creative writing.
Teaching Important Points:
1.Consolidate word formation learnt yesterday.
2.Help the students finish the creative writing.
Teaching Difficult Points:
1.How to help the students practise creative writing.
2.How to improve the students’ reading ability.
Teaching Methods:
1.Revision method to help the students consolidate the useful expressions.
2.Question-and-answer activity to help the students understand the reading passage better.
3.Discussion method to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?
S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.
T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.
(Teacher shows the following on the screen.)
1.submarine=______+______
2.disappear=______+______
3.overturn=______+______
4.Internet=______+______
5.underwater=______+______
6.prisoner=______+______
(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)
T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.
Suggested answers:
1.潜水艇 sub+ marine sub-=under
2.消失 dis+ appear dis-=not
3.打翻 over+ turn over-=too much
4.因特网 Inter+ net inter-=between
5.在水下的 under+ water under-=below
6.囚犯 prison+er -er=person who carries out the action of the verb
Step Ⅲ Reading
T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.
(Show the following on the screen.)
1.What did Dr Frankenstein want to do when he was young?
2.After he was sent to university, what did he think of the things taught at university?
3.What attracted his attention?
4.Did he discover the cause of life?
5.Although he knew how to create life, what remained a difficult work for him?
6.Why did he decide to create a larger human being than man about eight feet in height?
(Teacher gives them five minutes to read them. After that, check their answers.)
Suggested answers:
1.He wanted to learn the secrets of heaven and earth when he was young.
2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.
3.The structure of the human body and any animal that was alive attracted his attention.
4.Yes.
5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.
6.Because the small size of the parts slowed down his speed.
T:Now,let’s do an exercise.(Teacher shows the following on the screen.)
1.The boy ______ becoming a pilot.
2.______ before you reach the crossroads.
3.He shouted to ______.
4.The fire ______.
5.Can you ______ the problem?
6.He ______ meat with a sharp knife.
7.Her skin is ______.
T:Fill in the blanks using the proper phrases on the blackboard.
Suggested answers:
1.dreams of 2.Slow down 3.draw people’s attention 4.burn not
5.throw any light on 6.cut up 7.as white as snow
Step Ⅳ Listening and Reading Aloud
T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.
(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)
Step Ⅴ Designing and Writing
T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.
(Teacher shows the following on the multimedia.)
1.How does your doctor create a life form that looks like a human being?
2.Describe your doctor’s efforts to do that.
3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.
(Teacher goes among the students to help them finish the word web.)
Suggested answers:
1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.
2.My doctor takes the following steps to create the human:
First, choose the cells of human body and fur and features of animals as materials.
Second, use the test tube and medicine to cultivate cells in the lab.
Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.
Fourth, a superman is born.
3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.
(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)
The Fifth Period Word Formation
Teaching Aims:
1.Review all the methods of word formation the students have learned and summarize them.
2.Do some exercises to enable the students to master what they’ve learnt.
Teaching Important Point:
How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.
Teaching Difficult Point:
How to apply what they’ve learned about word formation to guess the meaning of an unknown word.
Teaching Methods:
1.Explanation to make the students understand what they’ve learned clearly.
2.Practice to enable the students to master what they’ve learned.
3.Pair work or group work to make every student active in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Greet the whole class as usual.
(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)
Step Ⅱ Lead-in and Discussion
T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.
Complete the following sentences:
1.These gold rings are ______ while those glass ones are ______(value).
2.We all like the report given by the famous scientist yesterday. It is ______(encourage).
3.Mary’s daughter is old enough to ______ and ______ herself.(dress)
4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.
5.______(self) is a virtue of the Chinese people.
6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)
7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).
8.That plan was a waste of money. We ______(agree) with it.
(Teacher goes into the students and has a discussion with them. After a few minutes.)
T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.
S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?
Ss: Yes, you are right.
S2:The second answer is “encouraging”,I think.
S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.
S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?
S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.
T: Which is right,S4or S5?
S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.
T: Is he right?
Ss: Yes, he is right.
T: Please go on!
…
Suggested answers:
5.Unselfishness
6.careless;careful
7.unfair
8.disagreed
Step Ⅲ Further Discussion
T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?
S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.
S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN
T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?
Compare the following sentences:
1.a.It has not much taste.
b. The bread tastes delicious.
2.a.They had a quarrel yesterday.
b. They quarrelled for half an hour last night.
3.a.I’ve got an interview with National Chemicals.
b. We interviewed 20 people for the job.
S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.
T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation
Step Ⅴ Test
T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.
Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.
1.The hall can seat a thousand people.
2.The train slowed down.
3.They helped us bridge over the difficulties.
4.We must better the life of the people.
5.His holiday was ruined by a series of misadventures.
6.There is often subzero temperature in winter here.
7.I disbelieve every word Tom says.
8.He is extra-thin.
9.The article has a subtitle.
Suggested answers:
1.坐 2.慢了下来
2.度过 4.改善
5.不幸事件 6.零度以下
7.不相信 8.相当瘦
9.小标题
Step Ⅵ Summary and Homework
T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!
Ss: Good-bye!
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
篇10：高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about water and the ocean.
2.Practise communicative skills.
3.Review Modal Verbs.
4.Write an explanation paragraph.
The First Period Warming up& Listening & Speaking
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?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it. (a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3:I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)
T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.
S: The part above is vegetable oil and the part below is water.
T: Good. Do you know why?
S: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?
Ss :Because oil can’t dissolve in water, but milk can.
T: Very good. Would you like to watch another experiment?
Ss: I’d love to.
T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2.come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1.How is the water being used?
2.Is this a good way to use water?
3.Why do we use water in this way?
4.Who benefits from using water in this way?
5.What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
The Second Period Reading
The Properties of Water
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 Points:
How to 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
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!
The Third Period Grammar
Teaching Aims:
1.Review Modal Verbs.
2.Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5.Soil can a______ water, so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb
5.absorb 6.relationship 7.freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7:I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8:I think the first sentence expresses some necessity and the second one expresses guess.
S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Can you tell from the letter what John’s problem is?
2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Fourth Period Integrating skills
Teaching Aims:
1.Review the useful expressions learnt in this unit by practising.
2.Improve the students’ reading ability by reading the material.
3.Improve the students’ writing ability.
4.Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Inductive method to help students write a paragraph successfully.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike? -Yes, of course you ______.
3.The ground is wet. It ______ have rained last night.
4.A machine ______ think for itself. It ______ be told what to do.
5.Tom,don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1.can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3:An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4:Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases. Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2.have an opportunity to do something
e.g. I had no opportunity to discuss the problem with her yesterday.
3.a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4.contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Why does an ice cube float?
2.What will happen to a piece of metal if you put it in water?
3.Why do so many species live in estuaries?
4.Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______（也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1.range from 5 to 15 2.The way she deals with the problem
3.that is 4.took advantage of
5.is very sensitive to temperature 6.made him respected
7.managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
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 to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:
1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
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.
篇11：Unit 11 全单元教案(新课标版高二英语必修五教案教学设计)
I． 单元教学目标
技能目标Goals
▲ Talk about science and scientific achievement
▲ Practise expressing intentions and wishes
▲ Learn about Word Formation (1)
▲ Write a persuasion essay
II． 目标语言
功
能
句
式 1．Talk about science and scientists
2. Practise expressing 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……
词 汇 1. 四会词汇
Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer
2. 认读词汇
Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid
3. 词组
set foot (in), rely on, put forward,
4．重点词汇
significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,
breakthrough, announce
结构 Word formation
重
点
句
子 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.
2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
The First Period Warming up &Listening& Speaking
Teaching Aims:
1.Learn and master the following.
(1)New words: engineering, solar, significant, mankind, constitution
(2)Everyday English:
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 and speaking 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: a tape recorder, a projector and a computer
Teaching Procedures:
Step I Warming up
Show the pictures of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.
T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)
1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?
2. What are some other scientific achievements that you think are important?
3. Do these achievements have anything in common? If so, what?
Five minutes later ask some students to speak out their opinion.
T: Ok. Please stop here. I’d like to listen to your opinions.
S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.
S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.
S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment…
T: Good! Do these achievements have anything in common?
Ss: These great achievements have changed the world.
S8: And all these great achievements were made by westerners/ foreigners.
T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.
Step II Listening
T: 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. Can you follow me?
Ss: Yes.
T: Well, now look at the chart in Exercise 1 at the top of Page 2 quickly. Then I’ll play the first part of the tape for you to complete it. After that, I’ll check your answers.
(After checking the answers to Exercise 1,teacher goes on to deal with Exercise 2)
T: Well done. Now, listen to Part 2 and complete the sentences in Exercise 2.If necessary, I’ll play it twice for you to finish or check your answers. OK?
Ss: OK.
T: I’ll play it. Listen carefully!
(At last, teacher deals with Exercise 3.)
T:OK. So much for the tape. Now imagine you were the first person on Mars, or the first cloned human being or the first person to travel in time, what would you say? Any volunteer?
S1:If I were the first person on Mars, I would say “I’m here from the earth.”…
S2:…
T: Wonderful. If you want to do research about something, besides hard work, what else do you need?
Ss: Modern equipment and money, especially money. You get enough money, and then you get the equipment you need. Funds are essential for doing research.
T: You are right. Now, please look at the Speaking part.
Step III Speaking
T: 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, I’ll put you in groups of five to have a discussion. Four group members represent scientists; one 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. Is everything clear?
Ss: Yes.
T: And following the situation, there are some useful expressions. You can use them to express your intentions and wishes. Let’s go through them together before your discussion.
(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.)
Step IV 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. So much for today. Goodbye, everyone.
Ss:Goodbye, Mr/Ms…
The Second Period Reading
Teaching Aims:
1. Target Language:
a. 重点词汇和短语
likely zone, private, grasp, master, perfect, arrange, rely, failure, locate, valley, set foot in, rely on
b. 重点句型
①Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
②Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
2.Ability goals: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.
3. Learning ability goals: Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points
The development of Zhongguancun and great achievements China has made in recent years.
Teaching difficult points
How to analyze the text and grasp the main idea of the text.
Teaching methods Listening, reading, discussing
Teaching aids a tape recorder, a projector and a computer
Teaching procedures:
Step I Revision
Check the homework..
Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.
Ask some students to read words and expressions in Unit 11.
Step II Pre-reading
Deal with the questions in the pre-reading part.
T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?
S1: I think I will need support from academies of science.
S2：I think I will need support from the government, i.e. special policy to support my company.
S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.
S4:……
T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?
S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.
S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.
S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.
S11: Scientific achievements also change our way of thinking…
T: So scientific achievements are very important. Then you will good answers to this question:
Why do scientists spend so much time trying to achieve something?
S15: Because they like to do something valuable.
S16: Then they turn their wishes into reality.
S17: They are doing something to strengthen the social development.
T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.
Step III Leading in
Help students to learn something about the symbol of Zhongguancun..
T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the PowerPoint.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.
Step IV Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.
T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.
Show the form on the PowerPoint.
Zhongguancun is located in Northwestern Beijing
What is it? China’s Silicon Valley
In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone
Zhongguancun is home to A growing number of overseas Chinese;
A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More that 8,000 hi-tech companies
Its effect On business& science
Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.
Zhongguancun is located in Beijing’s Haidian District Northwestern Beijing
What is it? New center for Chinese science and technology China’s Silicon Valley
The science center got started In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry
Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies
Its effect positive On business & science
T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.
Skimming
Ask students to skim the text and then finish the post-reading questions.
T: Look at the post reading questions first. Then skim the text to find the answers.
Then check the answers with the whole class.
Suggested answers: 1. A.B.C.D 2. D 3.C.D 4.B 5. C.D
Sum up the main idea of each part.
Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.
In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.
(Cooperative learning)
T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.
After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.
T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.
(Show the suggested answers on the PowerPoint.)
The main idea of each part
Part1 (Paragraph1-2)
General introduction of Zhongguancun.
Part2 (Paragraph 3-7)
Why Zhongguancun attracts more and more overseas Chinese.
Part3 (Paragraph 8-9)
The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.
T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.
Step IV Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape for you .Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.
T: Do you have any difficulties with the text？
S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?
T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.
E.g. The train is likely to be late.
She is not likely to come next month.
S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?
T: No, “not all” means” some”.Do you have any other questions?
Ss: No.
T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.
Step VI Homework
Surf on the internet and find more about Chen Chunxian and Zhongguancun.
The Third Period Grammar
Teaching Aims:
1. Learn the Grammar--- Word formation (I)
2. Study the ways of forming a word and enlarge students’ vocabulary.
3. Enable students to use context clues and what they know about word parts to guess the meaning of new words.
Teaching important points:
The ways of forming a word.
Teaching difficult points:
How to guess the meaning of a new word.
Teaching methods: Explaining and practising
Teaching aids: 1. a projector 2. a computer
Teaching procedures:
Step I Lead in
T: Good morning afternoon, class!
Ss: Good morning afternoon,Mr/Ms…
T: This week we are learning Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?
S1“Scientific”is the adjective form of” Science”.
S2:“Achievement “ is the noun form of “achieve”.
T: Observe them carefully; can you explain how they are formed?
S3:” Science” is a noun, if we add –fic to it, then we get its adjective.
S4: “achieve” is a verb. If we add –ment to it, we get its noun.
T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)
Step II Grammar
Ask students to observe the given words carefully and find out how words are formed.
T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)
affix
infix
prefix
suffix
Teacher explains the following.
T: What do these words (nouns) have in common?
Ss: All of them contain the root “fix”.
T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get
af + fix
in + fix
pre + fix
suf + fix (These will be shown on the PowerPoint)
T: What does 'fix' mean?
Ss: Fix means attach to, fasten, stick, glue.
T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?
'in' a room, 'in' a sentence, 'in' a word.
'pre' means before like in pre-war, pre-school, premature.
So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)
What about 'af' and 'suf'?
That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.
'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).
Why have the d in 'ad' and the b in 'sub' changed into f?
The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .
So what do affix and suffix actually mean?
Ss: affix - to attach something to (a word)
suffix -to attach something at the end of (a word)
T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word
There are three kinds of affixes:
added inside the word - infix
added at the beginning of the word - prefix
added at the end of the word – suffix
Ss: What's this good for then?
T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.
The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.
If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.
Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)
ab
(away) abstain, absent, absolve
ad
(to) adverb, advertisement, advance, adjoin
in /il-/im-/ir-
(not) incapable, indecisive, intolerable , illegal, impossible, irrugular
inter
(between, among) international, interaction interdependent, interprovincial
pre
(before) prerecorded, preface prefer
post
(after) postpone, postscript, postwar
sub
(under, not quite) subsoil, subscription, suspect ,subway, subnormal
trans
(across, to a changed state) transfer, transit, translate, transport ,transform
Step III Practice
T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).
international= inter-+national telephone= tele-+phone
mankind=man+kind broadband= broad+band
extremely=extreme+-ly manned= man+ -ed
hi-tech= high+technology email= electronic mail
IT= information technology CSA= Chinese Space Agency
S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.
T: Good! What about the others?
S2: Mankind and broadband are formed in the same way. Each is made up of two words.
S3:Extremely and manned are formed by adding a suffix.
S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.
S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.
T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.
Deal with the rest of exercises in the same way.
Step IV Exercises( workbook)
T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.
Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.
The Fourth Period Integrating Skills
Teaching Aims:
1. Target language
a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward
b. 重点句型In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.
2. Help students to learn about scientific achievements in different fields made by Chinese.
3. After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.
Teaching important points
Help students to learn about scientific achievements in different fields made by Chinese.
Help students to realize scientific achievements rely on science and education and knowledge will
help them to achieve their goals.
Writing: Write a persuasion essay.
Teaching difficult points
How to write a persuasion essay.
Teaching methods: Task-based teaching method
Teaching aids: 1. A recorder 2. A projector 3. A computer
Teaching procedures:
Step I Leading in
T: Though the scientists had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.
Step II Integrating skills
Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.
T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.
Field Achievements Importance
Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight
Genetic research A new kind of rice which allow farmers to increase production；
Completed part of the international human genome project in A leader in the field of genetic research;
Proving that Chinese scientists are among the world’s best
Computer engineering A new high-speed broadband network was recently started;
Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.
Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.
After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.
Step III Writing
T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.(After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.)
Step Ⅳ Homework Finish writing your essay.
篇12：模块5 Unit 2 Language Points(译林牛津版高二英语必修五教案教学设计)
1.economy : n. 经济
economic adj. 经济学的，经济上的
These are the main economic plants of the region.
The railway service in the country is no longer economic.
economical adj. 节约的，节省的，不浪费的
The car is economical to run.
One should be economial of time and energy.
2.debate n.辩论，辩论会； vt / vi 辩论，争论，讨论
debate (about) sth. with sb. 与…辩论…
beyond debate 无可辩论
open a debate 展开辩论
hold a debate 举行辩论会
a warm debate 激烈的辩论
辨析：debate / argue / discuss
debate: 正式的辩论，通常在一位仲裁人的主持下，按照一定的规则进行，双方各自申诉理由，“交锋”意味较强。其后接名词和连接代词或副词引起的不定式短语，不常接that 从句
argue: 指说理、论证，侧重于摆事实，试图说服对方，也可能是激烈的交换意见，以致争吵。其后接名词或that从句，不常接what when whether 等引导的从句和不定式。
discuss: 重在交换意见，进行讨论，不含有意说服对方的成分。其后接名词，动名词，不定式短语和when,whether, what等引导的从句，但不常接that从句。
The subject was hotly debated.
They were debating whether to go to the Mountain Puto or the Mountain Yandang just now.
I argued with him for a long time, but he refused to listen to reason.
I’ll discuss the problem with him later.
3. open the floor : 自由发言
the floor 发言权，议员席，议会会场 take the floor (在辩论中)发言，参加讨论
ask for the floor 要求发言 get (have) the floor 有发言权
Now let’s open the floor.
The president then took the floor and answered the journalists’ questions.
4. voice: vt/ 表达，吐露，用言语说出
n. 呼声，意见，声音，发言权，投票权
vioice one’s deep feeling for 表达对…的深厚感情 voice one’s opinions 发表意见
give voice to sth. 表达,表露 speek in a loud voice 大声地说
with one voice 异口同声的，一致地 lift one’s voice 高声叫喊,大声疾呼
A spokensman voiced the workers’ dissatisfaction.
With one voice, the workers voted to strike.
We have no voice on the matter.
Let’s go and enjoy the voice of the sea.
5. damage: / destory / ruin
damage: 用于无生命的东西,主要指对物造成损失, 如价值,效用,外观等物质上的损失.
destory: 用强力毁坏或毁灭某物,如建筑物,市街,城壁,王国,名誉,计划,势力,契约等.
ruin: 因暴力或疏忽的原因造成的损坏,有指房屋对待修理以致还常指天灾人祸等无形力量彻底摧毁一件事物,特别是摧毁美好珍贵的事物而无法修复.
The bridge was badly damaged by the flood.
The fire desttoyed several stores in the business district.
Heavy somking ruined his health.
6.amount: 1). n.. 数量 Large amounts of money were spent on that library.
2). n.总额，总值 please give the manager the bill for the full amount.
3). vi. 总计，等于 His answer amounts to a refusal.
The cost amounts to 1,000 yuan.
联想拓展：
a large amount of / large amounts of 大量（修饰不可数名词，谓语动词用单数）,
much, a great (good) deal of, a little 后接不可数名词；
many, dozens of, scores of, a great many, a number of, a few 后接可数名词；
a large quantity of 后接可数名词或不可数名词。
7. flow 1). 流动；涌出；川流不息；（头发，衣服等）飘扬
Rivers flow into the sea. The river flowed over the bank.
Ttucks and cars flowed along the highway.
Her long hair flows in the wind.
2). n. 流动（物）；流量；涌出；川流不息
People were happy because there was a steady flow of news of victories.
We will se a large instrument to measure the total flow of thw oil.
联想拓展：float vi. 漂浮，飘，漂流，飘动 使（某物）漂浮； 使（某物）漂流或飘动
A balloon floated across the sky.
There wasn’t enough water to float the ship.
8. awful adj. 可怕的；非常坏的，极大的
an awful accident 一次可怕的事故
awful weather 恶劣的天气
That is an awful book.
We had an awful earthquake here last year.
adv. 十分，极其
I am awful tired.
联想拓展：awesome adj. 令人敬畏的
It’s awesomee!
9. addition 1). n. [U] 增加；加法，偶尔也可用不顶冠词 [C] 增加物
in addition to sth. / doing sth == as well as; besides “除……之外（还有）”，后接名词或词组；
另外
Additions are made to the list from time to time.
In addition to giving a general introduction to computers, the course also provides practical experience.
In addition to the names on the list there are six other names.
2).addition 还可表示加“+”
My little sister is not good at addition.
3). in addition: 此外，还，可单独用于句首（通常用逗号与句子分开），也可用于句末（可不用逗号与句子分开）。
10.lie / lay
lie vi. 躺；卧；；处于……状态；存在；位于
lie on the grass 躺在草地上 lie on one’s back 仰卧
lie on one’s sode 侧身睡 lie on one’s stomach 俯卧着
He is lying on the ground, looking at the sky.
A map of China lis on the table.
The answer lies in the research.
vt. 说谎 He lied to me that he had a stomachache.
lay: 放置，产卵，下蛋，设置，铺设（与with 连用），指责（与on / upon 连用）砌砖，奠定基础等
Snow laid thick on the ground.
Please lay the book on the desk.。
The hen lays an egg every other day.
By studying we are laying a foundation for the future.
注意：lie 与lay 的不同词义，词性及四种基本形式。
lie---lay---lain---lying vi. 躺，卧，位于
lay---laid---laid---laying vt. 放置，产卵
lie---lied---lied---lying vi. 撒谎
11.wipe 1). 擦，揩，抹
Wipe your hands with this handkerchief.
2). 把……擦掉，抹掉，揩掉，与away, off 连用
The girl wiped her tears away with a handkerchief.
3). 把……擦，抹干净，干等，后接形容词作宾补。
Wipe your hands clean.
wipe off 抹掉 wipe down 用湿抹布擦干净
wipe out 彻底消灭 wipe up 用布把（水，灰等）擦，抹，揩掉或揩干
12. approch vt. / vi. 走进，靠近，首次接洽，开始考虑，开始着手，接近，近似。
n. 走进，事物处理的方式或方法
Approach to science. 走进科学.
We approached the museum.
Did he approach (首次接洽)you about a loan?
It is not allowed to approach the forbidden area.
The approach of the winter brings cold weather.
13.expand vt. / vi. 扩大， 扩张，使膨胀， 张开，发展， 详述（常与on 连用）(指范围体积的扩大，膨胀， 扩张)
The business has expanded from having one office to having twelve.
She expanded her store by adding a second room.
He will expand（阐述）his remarks afterawrd.
The Nokia company wants to expand its market in Asia.
辨析：enlarge v. 扩大，放大 （指尺寸或空间的扩大）enlarge the wedding photo
Good reading enlarges the mind.
spread v. 展（伸）开，散布， 传谣，蔓延 指物体表面或地域上的扩展传播
Spread the newspaper and you know the news.
14.arrest vt. 逮捕，阻止，抑制，吸引（注意）
n. 逮捕，阻止，一直，制动
under arrest 拘留
The criminal was arrested yesterday.
The police made three attests yesterday.
15.figure n. 体型，数字，计算（常用复数）图形，人物像，雕像
v. 计算， 想像，认为……是……
figure sb. to be 料想某人是… figure out （好好思考以）理解，计算出
figure in 把……列入考虑 foigure on 期待， 指望
have / keep a good figure 拥有 / 保持好身材
be good / poor at figures 擅长/ 不擅长计算
16.situation n. 状况，处境，局势，形式，事态，指一定时期内总的情况，形势。
state: 表示情况，状况，常用单数，可与不定冠词连用，表示人或物在外观、心灵、健康、心理等方面的情形或状况。常用于in a ……state 或 in a state of
condition 条件，情况，状况，其单数形式指人或事物所处的状态，这时与state 意思相近，可互换。但condition 还常着重汉语一定的原因或条件所造成的状态，如人的健康状况，物的完好程度，设备的可用性等。其复数指一般笼统的情况或环境。
The present situation calls for entirely new measures.(处施)
They were silent for a long time ,in a state of hesitation and doubt.
I’ve had no exercise for ages, I’m really out of condition.
17. see …… as …… 将……视为……
consider……as…… 把…… 看作…… ， 认为……
regard…… as…… 把…… 当作……
look upon …… as …… 把…… 看作/视为/当作……
think of ……as…… 把…… 看作……，以为…… 是……
I simply can’t see him as a crook.(骗子)
I consider him as an expert.
They regarded him as the most promising(最有希望的)table-tennis players.
He alawys thinks of him as a great man.
18. spend / cost / take / pay / pay for
spend; 主语必须是夫人，宾语可以是钱，精力，时间等。
cost: 主语必须事物，表示费用，耗费，后接life, money, health, time等，侧重于花费的代价。注意：cost 后不能与具体的时间长度连用，只能与表示抽象概念的时间短语连用，如：some time ,much timde, ten years of hard work.不可说：It cost him ten years to work. 常用结构：It costs sb. some money to do sth.
take: 表示花费时，其主语一般一件事，有时主语也可以是人，它说明事情完成花费了……，句型为：It takes sb. some time to do sth.
It took me ten minutes to go to the post office.
注意：take …to do …侧重于完成该动作花费的时间，而spend…doing sth. 有时并不说明动作的完成。
It took him an hour to read the book.
He spent an hour in reading the book.(是否读完并未说明)
pay: 支付，作为及物动词，宾语可以是人，钱。
pay for: 宾语是物，事，for 表示支付的原因。
Of course we have to pay for what we buy.
Don’t worry about money; I’ll pay for you.
19.key: n.答案，解决方法；钥匙；要点；关键；秘诀；其后跟介词to,接名词、代词或动名词短语
adj. 重要的；基本的
turn the key in the lock 转动锁孔中的钥匙
the key to the front door 前门的钥匙
a key man 重要人物
Diet and exercise are the key to good health.
He seems to hold the key to the mystery.
20.allow vt. / vi. 允许，准许，容许
allow sb. to do sth. 允许某人做…
allow doing sth. 允许做…
allow for 考虑到
allow sb. in / out 允许…进入/离开
allow of 容许，，对……留有余地
辨析:
allow permit 都有让，允许的意思，很多情况下可以互用。allow 侧重于默许，permit侧重于正面允许，语气较allow重，它们可以用于：
allow / permit sb. to do sth. allow / permit+v.―ing
let 也有让，允许的意思，接不to 的不定式作宾补，不接动名词，不用于被动语态。
Please allow me to congratulate you your success.
We don’t allow smoking in the waiting room.
Permit me to say a few words.
His father wouldn’t let him go alone.
It will take you half an hour to get to the station, allowing for traffic delay.
21.include / contain
include: 包括，包含，算在内，列在里面 暗含里包含部分不是全部。including是一个独立介词。included 是一个没有比较的形容词，通常用于名词或代词的后面。
contain: 指某容器装有某物或某东西内含有某种成分。暗含了包含部分和全部。
Everyone laughed, me included.
The members were present at the meeting, including myself.
Sea water contains salt.
We have included in your bill the cost of the cup you broke.
The box contains soap.
22.What if …… ?倘使……将会怎么样？
What if they do not come?
What if it rains when we can’t get under shelter?
23. a little / a bit
a little 23. a little / a bit
a little一点；少量 修饰不可数名词，表示少许，具有肯定意义；如仅用little则具有否定意义，表示几乎没有。a little 作为副词性词组，可修饰形容词、副词的原级、比较级，表示有点儿。not a little == very much 很，非常
a bit 一点儿，相当 它不能直接修饰名词，修饰名词要用a bit of . a bit of 须接不可数名词。 a bit 作为副词性词组，也可修饰形容词、讽刺的原级和比较级。表示有点儿，可与 a little 换用. not a bit == not at all 一点儿也不
There is a little wine in the glass.
She knows a bit of English.
After the P.E lesson, we were not a little tired.
―― Sorry to have bothered you.
―― Not a bit.
24.closely adv. 仔细地；认真地； 密切地；接近地；严密地
listen closely 仔细地听 follow an argument closely 密切注意议论的进行
close adj. 仔细的；密切的；严密的；近的；接近的；adv. 紧紧地，接近v. 关闭；封闭；封锁。close作为形容词，副词，表示空间，时间上密切接近，程度上比near强，后接to才能接宾语。close作定语，表示一种具有抽象意义的“紧密的，密切的”注：表示“关闭的”用closed,不用close.
near 既可用形容词、副词，又可用作介词，可直接跟宾语，有“近，接近；在……附近”的意思。
next to 与……邻接，紧挨着 to 为介词
He is my close friend.
Most of the shops are closed on Thursday afternoon.
You might give close attention to the matter.
It’s four kilometres by the nearest road.
Th house next to ours is bookshop.
form n. 形式；形状；格式；健康状态
vt. / vi 形成，构成，组织，成立，做成，养成，产生
in the form of 以…… 形式
an application form 申请表格
be in form 状况良好
be out of form 状况不好
take the form of 以……的形式呈现
form a company 成立公司
form into line 排成队
form good health habits 养成良好的卫生习惯
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