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人教版高三Unit 6 经典教案

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人教版高三Unit 6 经典教案

篇1：人教版高二unit6

Unit6 Teaching Plan

The First Period :Vocabuary

1. prediction n. predict v. predictor n. 预言者

He predicted that our team will win.

His prediction came true.

2. exact adj. exactly adv.

What are his exact words? 他的原话是怎样说的?

The work is finished in less than one day -- six hours , to be more exact. (更确切地说)

-- Do you mean he disagrees with us? -- Not exactly (不完全如此)

This is exactly what I am looking for.

3. glimpse n. ( a quick look at)

a glimpse of a glimpse of the morning paper 对早报粗略的看一眼

catch/get/have a glimpse of 瞥见 I caught a glimpse of our new neighbor.

glimpse v. (to have a quick view of) I glimpsed her in the crowd.

glimpse&glance: glimpse强调看的结果（瞥见）了glance强调看的动作。类同于look&see的区别。 take a glance at …的结果便是catch a glimpse (of)… 。

4. indicate vt. indication n. 迹象，指示

1) to suggest the possibility or probabilityof; be a sign of 有。。。的可能性；象征

In this map, the towns are indicated by a red dot.

2) to show or point to sth. 指给。。。看，指示

With a nod of her head she indicated to me where I should sit.

5．ensure vt.

1) ensure +名词

His last jumping ensured the victory /champions/ fame.

2) ensure sb. sth.

This pill will ensure you a good night’s sleep.

3) ensure sb. against/from sth. 保护某人免受。。。 ensure sb. against/from danger

We should ensure ourselves against all possible risks. 我们要保护自己，以防止任何危险。

4) ensure that clause

I can’t ensure that he will be choosen as mayor.

6. reform vt. reform oneself 改造自己，改过自新

reform n. land reform social reform

reformer n. 改革家 reformation n. 改革，改造

7. keep / be in touch with … 与… 保持联系(状态) They keep in touch with each other by writing.

get in/into touch with… 与…接触(与…联系上)（动作） I want to get in touch with your parents.

in touch with = in communication with 同。。。联系

lose/be out of touch with sb. 与某人失去联系 I have been out of touch with them for years.

out of touch 失去联系

8. goods n. (pl.)商品, 货物 Half his goods were stolen.

good [U] 好处 ,善良，利益 Social workers do much good. 社会工作者做了许多善事。（行善）

9. 1) remain vi 剩下;遗留;逗留(通常没有进行时与被动语态)

a. 留下, 逗留 They all left, but I remained

b. 剩下 All the food was eaten up. Nothing remained.=Nothing was left

2) remain link.verb. 保持，仍然是+

3) remain + to do sth. 常用做 sth. remains to be done sth. 有待于去做

Much work remains to be done.

4) It remains to be seen… ……还要看情况的发展

Whether it will do us harm or good remains to be seen.

Having a trip abroad is certainly good for the old couple, but it remains_______ whether they will enjoy it. (NMET ) (B)

A. to see B. to be seen C. seeing D. seen

5) remain in one’s memory 留在某人记忆中

The visit will always remain in my memory.

6) remaining “剩下的”做定语

剩下的时间： the remaining time =the time left

The boy ate up the remaining food.

10.purchase

1) n. [C] (pl.通常作复数)=something that you buy 所购买的物品 I have some purchases to make in town.

2) n. [U] the act of buying things 购买 We began to regret the purchase of such a small house.

3) v. to buy 买，购买 Employees are encouraged to purchased shares in the company.

4) purchase sth. with sth. 以某物换（买）某物

11. deal with

1). 与…相处 I found her quiet hard to deal with.

2). 处理 How shall we deal with these problems?

3). 对待 Teachers should deal fairly with their students.

4). 论述 Tom’s new book deals with difficult points in the study of English.

5). deal with 常用how 提问，而do with常用what提问。

He doesn’t know how to deal with the matter.

He doesn’t know what to do with the matter.

12. 1) cure vt. The doctor can cure the pain in my shoulder.

cure sb./sth.

cure sb.of… 治愈某人的…病;改掉某人的…恶习The doctor cured him of his illness(cancer).

cure a patient/ disease 治愈病人/疾病

2) cure n. 治愈,治疗法 Aspirin is a wonderful cure for colds.

a cure for a disease 治病的疗法/药剂

3) curable adj. 能治愈的 incurable adj. 不能治愈的

13. distance 距离

1) There is a boat in the distance. in the distance 在远处 (means far away)

2) The picture looks better at a distance. 这图画远看比较好看.(隔一定距离) (means not too near) 不太近

14. in store

1)将要发生,就要出现

There’s a shock in store for him. 他会遇到一件使他震惊的事.

There was another accident in store for him that day. 那天还有另一个灾难在等待着他.

Who knows what the future has in store for us?

2)储备着,准备着

we have a lot of food in store for the winter 我们储存了大量食物过冬。

The runner kept some energy in store for spurting at the end.

have/keep/hold… in store

15. require vt.&vi. 要求,需要

1) require sb. to do sth. We required him to keep it secret.

2) require (that) sb. (should) do sth. We required ( that) she (should) make an apologize to us.

3) sth. require doing The room requires repairing.

=needs / wants

The Second Period: Warming up & Speaking

Step 1 Warming up

Now let the students first have a discussion about the future of the world．There are eitht topics, so ask each group discusses one. Then ask some students to give us their opinions.

Step 2 Speaking

T: There are two boys in the pictures. One boy is doing his homework. The other is palying piano. Can you find any different between them?

T: No, they aren’t twins. One of them is coned. Work in groups. Your group has to decide whether the new technology should be used.

(Give 3-5 minutes to the students to have a discussion. Then ask them to say something about it.)

Step 3 Laguage Points

1. What’s…..like? ……像什么/怎么样/什么样子？

What’s the weather like today?

What will human beings look like in the future?

2. Twice as good or double trouble?

twice为副词，修饰比较级。double形容词. His parents are ill, and he has to do double work.

倍数表达：1）as…as… 2) 倍数+比较级+than 3) 倍数+th e+n.+of…

3. What will the future be like in general?

in general = generally Women in general like to shop. People in general like her.

The Third Period: Reading

Step 1 Post reading

1. Discuss the four questions before they read the text.

Step 2 Fast reading

Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．

(Teacher gives the students enough time to read the text and then collects their answers．)

1．How will people shop in the future?

Paragraph 3

People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．

2．How will people travel／in the future?

Paragraph 2

We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment

3．What will schools be like in the future?

Paragraph 5

In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．

4．What will the future be like in general?

Paragraph 1

In general，the future will be brighter and our life will be more convenient．

Step 3 Intensive reading

1. Listen to and read the second paragraph. Find out the topic sentence(first sentence) and give the examples of how to protect the environment in the future transportation.(maglev train; new fuels)

2. Listen to and read the third paragraph. Find out the topic sentence(first sentence).And answer:

1)What is E-commerce?

2)How will people pay for their purchases?

3)What will be a mall like in the future?

3. Listen to and read the fourth paragraph. What will happen in the field of health and medicine in the future?

4. Listen to and read the fifth paragraph. Explain the meaning of “school on the air”.

Step 4 Language points

1.catch a glimpse of = catch a brief sight of I caught a glimpse of Meg at the station this morning.

2. contemporary society contemporary adj. 无比较级、最高级

1) belonging to the same time Dickens was contemporary with Thackeray.

2) of the present time contemporary events/style

3. do business (with…) (与…)做生意 We are doing a lot of business with foreigners now.

5. instead of doing/n.(=in place of/ rather than) prep.

If you can’t go, he’ll go instead of you.

6. search sb./sth. for…搜查,搜索…

He searched all the bags for the missing book.

They searched the man all over for money.

6. combine… with… 把…与…结合起来

We should combine theory with practice.

7. pay attention to

pay attention to 中的to是介词，后接名词和动名词。 attention是不可数名词该词组可用于被动语态

He paid much attention to his pronunciation.

draw (one’s) attention to 对…表示注意；令…注意某事物

She drew attention to an error in the report.

catch one’s attention/eye =attract one’s attention 吸引某人的注意

A newspaper headline caught his attention.

8. With a better understanding of the human body, scientists and physicians will be able to cure more diseases.

1) With prep. at the same time 随着 Good wine will improve with age.

2) understanding of …

9. on the air 在广播中,被广播 We’ll be on the air in five minutes.

in the air 在空中,在传播中,尚未决定的 Some kites are flying in the air.

10. 1) hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

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

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

Hopefully everything turn out well.

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

The Fourth Period: Grammar

The Fifth Period: Intergrating skills

Read the text and answer the questions:

A. T or F

1. Life in the year 3044 is only a little different from life in the 21 st century.

2. An e-friend is a machine that looks like a dog.

3. The e-friend can do homework, clean up the room and send message but it can’t talk.

4. The writer feels safe because the e-friend is programmed to take care of her.

5. Although the writer can have lots of fun with the e-friend, she still feels lonely sometimes.

B. Answer the questions

1．What friends do people have on the Mars?

2．Do they think about the world and reality in the same way we do either?

3．What are the differences between their computer programmes and ours?

C. Choose the proper words and phrases from the following to fill in the blanks.

keep sb company, imitate ,absurd, have lots of fun, clean up, old-fashioned. download, more than, digital, lifelike,

1.We now have e-friends to help us and __________us __________.

2.My e-friend is a lot like me and we _______________together.

3.She can also send me messages, just like _____________ e-mail.

4.You can _________ information from the computer.

5.You use computer programmes to _________the real world.

6.This may sound ___________ to you.

7.We can see ___________ just a picture.

8.I send my e-friend to _________my room.

9. I have a ____________ phone.

10. We see a ______________ model of the person.

Unit 6 Phrases

开始 get started 做生意 do business

生病 get sick 储藏in store

大的趋势 the major trends 处理 deal with

与往常一样as usual 一瞥catch a glimpse of

生活必需品 basic goods 在医学上in medical science

保持联系 keep in touch with 保持活跃remain active

公共交通 public transportation 迟早 in time

实现 come true 治愈某人的病 cure sb of sth

空中学校 school on the air 终身学习者lifelong learners

接受变化accept change 为…充分准备be well-prepared for

在天空中 in the air 在广播中，被广播 on the air

前途光明have a bright future 银行卡a bank card

双倍get double 数字电话a digital phone

虚拟现实virtual reality 当前的趋势 current trends

打扫 clean up 智能卡smart card

微型芯片a tiny chip 保护某人免于 ensure sb against sth

预报天气 forecast the weather 向某人保证某事 ensure sb sth

新型的磁悬浮列车the new maglev train

为了保证安全to ensure safety

以每小时430公里的惊人速度行使travel at an amazing 430 km/h

在中国大部分的城市地区 in most urban areas of China

先进的电脑系统an advanced computer system

网上购物的好the advantages of online shopping

对未来的发展进行预测 make forecasts about future development

一种娱乐的方式 a form of entertainment

把购物与乐趣相结合combine shopping with fun

随着对人体了解的深入with a better understanding of human body

在健康与医药领域in the field of health and medicine

对大众医药提建议give advice on general medicine

按要求去做…..be required to

陪伴某人keep sb. company

模仿现实世界imitate the real world

在遗传学和生物化学方面 in genetics and biochemistry

注意做某事 pay attention to sth/ doing sth

在当代社会 in contemporary society

使人迷惑 make people confused

当代文学contemporary literature

Language points

1. keep sb. company 陪伴某人

1) company: [U] 伴侣，伙伴。 companion [C] 伙伴。

I have no company on the journey.

fall into company with 偶然和。。。结识 in the company of… 在。。。的陪同下

2) [U] =companionship 伙伴关系。

3）v. 伴随。

2．In the year 3044, we can see more than just a picture…

more than: 1）+ 数词（冠词a/an）+名词：以上，不止 I have known David for more than 20 years.

2）+ 副词

3）+ 形容词

4）+ 句子

3．clean up 收拾干净，清理，清除。He cleaned up his desk after school.

clean clear

篇2：人教版九年级英语unit6

heel [hi:l] n. 鞋跟;足跟

scoop [sku:p] n. 勺;铲子

electricity [i?lek?tris?ti] n. 电;电能

style [stail] n. 样式;款式

project ['pr?d?ekt] ['prɑ:d?ekt] n. 项目;工程

pleasure [?ple??(r)] n. 高兴;愉快

zipper [?zip?(r)] n. (= zip) 拉链;拉锁

daily [?deili] adj. 每日的;日常的

have a point 有道理

website [?websait] n. 网站

pioneer [?pa??'n??] [?pa??'n?r] n. 先锋;先驱

list [list] v. 列表;列清单 n.名单;清单

mention [?men?n] v. 提到;说到

accidental [??ks??dentl] adj. 偶然的;意外的.

by accident 偶然;意外地

ruler [?ru:l?r] n. 统治者;支配者

boil [b?il] v. 煮沸;烧开

remain [r??me?n] v. 保持不变;剩余

smell [smel] v.(smelt[]smelt，smelled[] smelled)发出……气味;闻到

saint[seint] n. 圣人;圣徒

national ['n??n?l] adj. 民族的;国家的;

trade[tre?d] n.贸易;交易;v.做买卖;从事贸易;

take place 发生;出现

popularity [p?pj?'l?r?t?] n.受欢迎，普及，

doubt [daut] n. 疑惑;疑问 v. 怀疑

without doubt 毫无疑问;的确 .

fridge [frid?] n. 冰箱 .

low [lo?] adj. 低的;矮的

somebody ['s?mb?di] pron.某人 n.重要人物

translate [tr?ns?leit] v. 翻译 .

lock [l?k][la:k] v. 锁上;锁住 n.锁

ring [r??] v.(rang，rung)发出钟声或铃声;打电话

earthquake [??:(r)θkweik] n. 地震 .

udden [?s?d?n] adj. 突然(的).

all of a sudden 突然; 猛地.

bell [bel] n.钟(声);铃(声)

biscuit [?biskit] n. 饼干 .

cookie[?kuki] n. 曲奇饼干 .

musical [?mju:z?kl] adj. 音乐的;有音乐天赋的

instrument [?instrum?nt] n. 器械;仪器;工具.

crispy [?krispi] adj. 脆的;酥脆的.

salty [?s?:lti] adj. 咸的

sour [?sau?(r)] adj. 酸的;有酸味的 .

mistake 错误地;无意中

customer [?k?st?m? (r)] n. 顾客;客户 .

the Olympics [??limpiks] 奥林匹克运动会.

Canadian [k??neidi?n] adj. 加拿大的;加拿大人的 n.加拿大人 .

divide [di?vaid] v. 分开;分散 .

divide ...into 把……分开 .

basket [ba:ski[] n. 篮;筐 .

not only ...but also ...不但……而且……

look up to 钦佩;仰慕

hero [?hi?r?u] n. 英雄;男主角

Professional [pr??fe??nl] adj.职业的;专业的

Berlin [b?:lin] 柏林(德国城市) .

NBA (National Basketball Association) 国家篮球协会 (美国职业篮球联赛) .

CBA (China Basketball Association) 中国篮球协会(中国职业篮球联赛) .

Roy n. 罗伊(男子名)

Whitcomb [?witk?m] Judson [?d??ds?n]惠特科姆 ? 贾德森 .

Ruby [?ru:bi] 鲁比(人名)

Thomas [?t?m?s] Watson [?w?ts?n] 托马斯 ? 沃森

George [d??:(r)d?] Crum [kr?m] 乔治 ? 克拉姆

James[d?eimz] Naismith[?naismiθ]詹姆斯 ? 奈史密斯

篇3：人教版九年级英语unit6

1. invent(1)invent 作动词，意为“发明;创造”。例如： Edison invented the light bulb. 爱迪生发明了电灯。(2)invent还可以表示“虚构”。例如： The whole story was invented. 整个故事是虚构的。(3) invent的名词形式有两个，一个是inventor(发明者;发明家)，另一个是invention(发明物)。例如： Edison is a great inventor in history. 爱迪生是历史上伟大的发明家。 Human history is also a history of great inventions. 人类的历史也是一个伟大发明的历史。【拓展】invent和discover辨析(1)invent 意为“发明，发明之物”指“从无到有”。例如： Alexander Graham Bell invented the telephone in 1876. 亚历山大·格雷厄姆·贝尔在1876年发明了电话。(2)discover 意为“发现”，指“本来就已经存在，但不为人知”的事物。例如： Columbus discovered America in 1492. 哥伦布在1492年发现了美洲。

2. for examplefor example意为“例如”，强调“举例”说明，而且一般只举同类人或物中的一个作为插入语，且用逗号隔开。for example可置于句首、句中或句末。例如： There are many kinds of pollution, for example, noise is a kind of pollution. 有许多种污染方式，例如噪音就是一种污染。 Many students like playing computer games，for example，Mike. 许多学生喜欢玩电脑游戏，比如迈克。【拓展】 such as意为“例如”，用来“罗列”同类人或物中的几个例子，可置于被列举的事物与前面的名词之间，但such as后边不能用逗号。例如： Many of the English programs are welcome, such as Follow Me, Follow Me to Science. 其中有许多英语节目很受欢迎，例如《跟我学》《跟我学科学》。 English is spoken in many countries, such asAustralia,Canadaand so on. 许多国家说英语，如澳大利亚和加拿大等。

3. popular(1) popular作形容词，意为“流行的，受人欢迎的”。常用短语为be popular with，意为“受……的欢迎。例如： The most popular sport is football. 最流行的运动是足球。 He is popular with our classmates. 他在我们班里有人缘。(2)popular作形容词，意为“民众的;大众的”。例如： Popular education is one of our major objectives. 民众教育是我们的主要目标之一。 He speaks in popular language. 他用通俗的语言讲话。【拓展】popularity作名词，意为“普及,流行;大众化”。例如：

Golf has gained popularity among the wealthy in my country.

高尔夫球已在我国富有的人中流行起来。

The popularity of private cars is changing the people’s life style. 私家车的普及正在改变着人们的生活方式。

4. remain(1)remain用作不及物动词,意为“剩下、留下、呆在”,相当于stay。例如： When the others had gone, Joan remained (=stayed) to clean the room. 别人走了,琼留下来清扫房间。 Only a few leaves remained (=were still) on the tree. 树上只剩下几片叶子了。 The Smiths remained there all through the year. 史密斯一家人在那里呆了整整一年。 The soldiers were ordered to remain where they were. 士兵们接到命令呆在原地。(2)remain作连系动词,意为“一直保持,仍然处于某种状态中”。例如： Peter became a manager but John remained a worker. 彼得当上了经理,但约翰仍然是一个工人。 Whatever great progress you have made, you should remain modest. 无论你取得了多么大的进步,你都应一直保持谦虚。 The shop remains open until 11 at night. 这个商店一直营业到晚上十一点。 Whether it will be good to us remains to be seen. 这是否对我们有好处,还有待观察。

5. smellsmell作名词，表示“气味”。smell作连系动词，意为“闻、嗅”，后面常用形容词作表语。例如： What’s the pleasant smell? 香味是什么? The dumplings smell nice. 这些水饺闻起来很好。【拓展】 (1)look，sound，smell，taste，feel这五个动词都与人的感觉有关，可称之为“感官”动词。这五个动词均可作连系动词，后面接形容词作表语，说明主语所处的状态。其意思分别为“看/听/闻/尝/摸起来……”。除look之外，其它几个动词的主语往往是物，而不是人。例如： The old man looks very happy. 那个老人看起来很幸福。 These flowers smell very sweet. 这些花闻起来很香。 The tomatoes feel very soft. 这些西红柿摸起来很软。(2)look，sound，smell，taste，feel这些动词后面也可接介词like短语，like后面常用名词。例如： Her idea sounds like fun. 她的主意听起来很有趣。

6.take placetake place常用于历史事件或会议的发生，以及化学、物理变化，有事先预料或计划的意思，即“计划发生”。例如： The party took place yesterday evening. 昨晚举办了晚会。 Great changes have taken place in our hometown during the past ten years. 我们家乡在过去的十年里发生了巨大的变化。【拓展】 happen指具体客观事物的发生，常有偶然性，未能预见性，即“偶然发生”。happen和take place均为不及物动词，无被动语态。 (1) 表示“某地/某时发生了什么事”，常用“sth. + happened + 时间/地点”这一结构，此时主语应该是物。例如： The story happened in . 这个故事发生在。 An accident happened in that street. 那条街上发生了一起事故。(2) 表示“某人出了某事(常指不好的事)”要用“sth. + happened + to sb.”这一结构。例如： A car accident happened to her this morning. 今天上午她出了车祸。 What happened to you? 你怎么啦?(3) 表示“某人碰巧做某事”要用“sb. + happened + to do sth.”这一结构。例如： I happened to meet a friend of mine in the street yesterday. 昨天我碰巧在街上遇到了我的一个朋友。

7.boilboil作动词，意为“使……煮沸，使……烧开”。例如： I stood in the kitchen, waiting for the water to boil. 我站在厨房，等着水烧开。【拓展】 (1) boiling作形容词，表示 “炎热的; 沸腾的”。例如： When everybody else is boiling hot, I’m freezing! 当其他所有人都酷热难耐时，我却冻得够呛! Placing an egg into a huge pan full of boiling water isn’t easy either. 把蛋丢进一口装满开水大锅也不是容易的事。(2)boiled作形容词，表示“煮过的;煮熟的”。例如： I’d like to drink a glass of cool boiled water. 我想喝一杯凉开水。

8. achieve( 1)achieve作及物动词，意为“完成,实现”。例如： You will never achieve anything if you spend your time that way. 你若总是这样消磨时间,就永远不会有所成就。 Everybody should be given the chance to achieve their aims. 要让每个人都有机会实现自己的目标。 No one can achieve anything without effort. 谁也不可能不努力而有所作为。(2)achieve作及物动词，意为“达到,赢得”。例如： The actor achieved fame when he was only nineteen. 那位演员十九岁时就成名了。 She achieved no success. 她没有获得成功。【拓展】achievement作名词，意为“成就,成绩”。例如： The invention of the computer is a great achievement. 发明电脑是一大成就。

9. pleasurepleasure作名词,指“愉快的事,乐趣”。 It’s a pleasure to meet you. 见到你很快乐。 It’s my pleasure. 不客气(接受道谢时回答)。【拓展】(1) pleased作形容词，指外物作用于感官,使人感到“高兴、满意”,常见的结构为：be pleased+不定式或从句, be pleased with, be pleased at (about)。例如： I’m very pleased with the performance. 我很满意这次表演。 We’re pleased about (at) your success. 对于你的成功我们很满意。 I’m quite pleased that she has got such a good chance. 我很高兴她得到这样一个好的机会。(2) pleasant作形容词，意为“令人愉快的,讨人喜欢的”。例如： They spent a very pleasant afternoon in the hills. 他们在山上度过一个令人舒心的下午。 Spring weather is pleasant. 春天的天气让人心旷神怡。

篇4：人教版高一Unit6 Good Manners

1. apologize to sb for doing sth

make an apology to sb for doing sth

2. find fault with sb

3. introduce sb to sb

be introduced to

4. forgive sb for sth/ thank sb for doing sth/ excuse/ praise/ punish/ scold

The wrong you’ve done her is terrible, for _____ you should make an apology to her, I think. A, this B. which C. what D. that

5. in a friendly manners

6. leave/make a deep impression _____sb

be impressed by

The boy with glasses _____ the judge with his attitude and sense of humour

7. toast _____ sth

8. custom /habit

9. in the course of

10. raise/rise

11. advice

a piece of advice, much advice, give sb some advice on

take /follow/accept/ask for / one’s advice

advise

advise doing /sb to do sth /advise sb against doing sth /advese that ….should do

12. mix sth with sth

13. leave ______ 漏掉, 忘掉, 去掉

leave _______ 别管, 别惹

leave _______ 把…留下, 没带走

leave _______ 使剩下, 留下

14. stare at/ glare at /glance at

15. I didn’t mean to do sth

What do you mean _____ by doing sth

Mean _____, 意味着 mean _____ 打算做 ______ _____ 本打算做某事

16. go to a party

17. for the first time /the first time /it’s the first time that / it’s high time

He came here _________.

He was reading newspaper ______I saw him .

It’s the first time I _____ (meet ) such a person.

It’s high time I ______(pick) up my child.

18. There are several editions of English-English dictionaries here I wonder if you want to buy ____.

A. it B. one C. another D. them

Clothing make of man-made fibers has certain advantages over____ made of natural fibers like cotton, wool or silk.

A. the ones B. one C. that D. what

19. at the table/ at table

20. start with/as

21. keep silent /silence

22. for a moment /for the moment/ the moment

23. a second service= another service

24. take more food than you need.

25. When drinking _____ someone’s health, you raise your glasses.

26. ____ a sip.

27. _____ the fashion , the fashion of the day

out of fashion, in fashion , come into fashion

28. give your seat to sb

29. _____ a visit to sb

30. It is the ______ in Britain that young men often do not shake hands with each other when they meet someone for the first time.

A. custom B. habit C. hobby D. favour

31. ---Why haven’t you bought any butter?

---- I _____ to but I forget about it.

A. liked B. meant C. wished D. expected

32. We need a new cupboard for the kitchen. So Peter made _____ from some wood we had.

A. it B. one C. all D. that

33. Alice trusts you; only you can ____ her to give up the foolish idea.

A. suggest B. attract C. advise D. persuade

篇5：人教版高二unit6 Life in the future

The First Period

Teaching Time: October 27

Teaching Aims：

1.EnCoLlrage the students to use their imagination to talk about life in the future．

2.Train the students'1istening ability．

3.Improve the students’ speaking ability by practising making predictions．

Teaching Important Points：

1. Train the studcnts'1istening ability．

2. Let the students give free rein to their1 imagination.

Teaching Difficult Points：

1．How do improve the students' listening ability．

2．How to finish the task of speaking.

Teaching Methods:

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

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

Teaching Aids：

1．some pictures

2．a tape recorder

3，a projector

4．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

T：Good morning／afternoon，everyone.

Ss：Good morning／afternoon，teacher.

T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?

(One student stands up．)

S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.

T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.

Step Ⅱ Warming up

T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-

port the results．

T：Now please discuss some questions．(Show the picture and questions on the screen．)

How will people travel in the future?

Where will they go? Why?

(Give the students another two minutes to discuss．)

T：Who’d like to tell me how people will travel in the future and where they will

go and why?

(One Student puts up his hand．)

T：Oh，Li Jun，you have a try．

S：I think people will travel by using public transport．Electric cars will be

traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．

S：I think people will travel by car，which doesn't burn gas，but solar energy．In-

stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You

can go wherever you want as long as you press a button on the computer in the

car．What's more，it won't cause any pollution．

(And then ask some Students to re-port．)

How wi1l people communicate in the future?

S: People will communicate with each other with computers, which are set in the watches.

Where will people work in the future?

What kind of jobs will they have?

S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．

How will people do business in the future?

What kind of money will they use?

S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．

What languages will people speak in the future?

Will people still speak Chinese and Eng1ish?

S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．

What will schools be like in the future?

What subjects will people study?

S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．

(After discussing all the questions，the teacher says the following．)

T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．

Step Ⅲ Listening

T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay

attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?

Ss：Yes．

T：OK．Let's begin．

(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation

．Finally teacher checks the answers in Part l with the whole class．)

T：Next listen to Part 2 and do the two exercises in them．

(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)

Step Ⅳ Speaking

T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?

Ss：No．They are the same．Maybe they are twins．

T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,

using the information in your books and the useful expressions on the blackboard.

(Bb：It would be wonderful if…

It would be bad for…if…

It’s possible/impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…)

(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)

Sample dialogue：

SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．

SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.

SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.

SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.

SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．

SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．

SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.

Step V Summary and Homework

T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The First Period

Useful expressions:

It would be wonderful if…

It would be bad for…if…

It's possible／impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…

Step Ⅶ Record after Teaching

The students can be active and talkative, but in order to do it better,we should choose the best pictures.

The Second Period

Teaching Time: October 28

Teaching Aims：

1.Learn and master the following expressions：

in general，catch a glimpse of，keep in touch with，pay attention to，lead to，in store

2．Improve the students' reading ability．

3．Let the students know something about the life in the future．

Teaching Important Points：

1．Improve the students' reading ability．

2．Master the following phrases：

in general, catch a glimpse of, keep in touch with，pay attention to,1ead to, in store

3．Enable the students to understand the text better.

Teaching Difficult Point：

How to make the students understand the reading passage better．

Teaching Methods：

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

2．Scaning the text to get a general idea of the text．

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

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

Teaching Aids：

1．a multimedia

2．a tape recorder

3．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

Greet the whole class as usual．

T：Do you like watching plays?

Ss：Yes．

T：Now I'll show you three plays．Watch carefully. After that I'll ask you a

question．

(Teacher shows the plays．After that，teacher says the following．)

T：What differences have you found in these plays? Who’d like to answer this question? Any volunteers?

S：I think the ways that people work are different．In the first play，some people are working by hand．In the second play．some people are working with machines while some people are giving orders to robots to work for them in the last one．

T: Yes．Our society is developing very fast, so our life has also changed a lot．

With the development of science and technology, our life now is quite dif-ferent from that in the past．Do you want to know what life wi11 be like in the future?

Ss：Yes．

T：Today we are going to read a passage about life in the future．

Step Ⅱ Pre-reading

T：Now first let's learn some new words on Page 110．

(Teach the words and explain them to the students．Then ask the students to read after the tape．At last teacher says the following．)

T：OK．Now I want you to discuss four questions. Look at the screen．

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

1．How will people shop in the future?

2．How will people travel in the future?

3．What will schools be like in the future?

4．What will the future be like in genera1?

(Teacher gives the students four minutes to discuss and then collects their answers．Finally ask them to read the text to find out the answers to the questions．)

Step Ⅲ Reading

T：OK．Please open your books at Page 43．Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．

(Teacher gives the students enough time to read the text and then collects their answers．)

Suggested answers：

1．How will people shop in the future?

Paragraph 3

People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．

2．How will people travel／in the future?

Paragraph 2

We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment

3．What will schools be like in the future?

Paragraph 5

In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．

4．What will the future be like in general?

Paragraph 1

In general，the future will be brighter and our life will be more convenient．

T：Now read the passage again and then answer the questions on the screen．This time，you should read slowly and carefully．

(Show the following questions on the screen．)

1．What will happen in the field of health and medicine in the future?

2．Can you explain the meaning of e-learning?

3．Why is it important to be lifelong learners?

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

(Teacher gives the students five minutes to read the text carefully．Finally ask some students to answer the questions on the screen．They can have a discussion in pairs if necessary．)

T：Now，who can answer the first question? Guo Li，would you like to have a try?

S：People in the future will be able to enjoy a longer and healthier life and re- main active even in old age。People wi1l pay more attention to the importance of a healthy diet and an active life．Some new diseases such as SARS，smallpox have already been defeated by new medicines．

T：Good．Please sit down. Now, let’s answer the second question. Who wants to have a try?

S：Let me try. “E-learning” means to learn on the Internet. That is to say, we can study by watching educators on TV or on a computer screen, whenever we have time and wherever we are．

T：Do you agree with his／her answer?

Ss：Yes．

T：OK．Now，who has got the answer to the third question?

S：I have．Because knowledge is changing all the time，it is important and necessary to be lifelong learners．

T：That's right．Anybody volunteers to answer the 1ast question?

S：We should try to learn to accept change and appreciate what is new and differ- net．And we should learn more knowledge to fit in with the needs of the society．

Step Ⅳ Explanation

T：Now you have known the general idea of the passage．But you should also pay attention to some useful phrases．Let's look at their usages．

(Show the following on the screen．)

1．In general，boys like playing football more than girls．

2．I caught a glimpse of a high building from the window of a train．

3．Mr. Wang kept in touch with his old friends by mobilephone．

4．You should pay more attention to your pronunciation.

5．Hard work leads to success．

6．I have some good news in store for you.

(Bb：in general，catch a glimpse of, keep in touch with, pay attention to，lead to，in store)

(Teacher explains the underlined phrases．Then ask some students to translate these sentences into Chinese．One student，one sentence．)

S：1．一般来说．男孩比女孩更喜欢踢足球。

S：2．透过火车车窗，我瞥见一座高楼。

S：3．王先生用手机同他的老朋友保持联系。

S：4．你应多注意你的发音。

S：5．努力就会成功。

S：6．我有一些好消息要告诉你。

Step V Listening and Discussion

T：Now listen to the tape and follow it in a low voice．Pay attention to your pronunciation and intonation．

(Teacher plays the tape．After that, teacher gives the students a few minutes to read the text aloud．At last ask the students to have a discussion．)

T:OK．Now look at the screen．I give you several minutes to discuss the advantages and disadvantages of the following things：future transportation，smart cards，online shopping and e-schools．

Then fill in the table on the screen．

(Show the screen．)

advantages disadvantages

future

transportation

smart cards

online shopping

e-schools

(Students begin to have a discussion and after a while teacher asks some students to fill in the table．)

Suggested answers：

1．forecast 你听天气预报了吗? 明天天气会怎么样?

2．trend 在中国许多地方使用信用卡已成为一种趋势。

3．urban 许多人想在都市工作而在农村生活。

4．consumers 根据中国法律，被厂家欺骗的顾客可以得到两倍赔偿。

5．customers 因特网有助于厂家和顾客保持联系。

6．tiny 计算机越来越小，有一天我们会在脖子或手腕上带上计算机。

7．cash 旅游时带许多现金是不好的，你最好用银行卡。

8．regularly 这两位女孩以前定期见面,但自从其中一个搬到另一个省后．她们就不能见面了。

9. physician 内科医师就是给病人看病开药方的医生。

lO.efforts 学习外语需要付出很大努力。

T：Well done．Now look at Ex2．Choose the correct phrase to fill in each blank．First look at the phrases in the box．Let’s revise the meanings of them together．(Students say the Chinese meanings of the phrases together．) Now you're given three minutes to finish it．

(After a while，teacher checks their answers.)

Suggested answers：

In general, in store, keep in touch with, lead to, paying no attention to

T：Now read this passage again and try to continue the story．Write an ending to the story．After a while，I'll ask some of you to read out your story．

(After a while，ask some students to read out their own ending to the story．)

Step Ⅲ Grammar

T：Thank you for your stories．Now please look at the sentences on the blackboard．

(While the students are preparing their stories，the teacher writes the following sentences on the black-board and underlines the clauses with coloured chalk．)

(Bb：1．Who bought the book is un-known?

2．They know that the habit may kill them．

3．All I can say is that he has always been good to me．)

T：Who can tell me the function of the clause in each sentence? Any volunteers? OK．Wang Li，please．

S：In the first sentence，“who-clause” is used as the Subject．“That-clause” in the second sentence is an object clause while in the last sentence “that-clause” is a predicative clause．

T：Is what she said right?

Ss：Yes．

T：Very good．In the Object Clause“that”is optional and can be omitted．But in the Predicative and Subject Clauses，“that”is necessary and can not be omitted．You must remember that．Are you clear?

Ss：Yes．

T：OK．Look at the sentences on the screen and tell which part the Noun Clause act as．

(Show the following on the screen．)

1．What life will be like in the future is difficult ot predict．

2．They are careful about what they eat and exercise regularly．

3．The schools of the future will proba-bly be quite different from what they are today．

4．We can not be sure whether our dreams will come true，but we can at least be hopeful that…

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

(Teacher asks the students to do it one by one．)

S1：“What life will be like in the future” is used as the subject．

S2：“What they eat and exercise regularly” is the object of preposition“about”．

S3：“What they are today” is the object of preposition “from”．

S4：“Whether our dreams will come true” is used as the predicative．

S5：“What is new and different” is used as the object of verb “appreciate” and

“whatever the future may have in store” serves as the object of preposition “for”

Step Ⅳ Practice

T：OK．Look at Part 2 on Page 46．Use the expressions in the right box to change your questions about the future in the left box into Noun Clauses．You may do like this．

e.g．How we should use modern technology is a big issue．But you should pay attention to the word order in the Notm Clause．Normal word order is used in it. Do you understand?

Ss：Yes．

(Give the students three minutes to practise and then ask some of the students to read out their sentences．

One student, one sentence．)

Suggested answers：

1.I can’t imagine what the advantages of e-schools are．

2．Scientists have(not)found answers to the question why there is no life on the moon.

3．The problem is how we should use modern technology．

4．We cannot be sure when we’ll be able to travel in space．

5．They are worried about whether robots will be smarter than people．

6．We cannot be sure whether the future will be better．

T：Now let’s do the exercise in Part 3．The main purpose of this exercise is to

help you understand the differences between a Noun Clause and an Attributive C1ause．Who’d like to tell me the differences between them?

S：I’d Iike to try．A Noun Clause is used as a subject，object，predicative or op-

positive in the main clause．An Attributive Clause serves as an attribute to

some noun or pronoun in the main clause，and it is often placed after this noun or pronoun．The Attributive Clause is introduced by the relative pronouns and the relative adverbs．

T：Very good．Sit down please．Now please read the sentences in Part 3 first．Then identify the type of clause in the sentences．If it is a Noun C1ause，write“NC”；if it is an Attributive C1ause，write“AC”．Are you clear?

Ss：Yes．

T：Now you are given three minutes to prepare it．

(Three minutes 1ater，ask five students to say their answers one by one．)

Suggested answers：

1．We must make sure what is needed to open an online store．

2．How we can develop transportation without polluting the environment is still a problem．

3．We don’t know when we’ll have the medicine that can cure any disease．

4．All I want to know is whose book you are reading．

5．Why it is important for us to become lifelong learners is being discussed．

That is why it is important for us to be-come lifelong learners．He has told me why it is important for us to become lifelong learners．

Step V Summary and Homework

T：OK．Today we’ve reviewed the words and phrases we learned in the last two periods．We’ve also learned the Noun Clauses as the Subject，Object and Predicative．You should pay attention to the word order in the Noun Clause and the differences between a Noun Clause and an Attributive Clause．After class，review the content we learnt，especially the Attributive Clause and the Noun Clause as the Subject，Objectand Predicative．Time is up．That’s all for today．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Third Period

Grammar：the Noun Clause

1．Who bought the book is unknown．

the Subject Clause

2．They know that the habit may kill them.

the Object Clause

3．All I can say is

that he has always been good to me.

the Predicative Clause

Step Ⅶ Record after Teaching

The Noun clause is quite a lot. It is a little difficult for students to grasp it . we should do more exercises.

The Fourth Period

Teaching Time: November 2

Teaching Aims：

1．Review the useful expressions learnt in this unit by doing some exercises．

2．Do some exercises to consolidate the Noun Clause．

3．Do some reading and writing practice to improve the students’integrating skills．

Teaching Important Points：

1．Help the students master the Noun Clause better．

2．Help the students learn to write a defini-tion paragraph．

3．Improve the students’integrating skills．

Teaching Diffcult POint：

How to improve the students’integrating skills.

Teaching Methods：

1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．

2．Asking-and-answering activity to go through the reading material．

3．Individual，pair or group work to make ev-ery student work in class．

Teaching Aids：

1．a projector

2．a tape recorder

3．the blackboard

Teaching Procedures：

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T：Yesterday we learned grammar--the Noun Clause．First look at the screen，please．

(Show the following on the screen．)

1．What life will be 1ike in the future is the topic for today’s class discussion．

2．Can you imagine what life will be like in the future?

3．One of the questions that few people can give answer to is what life will be

like in the future．

T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．

(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)

Suggested answers：

1．Subject Clause

2．Object Clause

3．Predicative Clause

T：Good．But generally speaking，it is hard for you to choose connectiyes in- troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject,Object，Predi-cative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．

(Show the following on the screen．)

Fill in the blanks with suitable connec-tives．

1．_______composition is the best is known to us a11.

2．He wondered________he was not al-lowed to go out alone．

3．______is to take Li Ming’s place is being discussed．

4．I got very angry with______he said．

5．My idea is_________we should ger more people to finish the work．

6．I wonder_________it is true or not．

7．The problem is___________we could help smokers kick their habit．

8．The news__________we had won in the match excited all．

9．We have no idea_________she was born．

10．That’s________we decided to put the meeting off.

Suggested answers：

1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how 8．that 9．when／where lO．why

T：In this unit，we’ve also learned some useful expressions．Do you remember them?Now let’s do an exercise to re-vise them．please look at the screen．

(Show the following on the screen．)

Complete the sentences，using the ex-pressions learnt in this unit．

1．_______his work has been good，but this essay is terrible．

2．You should________your friend by let-ter．

3．Please_________what I am saying．

4．He always keeps several baskets of apples________．

5．The misprint________great confusion．

6．He_______her before she vanished(消失)into the crowd．

7．His dream of being a famous singer________at last．

Suggested answers：

1．In general 2．keep in touch with

3．pay attention to 4．in store

5．led to 6．caught a glimpse of

7．came true

T：In this unit，we’ve also read a passage about life in the future．Now please

think out some words you can use to describe life in the future．

(After a while，ask some students to say out the words．)

Step Ⅲ Reading and Writing

T：OK．As we know，people’s life has

been changing．It’s getting better and better．What do you think life in the 3lst

century will be like?will it be the same as that today?

Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll live more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．

T：OK．Thank you．Today we’re going to read a letter about the way people will

live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．

(Show the following on the screen．)

1.keep sb．company：remain with sb．so that he is not alone．

e.g.He stayed at home to keep his wife company．

I’ll stay here and keep you company．

2．a bit：rather

e.g．He is feeling a bit tired．

The book costs a bit much．

3．clear up：put in order／make sth．Tidy

e.g．Clear up your desk before you leave the classroom．

Would you please clear up the cup-board?

(Bb：keep sb．Company,a bit，clear up)

T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four minutes to read it．Then answer some questions under the letter．

(The students begin to read．After a while．teacher checks their compre-hension．)

T：Who’d like to tell me what you would use an e-friend for，if you had one?

(One students stands up．)

S：Let me try．If I had an e-friend．I would let him help me with what I couldn't do，keep me company,talk with me and help me with my homework．

(Another student begins to give the answer．)

S：I think I would have the e-friend help me take notes when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．

T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image?Any volunteer?

S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．

T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago?

S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．

S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．

…

Step Ⅳ Listening and Reading Aloud

T：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear?

S：Yes．

(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)

Step V Writing

T：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderful invention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what it is used for．

(Teacher asks the students to discuss the questions．And then collect their

answers．After that，the teacher says the following．)

T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．

(Show the following on the screen．)

What can a Mogray

Be used for? What does a Mogray

look like?

How does it work?

(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)

T：OK．You have finished your outline．Please use it to write your paragraph．

(Teacher may let the students hand them in after class,if time is limited．)

One possible version：

Life in the year 4367 is quite differ-ent from life in the 21st century．We will

still do many things we do today，but we do them differently．For example，we can

use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in nature．

The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a car or a train，which use the solar energy without pollution．When it is too cold or

too hot，the head of the Mogray can be used as an air-conditioner,which can keep a proper temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．

It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．

Step Ⅵ Summary and Homework

T：Today，we’ve learned a passage about the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keep in touch with，in store…(Write them on the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for the next unit．That’s all for today．Class is over．)

Step Ⅶ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fourth Period

Useful expressions：

keep sb．company a bit

clear up in general

keep in touch with in store

pay attention to lead to

catch a glimpse of come true

Step Ⅷ Record after Teaching

After doing the exercises ,the students think it easy to do the Noun Clause problem.

The Fifth Period

Teaching Time: November 3

Teaching Aims：

Summarize the usages of the Noun Clauses.

Teaching Important Points：

1．Let students master the functions of the Noun Clauses．

2．Let students know how to choose the con-nectives and the differences among the

connectives．

3．Let students correctly use the word order in the Noun Clauses．

Teaching Difficult Points：

1．The choice of the connectives．

2．The differences between“that”and“what”．

3．The differences between“if”and“wheth-er”．

Teaching Methods：

1．Review method to master what students learnt before．

2．Explanation and comparative methods to master the important and difficult points．

3．Practice method to make students use the Noun Clauses correctly．

Teaching Aids：

1．a computer and a courseware

2．a projector

Teaching Procedures：

Step I Greetings

Greet the whole class as usual．

Step Ⅱ Revision

T：Today we’ll review the Noun Clauses．

(Bb：The Noun Clauses)First let’s do some exercises．

(Teacher shows the exercise on the screen．)

Choose the best answers．

1．___________they are leaving for Paris has not been decided yet．

A．When B．Where

C．That D．Why

2．Go and get your coat．It’s_________you left it．

A．there B．where

C．there where D．where there

3．Last night we heard the news_________the British Prime Minister was on a three-day visit to China．

A．which B．what

C．whatever D．that

4．It is generally considered unwise to give a child________he or she wants．

A．however B．whichever

C．whenever D．whatever

T：Please look at the screen．I’ll ask some of vou to tell me the answers one by one．Any volunteers?

S1：The first answer is A．

S2：The second answer is B．

S3：The third answer is D．

S4：The last answer is D．

T：Well done!Sit down，please．Who can tell me what clauses they are?

S5：…

Suggested answers：

l.the Subject Clause

2．the Predicative C1ause

3．the Appositive Clause

4．the Obiect Clause

Step Ⅲ Explanation and Summary

T：As we all know，the Noun Clauses can be classified into the Subject C1ause,the Predicative Clause，the Object Clause and the Appositive Clause ac-cording to the function of each clause in the main clause．

(Bb：the Subject Clause．the Predica-tive Clause，the Object Clause and the Appositive Clause)

T：Now look at the sentences on the screen．

I．the Subject Clause

1．Whether he has enough time to finish the work is still a question．

2．It is still a question whether he has enough time to finish the work.

3. Who did that is unknown to all.

Ⅱ.the Predicative Clause

1. The question is who can do the experlment.

2．He looked as if he was going to cry．

3．The reason for his lateness was that he got up late．

4．That was because he got up late．

Ⅲ．the Object Clause

1．I didn’t know that Pierce Brosnan is from Ireland.

2．I find it hard that I learn English well．

Ⅳ．the Appositive Clause

1．Some senior officials eat chicken in public in order to remove the Chi-nese citizen’s fear that it is not safe to eat chicken．

2．Word has come from his sister that she will arrive on Friday．

T：Attention，please．1．In order to keep the sentence balanced．We often use“it”as the formal subject,which re-places the real subject．For example,the No．2 sentence in the column of the Subject．2．“As if”“as though”and“be-cause”can also be used to introduce the Predicative Clause．For example,the No．2 and the No．4 sentences in the column of the Predicative Clause．3．In the sentence if the verb is“make／find／think／believe…”,we can“it”as the formal object,which replaces the real object．We put the real object behind the Object complement．That is to say，

Sub．+find／make／think／believe…+it+Object Complement+that clause．For example，I thought it strange that he failed to call me．Now we have known about the usages and the func-tions of the Noun Clauses．But we must pay attention to the conneetives introducing the Noun Clauses．Now please look at the diagram on the screen．You’d better remember them．

(Teacher shows the diagram on the screen．)

T：Attention,please.

1．In the Noun Clauses，we must use the normal word order-Connective

+Subject+Verb．That is to say,there is no inversion．

e.g．Whether he left is unknown．

That’s why he fell i11．

Can you make sure where Alice has left the gold ring?

The fact that he hadn’t said any-thing surprised everyone．

(Teacher writes the four sentences on the blackboard．)

2．Don’t use double connectives in the Noun Clauses．

3．The subordinate conjunction“wheth-er”can introduce all the Noun Clau-ses，while the subordinate conjunc-tion“if”can only introduce an Ob-ject Clause used as the object of a verb．For example，we can’t say“It all depends on if they will support us”．We should say“It all depends on whether they will support us”．

4．The subordinate conjunction“that”has no meaning and doesn’t act as any omponent in the Noun Clau-ses．When“that”is introducing a Noun Clause as the object of a verb(believe，consider，hear，know，say，understand etc)，it can be omitted．

5．The conjunctive pronoun“what”means“the thing that／all that”in the Noun Clauses．“what”intro-duces a Noun Clause．At the same time it can be used as the subject，the object or the predicative in the Noun Clause.You must pay atten-tion to the differences between“that”and“what”．Now let’s look at these sentences on the screen．

That she was closed made us very happy．

What he did quite surprises us．

This is what interests me most．

The reason was that he had never seen her before．

Stcp Ⅳ Practice and Consolidation

T：Now you have known something about the Noun Clauses．Let’s do some exer-cises so that we can use them correctly and freely．Please look at the screen．

I．Correct the following sentences

1．The news which our team had won pleased everyone．

2．I don’t doubt whether he can work out the problem．

3．I have been worrying about if I have hurt her feeling．

4．I don’t know that he wants．

5．The reason why he didn’t come is because he was ill.

6．Who walks around in such a heavy rain will catch a cold．

7．I think important that we learn English well．

8．It’s not certain that the sports meet will be held．

9．This is the suggestion which we have a trip the day after tomor-row．

lO．China is a great socialist country is well known．

Suggested answers：

1．which→that 2．whether→that

3．if→whether 4．that→what

5．because→that 6．Who→Whoever

7．important→it important

8．that→whether

9．which→that

10．China→That China

Ⅱ．Choose the best answers

1．The photographs will show you_________.

A．what does our village look like

B．what our village looks like

C．how does our village look like

D．how our village looks like

2．I still remember________this used to be a quiet place．

A．when B．how

C．where D．what

3．________he said at the meeting as-tonished everybody present．

A．What B．That

C．The fact D．The matter

4．一Do you remember_________he came?

一Yes,I do．He came by car．

A．how B．when

C．that D．if

5．Sara hopes to become a friend of___________shares her interests．

A．anyone B．whomever

C．whoever D．no matter who

6．________we can't get seems better than_________we have．

A．What；what B．What；that

C．That；that D．That；what

7．It’s generally considered unwise to give a child_________he or she wants．

A．however B．whatever

C．whichever D．whenever

8．Someone is ringing the doorbell．Go and see________．

A．who is he B．who he is

C．who is it D．who it is

9．_________she couldn't understand was________fewer and fewer students showed interests in her lessons．

A．What；why

B．That；what

C．What；because

D．Why；that

lO．These wild flowers are so special that I would do________I can to save them．

A．whatever B．that

C．which D．whichever

11．Eat___________cake you like and leave the others for_________comes in late．

A.any；who

B.every；whoever

C.whichever；whoever

D.either；whoever

12．_________he told you is not true．Don’t believe it．

A．That B．What

C.If D.When

13．What a pity_________is that you didn’t arrive．

A．that B．this

C．there D．it

14．_________he accepts or refuses the present is none of your business．

A．That B．If

C．Whether D．Which

15．His grandfather was among the first to settle in___________is now a famous

holiday center．

A．what B．which

C．when D．that

Suggestcd answers：

1.B 2.A 3.A 4.A 5.C 6.A 7.B 8.D 9.A 10.A 11.C 12.B 13.D 14C 15.A

Step V Homework

T：In this class，we have done lots of ex-ercises about the Noun Clauses．Now I’ll give you some more exercises．Do them after class．

(Teacher shows the following on the screen．)

Complete the following sentences：

1．Do you still remember________(何时何地见到那位著名的歌唱家吗)?

2．_________(无论是谁最后离开教室)

ought to turn off the light．

3．_________(明天是否下雪)makes no difference to me．

4．This is__________(他出生的地方)．

5．She expressed the hope_______(她将再来中国)．

6．___________(你不喜欢她)is none of my business．

7.One of them held the view_________(书中所说的是对的)

8．The question is_________(这本书是否值得看)．

9.She always do_________(她老师让她做的)．

1O.They want to make it clear to the public_________(他们在做着一件重要的必不可少的工作)．

Suggested answers：

1．when and where you met the famous singer

2．Whoever leaves the classroom last

3．Whether it will snow or not tomorrow

4．where he was born

5．that she would come to China again

6．That you don’t like her

7．that what the book said was right．

8．whether the book is worth reading

9．what her teacher tells her to do

10．that they are doing an important and necessary job

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fifth Period

Grammar：Noun Clauses

I．the subject Clause

Whether he left is unknown．

Ⅱ．the Predicative Clause

That’s whv he fell i11．

Ⅲ．the Object clause

Can you make sure where Alice has left the gold ring?

Ⅳ．the Appositive clause

The fact that the hadn't said any-thing surprised everyone.

Step Ⅶ Record after Teaching

Pay attention to the differences between“that”and“what”．We may choose more exercises.

Period 6 language points

Teaching Time: Novemer.7

Teaching Aims:

1.Grasp the language points

2.Grasp the skills of doing exercises

Teaching Important Points：

1. catch/get/have a glimpse of

2. ensure v.

3. without doing---

Teaching Difficult Points：

keep in touch with

be in touch with

get in touch with

lose touch with

be out of touch with （

Teaching Methods：

1．Review method to master what students learnt before．

2．Explanation and comparative methods to master the important and difficult points．

Teaching Aids：

1．a computer and a courseware

2．a projector

Teaching Procedures：

1. catch/get/have a glimpse of 瞥见，望见一眼

eg. I caught a glimpse of the thief when he ran past, so I can’t describe

him.

We caught only a glimpse of the rabbit before it ran into the grass.

2. ensure v. 担保，确保

(1) ensure that------

If you want to ensure that you won’t be late for the meeting, take a taxi.

(2) ensure sb sth

This cup of coffee will ensure you a clear mind.

This pill will ensure the old man a good night’s sleep.

3. without doing----

They went back to the classroom without saying anything.

He lay still in bed overnight without moving, without even thinking.

He stole into the building without being noticed.

4. make it easier for sb to do sth

make it +adj +(for sb) +to do

make it +n +(for sb) +to do

eg. The Internet makes it quite easy for us to look for information.

We make it a rule for students to take part in school activities as

well as study.

试比较：find it +adj +(for sb) +to do

find it +n +(for sb) +to do

eg. I find it difficult to understand what he said.

I find it a pleasant job to teach these lovely children.

5. keep in touch with 与------保持联系

be in touch with 与------保持联系（状态）

get in touch with 与------取得联系

lose touch with 与------失去联系

be out of touch with 与------没有联系（状态）

eg. I lost touch with Mary, my old classmate, two years ago. I’m trying to

get in touch with her.

He has got tired of doing business. He’d like to go back to teaching,

but he is out of touch with his subject now.

6. search ---- for----寻找------

eg. The police were searching the woods for the lost child.

= The police were searching for the lost child in the woods.

= The police were looking for the lost child in the woods.

= The police were in search of the lost child in the wood.

= The police were in their search for the lost child in the woods.

7. deal with 对付，处理；涉及，讨论；与-----做生意

eg. Our manager will deal with everything.

How did they deal with the old newspapers?

= What did they do with the old newspapers?

This book deals with the European music in the 19th century.

We ‘ve dealt with Mr Wang for about 5 years.

8. lead to 引起，造成，导致

eg. His hard work finally led to his great success.

= His hard work finally resulted in his great success.

= His great success lay in his hard work.

= His great success resulted from his hard work.

Lead to a place 通往某地

Eg. The road leads to the village.

Lead sb to do 使得，导致（某人做谋事）

Eg. People’s mispronunciation led him to change his name.

The news led him to run away from the village.

9. appreciate vt 欣赏，感激

eg. She doesn’t appreciate modern art.

His abilities were not appreciated by his boss.

I really appreciate your help.

I would appreciate your calling back.

10. in store 储备着，贮藏着

eg. Keep your energy in store for the coming examination.

Squirrels have much food in store for the cold winter.

In store for 等待着（某人）

Eg. There is a bright future in store for you.

Who knows what the future has in store for us?

Step Ⅶ Record after Teaching

Students feel it hard to grasp the “keep in touch with ,be in touch with, get in touch with , lose touch with ,be out of touch with “

Period 7 Integrating Skills

Teaching Time: November 8

Teaching Aims:

(1) Foster the students’ ability to read English letters.

(2) Enable the students to write a predictable life in the future.

Teaching Important Points：

1 company n.

2. more than

Teaching Difficult Points：

in the same way

the way (that---/in which/----/of doing/to do---)

in the way

on the way

by the way

in a way/in one way/in some ways

Teaching Methods：

1．Review method to master what students learnt before．

2．Explanation and comparative methods to master the important and difficult points．

Teaching Aids：

1．a computer and a courseware

2．a projector

Teaching Procedures：

Step 1 Leading-in

Ask the students to have a discussion in pairs or groups about the

following topic:

“What will the life be like in the year 3000?”

Step 2 Listening and reading

Ask the students to listen to the tape of this passage and then answer the

questions on page47:

1. If you had an e-friend, what would you use it for?

2. Why is it something difficult for Mekanika to know what is real

and what is an image?

3. How is your life different from the way people lived one thousand

years ago?

Step 3 Dealing with language points

1. company n. 陪伴；与他人在一起

eg. I always feel safe with my e-friend. I enjoy his company.

A book may be compared to the company you keep; if it is good, you

cannot keep it too long; if it is bad, you cannot get rid of it too early.

Keep sb company 陪伴某人，给某人做伴

Eg. I hope you can stay here and keep me company.

In company with sb 和某人在一起

Eg. I, in company with many others, feel it unwise to refuse him now.

For company 做伴，一起

Eg. The old man dislikes going out alone; he always takes his dog for

company.

2. in the same way 用同样的方法

the way (that---/in which/----/of doing/to do---) 做某事的方法

in the way 挡道，碍事

on the way 在路上

by the way 顺便问一下

in a way/in one way/in some ways 在某种意义上，在某种程度上

3．after all 毕竟，尽管

eg. I didn’t invite him to my birthday party; after all, I don’t really

know him well.

The passenger was tired and walked more slowly, but he got home after

all.

In all 总共

All in all 大体而言，从各方面来说

Above all 首要的，最为重要的

At all 全然，究竟，到底

Eg. We have 20 people in all to work on this project.

All in all, it has been a great success.

Above all, enjoy your reading!

Are you at all worried about the result?

4. more than 超过，不仅仅是，极其

eg. More than fifty students went to the meeting.

A national flag is more than a piece of cloth. It stands for a country.

I’m more than happy to offer you my help.

试比较：more------than------- 与其说-------不如说---------

no more than =only

eg. Facing so many audience, I’m more excited than nervous.

She is no more than a secretary, so she has no right to decide it.

5.clean up 收拾，整理，弄赶净，整齐

eg. I cleaned up the room after the party.

The mayor is determined to clean up the city.

比较：clear up 清理，消除疑虑，天气放晴

eg. It’s not an easy job to clear up the kitchen after the dinner.

His clear explanations cleared up their misunderstandings.

It is likely to clear up this afternoon. We can go out for a walk.

6. some day （将来）某一天

one day （过去或将来）某一天

the other day 前几天= a few days ago

another day 改天

eg. My dream will come true one day.

The other day I met my English teacher in the bookstore.

Since you can’t come today, let’s make it another day.

Step 3 Writing

Ask the students to write a short passage about the advantages and

disadvantages of the new technology.

Step Ⅶ Record after Teaching

The class is quite active because of the passage. It is very easy for students to know the meaning of the text.

篇6：人教版5年级英语unit6知识点

Look at the picture. This is a beautiful village. Thereare three houses in the picture. There are many trees near them. In front ofthe houses, there is a river. The bridge is over the river. Behind the houses,there is a forest and a mountain.

篇7：人教版高二英语Unit6知识

知识归纳(BII,U6)

1．in general一般地；大体上

Children in general are fond of candy．小孩子一般喜欢吃糖。

Women in general like to shop for new clothes．女人一般喜欢逛商店买新衣服。

In general he is quite a satisfactory student．

总的说来，他是一位令人满意的学生。

The weather in Florida is warm in general．

总的来说，佛罗里达州的天气是温暖的。

2．Forecast n．预测；预报；预言

The weather forecast said it would be fine tomorrow．天气预报说明天会晴朗。

The forecast that they would fail proved true.顶言他们会失败果然是真的。

vt．预测；预报

forecast the weather预报天气

Snow has been forecasted for tomorrow．预测明天会下雪。

The radio forecasts rain for tonight。广播电台预报今晚有雨。

The weatherman has forecasted that汁will be fine tomorrow．

天气预报员预报明天是晴天。

We can hardly forecast what the result will be．我们很难预测结果会变成怎样。

3．energy n．能量；能源；活力；精力

nuclear energy核能

work with energy奋力工作

He is full of energy．他精力充沛。

He is saving his energy for next week's competition．

他正在为下星期的比赛养精蓄锐。

It took a lot of mental energy to understand his lecture．

要想了解他的讲课，必须相当动脑筋才行。

He devoted a11 his energies to education．他尽全力于教育。

4．Ensure vt．保证；担保；保护

常用于ensure sb．sth．，ensure sb．against sth．或ensure

that-clause结构。

This pill will ensure you a good night's slee.这颗药丸一定会使你晚上睡个好觉。

A job has been ensured(to)her．她获得保证可以得到工作。

His recommendation will ensure me a job．由他推荐，可以保证我找得到工作。

I can't ensure that she will be chosen as May Queen．

我不敢保证她会当选为五月皇后。

We should ensure ourselves against all possible risks．

我们要保护自己，以防止任何危险。

5．Keep in touch with与……保持联系

He still keeps in touch with his old friends．他仍和老朋友们保持联系。

They keep in touch with each other by writing regularly

他们经常通信，保持联系。

We have kept in touch for twenty years．我们保持联系已达之久。

Do keep in touch．务必保持联系。

类似的短语：be in touch with“与……有联系”；get in touch with”与……取得联系”。

Are you still in touch with your parents? 你与你父母仍有联系吗?

1 want to get in touch with the agency．我想与那个代办处取得联系。

6．Remain vi.剩下；(人)留下，逗留

Nothing remained in my room except the old piano．

我的房间里除了那架旧钢琴外就没剩下什么了。

After the fire nothing remained of the house．大火过后那房子就没剩下什么了。

I didn't remain long in the city．我没在那个城市逗留很长时间。

She begged him to remain at home．她乞求他留在家里。

Link v.保持，仍是；后接形容词、名词、分词、不定式或介词短语等。

This shop remains open till 9 o'clock in the evening。

这家商店一直开门到晚上9点钟。

She remained calm in the face“great danger．在非常危险时，她仍然镇定自若。

John became a judge but Jack remained a fisherman。

约翰都当了法官了，但杰克仍是个渔夫。

The door remained closed．门还关着呢。

She remained standing for an hour．她一直站着，站了一个多小时了。

Whether it will do us harm or good remains to be seen．

它对我们是有害还是有好处要到以后才知道。

The African people remain in great poverty．非洲人仍然很贫穷。

7．cure vt.治愈；治疗

This medicine will cure your headache．这药能治好你的头痛。

A few days’rest will cure you。休息几天你的病就会好的。

常构成短语：cure sb．of“治愈某人的……病；改掉某人的……恶习”

The doctor cured him of cancer．医生治愈了他的癌症。

Moving to the country cured her of asthma．搬到乡下她的哮喘就好了。

He was cured of his habit of drinking．他已改掉喝酒的习惯。

It seems that nobody can cure me of smoking．似乎没有人能使我戒烟。

n．治愈；治疗法

His complete cure can't be expected．他完全恢复健康遥不可期。

An effective cure for cancer has not yet been found；

对付癌症的有效疗法目前尚未发现。

8．In store贮藏着；准备着；就要来到

have／keep／hold…in store贮藏着；准备着

Nobody knows what the future may hold in store．没有人知道将来会怎么样。

There was a big surprise in store．有一个大惊奇在等着呢。

There was another accident in store for him that day．

那天还有另一个灾难在等待着他。

The runner kept some energy in store for spurting at the end．

那名选手为最后冲刺贮存精力。

You'd better keep a few pounds in store for a rainy day．

你最好存几个钱以备不时之需。

9．on the air在广播中；被广播

The match was on the air last night．那场比赛于昨晚播出。

We'll be on the air in five minutes．我们将在五分钟后开始广播。

He will speak on the air this evening．今晚他将在广播中演说。

比较：in the air”在空中的；在传播中的；未决定的”

Some kites are flying in the air．一些风筝在空中飞扬。

There's a rumor in the air that he is going to resign．谣传他即将辞职。

Their plans are still in the air．他们的计划尚未确定。

10．come true实现；成真；成为事实

His dream came true．他的梦想实现了。

One's dreams do not always come true．人的梦想并不总会实现。

His hope of living to 100 did not come true．他希望活到100岁，但没实现。

He said I should be a lawyer and it has come true．

他说我会当律师，事实就是如此。

11. glimpse n．瞥见；一瞥

a glimpse of the morning paper对早报粗略的一看

catch／get／have a glimpse of“瞥见”

I just caught a glimpse of her．我只瞥见了她一下。

I only caught a glimpse of the parcel，so I can't guess what was inside it．

我只是瞥见了那个包裹，所以不能猜出里面有什么。

比较：glance(强调看的动作)与glimpse(强调看的结果)

She cast a quick glance at herself in the mirror．她飞快地照了一下镜子。

She caught a sudden glimpse of herself in the mirror．

她突然在镜子中瞥见了自己。

vt.．瞥见；看一眼

I glimpsed her in the crowd．我在人群中瞥见了她。

I glimpsed him running through the crowd．我瞥见他跑着穿过人群。

He only glimpsed(at)my new dress and said nothing．

他只看了一眼我的新衣服，什么话也没说。

12．deal with

①与……相处

I found her quite hard to deal with．我发现她很难相处。

The man is quite easy to deal with．这人很容易相处。

②对待，对付

How do you deal with a drunken husband? 你怎样对待喝醉酒的丈夫?

What's the best way of dealing with naughty children?

对付顽皮孩子的最佳方式是什么?

③处理

There are too many difficulties for us to deal with.有太多的难题要我们去处理。

How shall we deal with this problem? 我们将怎样处理这一问题?

④论述

Tom's new book deals with the troubles in Ireland．

汤姆的新书论述了爱尔兰的烦恼。

This book mainly deals with difficult points in the study of French．

这本书主要论述了学习法语的难点。

注：deal with常与how连用，而do with则常与what连用。如：

I don't know how to deal with the situation．

I don't know what to do with the situation．

篇8：unit6 Reading 教案教学设计(人教版英语八年级)

教学内容 Unie6 Reading

课时一课时教学对象八年级学生执教者田海燕

一、教材内容分析

本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。

二、学习者特征分析

初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。

三、教学目标（知识，技能，情感态度与价值观）

Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games

2.Reading a passage.

Ability Object:1．To train students’reading and comprehensive ability.

2. To train students scan the passage .

3. Aims of emotion and evaluation:

To be interested in learning about Chinese history and western history.

三、重点难点

Teaching important points:

1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games

2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …

Teaching difficult points: How to train students’reading and comprehensive ability.

1. To train students scan the passage .

四、教法选择、学法指导本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。

五资源准备多媒体课件、教室及相关教学资源。

六、教学过程

教学任务教师活动学生活动设计意图

及资源准备

Step1

Organization

Warming up

( 5minutes)

Show some questions:

1. Do you like history?

2. Do you know any dynasties in Chinese history?

3. How many famous characterrs from Chinese history can you think of ?Make a list.

4. Can you think of famous characters from the history of other countries? Make a list.

Ss talk about these questions.

激发学生兴趣,了解对朝代的英语表达法。

Step2

While you read

(12minutes)

1.Introduce

reading strategy-scan

2. Scan the text for

information to complete 3a. Do 3a.

检测学生对阅读技巧的运用。

Step3 Key phrases.

(8minutes)

Show key phrases and structures. 1. Understand key phrases and structures.

2. Use them correctly. 帮助学生正确使用它们。

Step4 Read.

(10minutes) Let studens read each pragraph and summary main idea. Read each paragraph and summary main idea. 培养学生语篇分析能力，宏观上把握课文内容。

Step5 Practice

( 8minutes) Let students read the passage again, then fill in the blank according to the passage. Fill in the blank. 加深对课文重点词的运用。

Step6 Time travel

(5minutes) If you have a chance to live in one of Chinese dynasties, which dynasty will you choose(选择)? What kind of person will you be? Where will you live? What will you do?

Talk freely in groups 调动学生学习的积极性，引发学生思考，培养学生联想能力，及用英语表达的能力。

Step7 homework

( 2minutes)

1. Read the passage again to understand it better.

2. Memorize the words and phrases.

3. Do exersises.

4. Find something you are interested in about Chinese history and write them down.

Choose 1. 2. 3.

（优等生做2、3、4题。）帮助学生养成及时复习的良好习惯。作业分层要求，以适应不同层次的学生学习。

七、板书设计

Unit6 How long have you been collecting shells?

Phrases and structures:

(be) in…style more than It is was +adj. +for sb. + to do sth.

The more... The more… with a very colorful history

设计理念和思路及反思根据新课改的理念: 教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。课堂教学是以学生为主体，诱发学生内部学习的动机，激活课堂教学活动，教师创造性地运用教材，引导学生探索问题、发现问题、通过交流讨论、感悟、反馈等自主实践活动，获得初步解决问题的能力，从而使学生学会思考、学会学习、学习创新，塑造学生良好的个性心理品质。而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SectionA1b,1c,2a,2b,2c,Grammar Focus做为第一课时;3a, 3b, 4为第二课时；Section B 1a,2a,2b,2c,3a,3b,4a 为三课时；Self Check 为第四课时；Reading 为第五课时。既遵循了学生的认知水平，又符合学生的学习心理特点。

《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。所以我把具体的“任务”贯穿与整个教学活动中，主要是通过听、说、读、写来培养学生的英语交际能力，用知识能力，良好的阅读习惯和阅读技能，还有就是学生的合作精神，学会聆听和分享别人的资源。总而言之培养了学生的认知策略，调控策略，交际策略和资源策略。《新目标英语》倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。我们在教学中设计任务应该注意一下几点：

1、任务要真实。要从学生的认知水平和生活实际出发。如教授本节课是可从学生学过的历史知识入手，询问你都知道哪些历史朝代，还知道哪些著名的历史人物？

2、任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。

3、任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。

4、要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神。

现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底究竟应该怎样讲？

叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。因此，阅读课不同的地方要注意不同的讲：

1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。

2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。

3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。

4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。

5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。

总之，我们在教学中应将传统与现代的有效的结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略；培养自主学习的能力以及观察、记忆、思维、想像能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。

本节课的可取之处就是强调了学生的主体地位。体现了新课程倡导的核心理念“一切为了每一位学生的发展“。教学设计的每一步都从学生的实际出发，遵循学生的认知规律。作业也彰显了分层布置的特点，可以让每一位学生最大限度的提高自己的各方面的能力。新课程强调教学是师生互动、对话、交流的过程，是一种创造性活动。教师在活动中面对的是一个个生动活泼的学生，学生每天都有不同的想法与问题，学习的内容也不断地变化，教师所面对的是动态场面而不是静止的画面，因此，教师的教学不能一成不变，而应随着学生思维的变化、对象的不同、教学内容的变换而变化，这就需要教师对原有的教学设计、教学方法、教学经验进行反思，根据不同的对象、不同内容及时调整和改变教学策略，不断完善教学方案。教师对自己教育教学行为的反思，是运用先进的教育理念对自己的教育教学实践进行分析、判断，从而改进和调整教育教学行为，使教育教学实践充分体现先进的教育理念。

本节课也有缺憾和不足。有待改进的是个别的设计环节。例如本节课最后的课堂设计是比较有新意的，但在具体的操作中有些学生因为词汇量的限制，不能准确的用英语来表达自己的想法，即使勉强表达出来了还有一部分学生不能完全理解。因为时间限制，教师在这里简单的总结几句。与预期效果有些差距。这是我今后课堂教学中应该注意的地方，要对每堂课的设计与效果做及时的反思，及时掌握学生的学习状况和课堂中出现的问题，并及时调整自己的教学节奏和教学行为。

总之，通过培训学习，使我进一步明确了教育教学目标。我将带着收获、带着感悟、带着信念、带着满腔热情，在今后的教学中，结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为成武的初中英语教育做出自己应有的贡献。

篇9：人教版高中英语一年级Unit6 Good Manners单元教案

Unit 6 Good manners

Period 1 Warming up & Speaking

Teaching Aims:

1. Learn to apologize t o people.

2. Train the Ss’ speaking ability.

3. Train the Ss’ listening ability.

Teaching Important Point:

Master the ways of making apologies.

Teaching Difficult Point:

How to help the Ss use the expressions for making apologies freely.

Teaching Method:

Pair work to practise speaking.

Teaching Aids:

A computer

Teaching Procedures:

Step I. Greeting and lead-in

T: Good morning, class!

Ss: Good morning, teacher!

T: (show an apple to Ss), look! Here is an apple, it looks beautiful and it smells delicious. XXX (a boy), suppose this apple belongs to you, but your classmate XXX (a girl) wants to eat it, and at the same time you have no knife to divide it into 2 pats, what will you do?

S1: I'll give it to her.

T: Good! You are a gentleman! Because you know the rule ”lady first“. In fact, men in the west are always helpful to women, they are polite to women, so we call them gentleman. In our daily life, it is very important to be polite in communicating with others. We should pay attention to our manners, that is to say, we should be students with good manners. For example, when you meet your teacher in the morning, you would say...

Ss: Good morning.

T: If you run into somebody, you should say...

Ss: Sorry.

T: If you are in a strange place, you want to ask the way, what will you say first?

Ss: Excuse me.

T: If someone helps you, you should say...

Ss: Thank you.

T: Do you think whether it is polite to make noise or sleep in the class?

Ss: No.

Step II. Warming up

T: Quite good. You've known much about how to be polite. Now please turn to page 36, look at ”Warming up“, there are four pictures in the book, I'd like you to guess what happened in each picture, then use the expressions in the second column to finish the dialogues, is that clear? I will give you five minutes for preparation.

Ss: Yes.

(Five minutes later)

T: Have you finished?

Ss: Yes.

T: Who can tell me what happened in picture 1? XXX, you please.

S2: A student coming into the classroom.

T: Good! Please act out the dialogue 1 with your partner.

(Then describe the other 3pictures one by one and ask some pairs to act the dialogues out, later, show the following chart on the screen)

A:Excuse me. Can I come in? B:Sure. We’ve already started. A:I'm sorry. I missed the bus. B:That's OK. We’re on page 47. (1) A:Excuse me. May I interrupt you for a moment? B:What is it, Jordan? A:I'm sorry, Mr Baker. I put my homework on your desk.. (2)

A: Hey, be careful! B: Oh, I'm sorry. A: That’s all right. (3) A: Ouch! What are you doing?! B: I'm terribly sorry. (4)

T: Very good! And have you found the similarity of the four pictures?

Ss: There is the expression ”I'm sorry“ in each dialogue.

T: Yes, quite good. Why do they say sorry? People are making apologies to others in each picture because they all do something wrong, don't you think so? (Ss: Yes)

(Then learn the new word ”apology“ together.)

Step III. Speaking

T: Knowing how to make apologies is very important for us. If you do something wrong, you must say sorry. By the way, I'd like to tell you my terrible experience this morning. At 7:00 o'clock, I was walking in a road, suddenly a man ran into me, my bag fell down and was dirty, however, he said nothing to me. Do you think whether he is polite?

Ss: No.

T: I agree with you. He should have apologized for his fault (learn ”apologize“ on the screen), maybe he didn't mean to hurt me (learn ”mean to do“ on the screen), if he said sorry, I would forgive him (learn ”forgive sb.“ on the screen). You are ladies and gentlemen with good manners, what will you do if you run into me?

Ss: Say sorry. (Make apologies)

T: Good! And if somebody makes an apology to you, what can you say?

Ss: That's all right./That's Ok./You are welcome......

(Show the following chart on the screen)

Ways of making apologies Possible answers

Forgive me. I'm very sorry. Oh, that's all right.

I apologize for ... Oh, well, that's life.

I'm sorry. I didn't mean to ... It's OK.

Oops. Sorry about that. No problem.

T: Are you all clear about these expressions?

Ss: Yes.

T: Now it's your turn to make dialogues with your partners according to the given situations on the screen. Discuss with your partner and make a dialogue. First let's look at situation 1, I will give you 3 minutes to prepare, now start!

(Three minutes later, teacher asks some pairs to act out their dialogues. Then let the students make dialogues according to situation 2 and situation 3. )

Step IV. Discussion ---- How to be a gentleman

T: Now let's have a discussion. At the beginning of the class, I mentioned the behaviors of some gentlemen, for example ”lady first“, besides this rule, what should a gentleman do? And girls, in your opinions, what is a gentleman? Please discuss with your partners and let me know your ideas.

Boys:

pay money for the women

carry the bags for women

be rich...

Girls:

be humorous...

Step V. Homework

T: So much for the discussion, today's homework----preview the listening part and the integrating skill part, and do exercise1 on page 116. Class is over, goodbye!

Ss: Goodbye.

Period 2 Listening & Integrating skills

Teaching Aims:

1. Train the Ss’ listening ability.

2. Train the Ss’ integrating skills.

Teaching Important Points:

1. Master the way of making apologies by listening.

2. Improve the Ss’ reading and writing skills.

Teaching Difficult Point:

How to write a good thank-you letter.

Teaching Methods:

1. Listening-and-answer activity to train the Ss’ listening ability.

2.Inductive method to help Ss learn to write a thank-you letter.

Teaching Aids:

1. a computer 2. a tape-recorder 3. a projector

Teaching Procedures:

Step I. Greeting and lead-in

T: Good morning, class!

Ss: Good morning, teacher!

T: So far we've known each other for almost 2 months. We are good friends, don't you think so?

Ss: Yes.

T: Now I have a problem, and I need your help, can you help me?

Ss: Yes.

T: I will take part in a birthday party this weekend, but I have no beautiful clothes, who can help me? Can anyone lend her clothes to me? XXX, I think your clothes are suitable, would please lend to me this weekend?

S1: Yes.

T: Thank you. If I take them without telling you first, will you be angry with me?

S1: Yes.

T: So I will call you first. My friend Bill told me he did something wrong to his friend, do you want to know what happened?

Ss: Yes.

Step II. Listening

T: Now please turn to page 37, let's do the listening part, please skim the questions quickly and guess what happened. I'll give you 2 minutes.

(2 minutes later.)

T: Have you finished? Who can tell me what happened?

Ss: Bill took Cliff's bike without asking him, and he also lost the bike.

T: Now let's listen to the tape and check whether your guess is right.

(After listening)

T: Have you got the answer for the first question? What happened to Bill and Cliff?

Ss: Bill took Cliff's bike without asking him, and he also lost the bike.

T: So your guess is right. What about the other questions? What did they say to each other? Let's check one by one.

(Finish the blanking fillings on page 37. Then listen for the second time.)

T: Through this passage, we know that Bill lost Cliff's bike and he apologized for his fault. Suppose another friend Bob, who is a policeman, found the bike and returned it to Cliff, what would Cliff do or say?

Ss: Say ”thank you“.

T: Yes, good. Cliff might thank Bob. It's good manners to express one's gratitude to the person who helps us. But what ways can he choose to thank Bob, do you know?

Ss: Give a gift to him/ invite him to have dinner...

T: He could make a call to Bob, send a gift to him... And what else? Or he could write a thank-you letter to him, right? Do you know what is thank-you letter?

Ss: 感谢信.

T: Good! Do you know how to write a thank-you letter?

Ss: No.

Step III. Integrating skills

T: Please turn to page 41, let's learn the given letter together. There are 3 paragraphs, please read quickly and tell me the main idea of each paragraph in your own words, I will give you 3 minutes.

(3 minutes later)

T: Have you finished? Who can tell me the main idea of each paragraph? XXX, would please! What does paragraph 1 talk about?

S2: The writer thanked his friend...

T: That is to say ”Express the gratitude and recall the good time they spent together.“

(Then ask S3 and S4 to tell the main idea of paragraph 2 and paragraph 3, show the following chart on the screen)

Paragraph 1 Express the gratitude and recall the good time they spent together.

Paragraph 2 Tell the present situation of one's own.

Paragraph 3 Ask about the receiver and send an invitation.

T: A thank-you letter does not need to be too long, you can write as the sample letter including 3 paragraphs, if you like, you can also write only one paragraph to express your gratitude. Let’s look at another 2 short letters.

(Show 2 short thank-you letters on the screen)

Thank-you note (1)

Dear Mr. Wang,

Thank you very much for the nice camera which I received this morning. It is truly an attractive gift and it would bring me many hours of pleasure and delight. I might just add that I have already put it to use. Thanks again.

Yours,

Li Fei

Thank-you note (2)

Dear Mrs. Smith, April 15

I just cannot tell you how glad I am that you should have remembered my birthday. It was a real pleasure to receive your beautiful card this morning.

Thank you so much for your good wishes.

Yours sincerely,

Jone Samuel

T: Now do you know how to write a thank-you letter?

Ss: Yes.

T: OK. Please look at part 2 on page 42, choose one of the following topics and write a thank-you letter. If you think the four topics are difficult to write, please turn to page 120, write a thank-you letter according to the four pictures. I will give you 5 minutes, then I will show 2 of your letters to the whole class and check together. Now start!

Step IV. Homework

T: After class, please lengthen the letter you wrote just now into 3 paragraphs. Remember reviewing the reading part. Class is over, goodbye.

Ss: Goodbye.

Period 3 Reading

Teaching Aims:

1. Learn some useful words and expressions.

2. Train the students’ reading ability.

3. Get the students to learn about table manners in western countries.

Teaching Important Points:

1. Help the students understand the passage.

2. Know some rules for being polite in Chinese culture.

3. Learn some useful expressions.

Teaching Difficult Point:

How to help the students understand the table manners in the west.

Teaching Methods:

1. Pair work or group work.

2. Fast reading and careful reading.

Teaching Aids:

1. a computer

2. the blackboard

3. some paper dinner sets

Teaching Procedures:

Step 1. Greeting and lead-in

T: Good morning, class!

Ss: Good morning, teacher!

T: Up to now, we learned how to make apologies to others. What phrases or words do we use when apologizing?

Ss: Forgive me./Excuse me./I'm sorry…

T: Yes, very good. And we also know that good manners are very important for every body, don't you think so?

Ss: Yes.

Step II. Pre-reading

T: So we should be ready to act politely in any situation at any moment. Now let's turn to page 38, look at the chart on the top. Please discuss with your partner and write down the rules for being polite in Chinese culture. Pay attention to the words ”Chinese culture", not in the west. Each team talk about one situation, are you all clear? I will give you 3 minutes, then I will ask you to show your opinions.

(3 minutes later)

T: Now let's check one by one from the last one to the first one. What can we do when paying a visit to a friend's house? XXX, would you please!

S1: Don't touch the things.

S2: Don't eat all the food the host gives to you....

(Show the rules of being polite when pay a visit to a friend's house on the screen.)

1 Make an appointment before you go.

2 Bring a small gift.

3 Decently dressed.

4 Greet the family members in the order of age.

5 Ask if you should take shoes off before you walk into the house.

6 Don’t walk around the house unless you are invited to do so.

7 Don’t stay too long

(Then discuss the situation receiving a birthday present/greeting your teacher/at a dinner party one by one, show the rules on the screen.)

Receiving a birthday present

1 Say “thank you”.

2 Don’t open it until the guests are away.

3 Invite the guests to a dinner party. (Food ---- noodles, peach. )

Greeting your teacher

1 Stand straight and say “Lao shi hao”

2 You don’t have to take your hat off, but you must get off your bike when greeting.

At a dinner party

1 Try to talk to people sitting beside you.

2 Smile.

3 Stand up when others make a toast.

4 Don’t stand up to get the food.

5 Don’t ask for more even if you are not full.

T: Are you all clear about the rules for being polite at a dinner party in China?

Ss: Yes.

T: By the way, in China, at a dinner party, what kinds of dinner set can you see on the table?

Ss: Chopsticks, bowl, spoons...

(Show some pictures of Chinese dinner sets on the screen)

T: Look at the screen! We are familiar with these things because we use them to eat every day in China. However, do the westerners use the same dinner sets when they eat?

Ss: No.

T: Of course no. What do they use, do you know? And do you know the table manners at a western dinner party?

Ss: No.

T: Today, we will learn an article about table manners at a dinner party in the west. Please turn to page 38.

Step III. Reading

A. Fast reading

T: How many paragraphs are there in the text?

Ss: Six.

T: First, please skim the whole text quickly, try to divide the text into 3 parts, tell me the main idea of each part, 5 minutes, OK? Now start!

(5 minutes later)

T: Have you finished reading?

Ss: Yes.

T: XXX, how do you divide the text?

S3: Part 1, paragraph 1, part 2, paragraph 2 to 5, part3, paragraph 6.

T: Do you all agree with her?

Ss: Yes.

T: What is the main idea of each part?

S4: Part1tells us what we can see on the table.

S5: Part 2 tells us the dishes.

S6: Part3 tells us table manners changes over time.

(Show the following chart on the screen)

Part 1 paragraph 1 How to lay the table

Part 2 para.2---- para. 5 The dishes

Part 3 paragraph 6 The right attitude towards table manners

B. Careful reading

T: Quite good, you've got the main idea of the text. Now let's learn it part by part. First ,let's look at part 1, please read and think about 3 questions: ①Why shall we know the table manners? ②What does “having good table manners” mean? ③What can you see on the table? I will give you 3 minutes, OK?

(2 minutes later)

T: Who'd like to answer my questions? XXX, would you please? Why shall we know the table manners?

S7: Knowing them will help you make a good impression.

T: Good! What about the second question? XXX, would you please?

S8: It means knowing how to use knives and forks, when to drink a toast and how to behave at the table.

T: And what can you see on the table?

Ss: Three glasses, knives, forks, spoons, napkin, bowl, napkin...

T: Good! Look at here. (Show some paper dinner sets.) Here are knives, spoons, forks...(Show a cardboard) Now suppose this is a table, I’d like you to put all the dinner sets in the right places on the table according to part1. Who’d like to try? XXX, you please.

(The student comes to the blackboard and puts all the dinner sets on the table.)

T: OK. Let’s check her setting together.

(Teacher corrects the mistakes made by the student.)

T: Now let’s move on to part 2. Please read and tell me how many dishes you can find and the right order of the dishes. I’ll give you 3 minutes to read it. Now start!

(3 minutes later)

T: Have you finished? XXX, can you tell me how many dishes you can find at a dinner party?

S1: starter, main course, soup, dessert.

T: And what else?

Ss: drinks.

T: Yes, very good! Now please look at exercise 2 on page 39, put the dishes in the right order. Who’d like to try?

(Show the right answer on the screen)

1. starter 2. soup 3. main course 4.dessert

T: Quite good. Let’s move to exercise 3. Decide which of the following behaviors are polite or impolite at a western dinner party.

(Show the items on the screen)

(P) 1 Use the knife with your right hand.

(P) 2 Put your napkin on your lap.

(I) 3 Start eating as soon as your food is served in front of you.

(I) 4 Ask for a second bowl of soup.

(P) 5 Use your fingers when eating chicken.

(P) 6 Finish eating everything on your plate.

(I) 7 Talk loudly while eating.

(I) 8 Make other people drink more spirits than they can take.

T: Good. You’ve known the table manners very well. However, table manners always change, if you are not sure what is polite, what can you do? Part 3 tells the answer, let’s read together. One, two, start!

(The students read part 3.)

T: So don’t be worried if you are not familiar with the manners. As a saying goes: “Do in Rome as Romans do.” It means 入乡随俗in Chinese. You can follow your hosts.

Step IV. Summary and homework

T: This text tells us the table manners in the west. What about other manners? For example: what will they do when meeting people or when talking to others. Do you want to know? You can read the passage on page 118. After class, please do exercise 4 on page 39 and exercise 2 on page 40. Preview “word study”. Class is over, goodbye.

Ss: Goodbye.

Period 4 Language points & Word study

Teaching Aims:

1. Learn some useful word and expressions.

2. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.

Teaching Important Points:

1. Master some language points from the text.

2. Master the word formation rules to improve students’ ability to enlarge their vocabulary.

Teaching Difficult Point:

How to help students understand the difficult language points. For example, the differences between “manners” and “manner”.

Teaching Method:

Exercises to consolidate the word formation and the grammatical item.

Teaching Aids:

1. the blackboard 2. a computer

Teaching Procedures:

Step I. Language points from the text

T: Good morning, class!

Ss: Good morning, teacher!

T: Last time, we learned the text “Table Manners At A Dinner Party”, today, we will learn some difficult language points from the text.

(Show the language points on the screen and learn one by one)

We should pay attention to the table manners and our own manner.

① manners (常用复数) 表示“礼貌、规矩、风俗、生活方式”。

例：It’s bad manners to interrupt others. 打断别人的话是不礼貌的。

He has good manners. 他有礼貌。

He has eighteen-century noble（贵族）manners.他有十八世纪贵族的生活习俗。

② manner (用单数形式) 方法、方式、举止、态度

例：I love duck cooked in Chinese manner. 我喜欢吃中国烧法的鸭子。

I don’t like his manner, it’s very rude. 我不喜欢他的举止，太粗鲁了。

Pay a visit to

用法: pay a visit to sb./sth. = pay sb./sth. a visit 拜访某人/某地

例：He paid a visit to China from May 16 to 22.他从5月16日到22日对中国进行了访问。

Dr. Smith paid a visit to a patient on his way home. 在回家路上,史密斯医生看望了一位病人。

(动名词作主语)Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table. （动名词作宾语）

start with 以……开始

例：Dinner starts with a small dish.

end up with 以……结束

例：Dinner ends up with drinks.

ask for 要求得到，要求见到

例：He sat down and asked for a cup of coffee.他坐下来要了一杯咖啡。

Some person is asking for you at the gate.门口有人要见你。

比较：ask sb. for sth. 向某人要某物

They asked the waiter for their bill.他们向服务员要账单。

When drinking to someone’s health, you raise your glasses, but the glasses should not touch.

时间状语从句，句中省略了you are 完整形式为when you are drinking……

例：When working with the workers, we learned a lot from them.

当when, while, until, if, unless等引导的状语从句的主语与主句的主语相同时，从句中的主语及部分谓语可省略。

drink to 为……干杯，为……祝酒

drink to one’s health 为某人的健康干杯

Let’s drink to our friendship.为我们的友谊干杯。

The best advice is never to drink too much.

too much 的中心词为much, 意为“过于、太多”，做定语，后接不可数名词，还可单独使用做主语、表语、状语。

例：You are asking too much.你问的太多了。(作状语)

I’m afraid I’ve put you too much trouble. （作定语）

I can’t finish the work in 2 days, it’s too much for me. （作表语）

much too 的中心词为too,意为“极其，非常”，后接形容词或副词。

例：The problem is much too difficult for me to work out. 这道题太难了，我算不出来。

高考题：

Allen had to call a taxi because the box was ____ to carry all the way home.（a）

a. much too heavy b. too much heavy

c. heavy too much d. too heavy much.

fashion 时尚，流行，潮流

follow the fashion 赶时髦

in the fashion 正在流行

out of the fashion 过时，不流行

Step II. Word study ---- Negative prefixes

T: Please turn to page 40, some words can be changed to their opposites in a special way. The prefixes in-, im-, non-, and un- all change the meaning of a word to its opposite.

(Show some important points on the screen)

im- immoral/immortal/imperfect/impolite

ir- irregular/irrelevant/irresponsible

in-

il- illegal/illogical

in- informal/incorrect/inactive

un-: uncover/unfold

non-: nonsmoker/nonviolent

T: Do you all understand the prefixes?

Ss: Yes.

T: How ever, not all words have negative prefixes, please look at the second chart on page 40, tell me which of following words have negative prefixes.

(Suggested answers: nonstop, unfold, incorrect, unlucky, impossible.)

T; Now please turn to page 117, look at exercise 2, you should add a proper negative prefix to some of the given words first, then fill in the blanks. Are you all clear?

Ss: Now start!

(The students begin to do exercise 2.)

Step III. Homework

T: So much for today, please preview Grammar part on page 41 after class. Goodbye!

Ss: Goodbye.

Period 5 Grammar

Teaching Aims:

1. Learn the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause.

2. Let the students know the cases in which Non-restrictive Attributive Clause is used.

Teaching Important Point:

Master the Restrictive Attributive Clause and Non-restrictive Attributive Clause.

Teaching Difficult Point:

How to help the students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

Teaching methods:

1. Comparison and contrast

2. Do exercises

Teaching Aids:

1. a computer 2. the blackboard

Teaching Procedures:

Step I. Greeting and lead-in

T: These days, we have been learning good manners. For example, how to make apologies, how to write a thank-you letter, etc. XXX, do you think whether good manners are important for everyone?

S1: Yes.

(Show 2 sentences on the screen)

① Liang Yifan, who looks like Guo Jingjing, tells me good manners is important for everyone.

② The girl who looks like Guo Jingjing tells me good manners are important for everyone.

T: However, some naughty boys in your class call me “little teacher”, do you think it is polite?

Ss: Polite.( Impolite)

T: No matter polite or not, I like this nickname, it’s funny. So we can describe this thing as following:

(Show another 2 sentences on the screen)

③ Some boys call me “little teacher”, which is funny.

④ I think the boys who call me “little teacher” are naughty.

T: Look at the four sentences, have you found the similarity and the differences.

Ss: They are Attributive Clauses.

Step II. Comparison and contrast

T: Good. All the sentences are Attributive Clauses, however, sentence ② ④ are Restrictive Attributive Clauses while sentence ① ③ are Non-restrictive Attributive Clauses. They are different from each other in many aspects. Now please turn to page 41, look at the chart, it tells us two of the differences. First, they are different in omission. For Restrictive Attributive Clause, the extra information is necessary, but for Non-restrictive Attributive Clause, the extra information can be left out.

(Show some examples on the screen.)

T: Second, they are different in form. For Restrictive Attributive Clause, we don’t use commas, but for Non-restrictive Attributive Clause, we use commas.

(Show some examples on the screen.)

T: What’s more, they are different in the use of relative pronouns. For Non-restrictive Attributive Clause, we couldn’t use “that” instead of “who/whom/which”, and at the same time, when relative pronouns are used as objects in Non-restrictive Attributive Clause, they can’t be omitted.

(Show this point and some examples on the screen.)

They are different in the use of relative pronouns

例：⑤ I like the black ring very much, which my boy friend gave to me.

⑥ I like the ring [which/that] my boy friend gave to me very much.

例：Mr. Smith, from whom I have learned a lot, is a famous scientist.

T: Are you all clear about the use of relative pronouns?

Ss: Yes.

T: Let’s do some exercises.

(show some exercises on the screen, and students do together.)

T: Let’s move on. Fourth, they are different in meaning.

(show some examples on the screen)

My brother, who lives in New York, has 3 children.

我的兄弟住在纽约，他有三个孩子。（只有一个兄弟）

My brother who lives in New York has 3 children.

我的那个住在纽约的兄弟有三个孩子。（不止一个兄弟）

练习：Mr. Li has a child who likes playing football.

李先生有个喜欢踢足球的儿子。（可能还有别的孩子）

Mr. Li has a son, who likes playing football.

李先生有个儿子，他喜欢踢足球。（只有一个儿子）

T: Fifth, they are different in translation.

(Show some examples on the screen.)

They are different in translation

例：She is the nurse who looks after the children.

她就是照料这些孩子的保姆。

This note was left by Xiao Wu, who was here a moment ago.

这个条子是小吴留的，他刚才来过。

Step III. Other important points (深层学习)

T: Now you know the differences between the 2 kinds of Attributive Clauses, but in many cases, we’d better use Non-restrictive Attributive Clause.

(Show some important points on the screen.)

在下面情况下，多用非限制性定语从句：

A. 先行词是表示独一无二的普通名词或专有名词时：

The Great Wall, which is called in Chinese “The Ten-Thousand-Li Great Wall” is actually more than 6000 km long.

B. 先行词是一个句子，即关系代词指代的是一个先行句时：

The meeting was put off, which was exactly what I wanted.

C. 不定代词/名词/数词+of + which/whom引导的定语从句

Light is a fast thing in the world, the speed of which is 300,000km per second.

There are 300 students in the small hall, most of whom are from countries(农村).

T: Now let’s do some exercises.

Step IV. Summary and homework

T: Today we have learned the differences between the Restrictive Attributive Clause and Non-restrictive Attributive Clause. Please do exercise on page 41 and hand in tomorrow morning. Class is over, goodbye!

Ss: Goodbye!

篇10：高一英语上册unit6教案（全）-人教版[全套]

Unit 6 Good Manners

Teaching Plan

I. Teaching Goals:

1. Talk about good table manners

2. Learn to make apologies.

3. Learn to express your gratitude

4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause

5. Write a thank-you letter

6. Be a student with good manners

II. Teaching Time: five periods

Warming-up &Listening

--Period One

I. Teaching Aims and Demands.

1) Knowledge: grasp the expressions for making apologies

2) Abilities: ①learn to apologize and response properly to others’ apologies;

②learn to focus on key words and important sentences while listening

3) Moral: Be a student with good manners

II. Key and Difficult points

1) Master the ways of making apologies by speaking and listening

2) Use the expressions to make apologies freely

III. Teaching Methods

1) Pair work to practice speaking

2) Listen-answering activity to train the Ss’ listening ability

IV. Teaching Aids

A computer and a courseware with a record of listening material

V. Teaching procedures

I) Lead-in (3 min)

With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.

T: Good morning, class!

T: Do you like any proverbs?

T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?

T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.

II) Judgment (8 min)

Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.

T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?

T: What’s in picture 1 is it good manners or bad manners to do so?

T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?

(Ask one student to answer)

T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?

(Another student answers)

T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?

III) Warming-up (15 min)

This part can be done in the following five steps:

(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.

(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰，打断); I'm terribly sorry (I’m very sorry) ”

(4) Give Ss some more minutes to practice the dialogues with their partners.

(5) Then, two pairs of Ss are asked to act them out.

T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!

(Show the tips for them to answer)

(Introduce all the four pictures)

T: Do you know these expressions in the middle column? What situations are they used in?

S: When we do sth. wrong.

T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰，打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.

T: Well, would you like to fill in the blanks with these expressions according to the pictures?

(Let them complete it)

T: Who can tell me the answers?

(Ask Ss to answer and correct them)

T: Practice the dialogues with your partner. Then I’ll ask some of you to act.

(Four minutes later)

T: Who want to act it out for us? You two, would you please?

IV) Listening (17 min)

Now it is time for Ss do the listening practice. The steps are:

(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.

(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.

(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)

After playing the radio, I check the answers to the questions.

(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.

(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.

(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.

T: So do you think it good manners to apologize in a polite way?

T: Would you like to listen to another dialogue about apologizing?

T: Well, let’s do listening practice.

(Show two questions on ppt.)

① How many times does Bill apologize to Cliff?

② What are the problems between Bill &Cliff?

T: with these two questions, you listen to the radio, OK?

(Play the radio in courseware)

T: Have you got it?

(Ask some to tell and show the answers)

①Twice.

②Bill took Cliff’s bike without asking and lost it.

T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.

(Play it again)

T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?

(The third time playing)

T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?

Ss: Yes.

(Play it the forth time if necessary)

V) Consolidation

Review the expressions used for making apologies. Show a table of the expressions.

T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?

T: Ok, look at the form on ppt., and remember them.

(Show that on ppt.)

VI) Homework

1. Preview the text of Reading part.

2. Do exercise 4, P117 in your exercise book.

3. Think of the ways in which Chinese table manners is different from that of Western countries.

VII) Design of the Blackboard

Courtesy I’m terribly sorry

Good manners apologiz(s)e

manner forgive

interrupt fault

Reading

--Period Two

I. Teaching Aims and Demands.

1) Knowledge:

①To get to know the Western table manners

②To compare Chinese table manners with Western table manners

③To learn some useful words and expressions about table manners.

④To know how to lay the table in Western dinner party

1I) Ability

①Improve the reading ability of the students, especially the skills of summarizing and scanning.

②Train the ability of manual operation (to lay the table with cards)

II. Key and Difficult points

1) Sentences in passage with complex structure

2) What are the Western table manners

III. Teaching Methods

1) Scanning for important information and careful reading

2) Group work

IV. Teaching Aids

1) A computer and a courseware

2) Eight groups of tableware-shaped cards

V. Teaching Procedures

I) Revision

Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.

T: What have we learned last period? Do you remember?

T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.

(Show the form of making apologies and receiving them)

II) Pre-reading

(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.

(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.

T: Last period, we have seen this picture, right? What’s it about?

T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?

T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?

T: Let’s first compare the differences between them about “Rules for being polite”.

(Show two forms and explain them)

III) Reading

i) Fast reading.

Give students two questions to answer while they are reading fast:

1. What are the two spoons used for?

2. Do table manners change over time?

(Minutes later check the answers.)

ii) Learning new words.

Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.

iii) Careful reading.

(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:

1. How is the table laid?

2. What is the order of the dishes served at a Western dinner party?

There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.

(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.

(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.

(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..

i) Fast reading

T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?

T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?

T: Here are two questions on ppt. Read quickly and find out the answer.

(Three minutes later)

T: Have you finished?

T: Thanks. You’ve done a good job.

ii) Learning new words

T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?

Ss:

T: It refers to “toast”.

(This job can be finished quickly)

iii) Careful reading

T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?

T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?

(Five minutes later)

T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!

(For a while )

T: Have you finished your job?

T: Who’d like to show your work?

(Show some of their works on blackboard)

T: OK, let’s see whose work is all right.

(Find out the mistakes in them and who wins)

T: Are you clear now about how to lay the table?

T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?

T: Ok, just look at the pictures!

(Show the pictures of explaining the right position)

IV) Post-reading

(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.

(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.

(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.

The teacher will point out some difficult words, like, fashion, advice, formal, etc..

T: Let’s come back to the textbook. What does the first paragraph tell us?

T: Here are difficult sentences to learn.

(Analyze them)

T: Which paragraphs can be formed into one group?

S: Paragraph 2-5

T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”

T: And what about the main idea of the last paragraph. Any volunteers?

T: Good job. It tells us that “the order of dishes and good table manners during these courses”.

(Focus on some difficult words in the paragraph)

V) Homework

1. Word Study 2 on P40

2. Vocabulary 1 on P116.

3. Vocabulary 1 on P116.

VI) Design of the Blackboard

Lay the table Don’t bite more than you can chew

Para 1 drink to

Para 2-5 follow the fashion

Para 6 Behave

Reading (II) & Language Study

--Period Three

I. Teaching Aims and Demands.

(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage

(2) Learn the way words are changed into its opposite by adding prefixes

II. Key and Difficult points

1) Several long sentences which students may feel hard to understand

2) Grasp the four kinds of prefixes

III. Teaching Methods

Learning-practicing activity

IV. Teaching Aids

A computer and a ppt. courseware

V. Teaching Procedures

I) Reading.

The teacher explains some of the difficult or special expressions and sentences in the passage.

T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?

T: We now will continue to study this passage. Look at the sentences on ppt..

Show them on ppt.:

1. Knowing them will help you make a good impression.

leave impression on sb.

2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.

Having good table manners 动名词短语做主语.

3. The knife and fork that are closest to your plate …the ones beside them.

4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.

5. Dinner starts with a small dishes, which is often called a starter.

6. When drinking to someone’s health …

7. Table manners change over time. They follow the fashion of the day.

(Below is the explanation of these six sentences)

T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.

T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?

T: It means in Chinese that: 在餐桌上，懂礼节意味着你知道如何使用刀叉，如何助酒以及如何在用餐时举止得当。

T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?

T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。

T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,

(1)I’d like to go with you, but my hands are full.

(2) I’d like to go with you. However, my hands are full.

T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?

T: “Which” refers to “a small dish”

The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.

T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?

T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上，我们都为新郎新娘祝酒。

T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.

II) Practice.

i) Make a list of things on a Western dinner table and what is found on a Chinese one.

T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?

T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?

A Western dinner table A Chinese dinner table

a small plate;

a large plate;

a napkin;

a glass for red wine;

a glass for white wine;

a glass for water;

two pairs of forks and knives of different sizes;

a soup spoon;

a dessert spoon a bowl,

a Chinese spoon;

a small plate;

a pair of chopsticks;

a small china shelf to rest the chopsticks on;

a small tray with a damp cloth;

a small china cup for spirits;

a glass for beer or soft drinks

ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.

1. Use the knife with your right hand.

2. Put your napkin on your lap.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second bowl of soup.

5. Use your finger when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more spirits than they can take.

Check the answers according to the passage. (P P I I P P I I)

iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.

T: First read the text quickly and fill in the blanks with the words in the top column.

(Minutes later, check them and explain the language points if necessary)

The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …

III) Word Study.

In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..

1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.

2. Then, every prefix would be explained with some examples.

3. Next, the class comes to the practice in word study.

4. Finally, it’s time to have an immediate exercise in workbook.

T: What’s in common of these two words? Unfold and impolite.

T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?

T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.

(Show a form of the prefix “-in” and its examples)

T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.

(With the following forms, examples of “-im”, “-in” and “-non”)

T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.

(Check the answers)

T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.

(Finish all the ten questions)

IV) Homework

Do exercise 3, P117 in your workbook.

V) Design of the Blackboard

限制性定语从句 wing

非限制性定语从句 spirits

fashion: 时尚潮流 unfold

入乡随俗 informal

mix 否定词缀

Grammar

--Period Four

I. Teaching Aims and Demands.

(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.

(2) Good manners around the world

II. Key and Difficult points

Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause

III. Teaching Methods

(1) Learning-practicing method

(2) Reading-acting method

IV. Teaching Aids

Multi-media courseware

V. Teaching Procedures

I) Checking exercise (translation)

In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.

T: first, we are to have our homework checked. Ok?

T: who can tell me the sentence in English of question one.

T: Excellent! And this sentence can be also translated in such a way:

“1 It was my fault that your new cell phone was stolen.” Then, the next one?

(Finish within seven minutes)

The answers for reference:

2 The old temple made a deep impression on me.

3 She has been fond of reading since childhood.

4 She had been an excellent gymnast before the accident, which disabled her.

5 More and more Westerners are becoming interested in Chinese culture.

II) Revision of the grammar in the past units (the Attributive Clause)

1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.

2) List the relative adverbs and make sentences with them

3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.

T: During the past weeks, we’ve learned the Attributive Clause, right?

T: Here is an example. The city that he visited is very far away.

Which part of it is the Attributive Clause?

T: And the Antecedent(先行词)? Where?

T: The Relative Pronoun(关系代词)？

S：

T：How many kinds of Relative Pronoun have we learned? What are they?

Ss:

T: Yes. They are that, which, who, whom, whose.

(Show another sentence)

T: In this sentence, we have a Relative Adverb in it, right?

T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?

III) Restrictive & Non-restrictive Attributive Clause

1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.

2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.

3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.

4) Give out notices for using the relative pronouns:

T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?

(Do the job with all the class)

T: You can look at ppt. can find out any differences between the first one and the latter four?

T: We can compare first two only. So, any differences?

T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?

T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:

①The man who came here yesterday has come again.

②He lives in the down town, which is only about an hour’s ride from here.

(expound it with them)

T: Besides, we should also pay attention to the notices:

1.引导非限制性定语从句的关系代词不可用that，指人时用who(主), whom(宾语), 指物时须用which.

2.先行词是all，much，little，something，anything，nothing等不定代词时，关系代词一般用that．

3．先行词是序数词、形容词最高级或the only，the very修饰时，关系代词常用that．

IV) Practicing

1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.

2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:

3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.

T: Shall we do some exercise to consolidate it?

T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.

1 I finished reading the book which my father gave me for my birthday.

2 The car, which had been parked in front of our house for more than a week, was stolen.

3 Paula, whose husband lives in London, lives alone on the fourth floor.

4 My sister Ellen, whom you saw yesterday at the party, is a nurse.

(if time’s limited, four sentences only)

T: So, clear about the Restrictive and Non-restrictive Attributive Clause?

T: Can you judge them: Restrictive or Non-restrictive one?

(The sentences are :)

1. The teacher told me that Tom was the only person that I could depend on.

2. His mother, who loves him very much, is strict with him.

3. China is a country which has a long history.

4. China, which was founded in 1949, is becoming more and more powerful.

T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.

T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?

T: Good, we can fill in it with “whom”.

(Finish it one by one)

V) Integrating Skills (reading)

Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.

1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.

They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.

T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

(three minutes later)

T: Are you Ok? What are the answers. What are good manners about?

(ask one student to answer)

T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?

(Continue to find out answers to the nest two)

T: Now, shall we do sth. interesting with information of this passage?

T: Scan the passage to get the information about what do people in different countries do in the given situations:

1. When meeting people

2 When talking to people

3 In public, many north Europeans

4 When smoking, Indians

T: I’ll call some to act out the good manners in some place of the world.

(Two minutes)

T: Who knows “when meeting people, what will the Westerners do? And Americans?

T: Right, would you come here to act it out for us?

(Through this activity, Ss have chances to act and remember them)

VI) Homework

1. Do exercise 1, P118 in exercise book.

2. Question 5-8, p41,

VII) Design of the blackboard

Childhood 非限制性定语从句

When= at which 人（主） who

Where= in which 人（宾） whom

Why= for which 物 which

That ( x)

Leave out

Say sth. nice

Speaking & Integrating Skills

--Period Five

I. Teaching Aims and Demands.

(1) Learn to apologize and express thanks and response to them using related expressions

(2) Train students’ imagination and creativity in situation performances

(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )

(4) Learn to write a thank-you letter

II. Key and Difficult points

(1) Use given expressions to express apologies properly (formal or informal) in a certain situation

(2) Grasp the format of a thank-you letter, especially the content of each paragraph

III. Teaching Methods

(1) Group work

(2) Role-playing

(3) Read and write

IV. Teaching Aids

A ppt. courseware

V. Teaching Procedures

I) Speaking

In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.

(1) Let students go over the texts of these three situations and imagine themselves are in it.

(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.

(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.

(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.

(5) Ask pairs to act out them.

T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?

T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.

(Two minutes)

T: Do you understand what these texts say? Let me tell you.

(Explain the language points of this part)

T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.

(Show a dialogue of situation one on ppt)

T: So, who would like to have a try?

(One or two pair of Ss to act out the dialogues)

II) Talking

This part is on P116 in workbook. The teacher can choose only one situation.

(1)The teacher first explains the situation in Chinese what the topic is.

(2)Then let them have a discussion first to prepare for the Talking for about some minutes.

(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.

(4)Carry out the discussion

① The teacher asks one member of one party to present their opinion.

② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.

③ In this way, the tong war begins.

(The time should be controlled allowing the tasks of the period to be finished.)

T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?

(Three minutes)

T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?

(Have a debate)

III) Integrating skills (writing)

This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).

i) To know the thank-you letter

(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.

(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..

(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:

Paragraph 1: Give thanks to the people for what they did for us.

Paragraph 2: Tell the people something about ourselves and the things we’re doing now.

Paragraph 3: Ask the people for some details about themselves and what they are doing now.

Paragraph 4: Close the letter by repeating our thanks

This is the format for them to follow when writing a thank-letter.

ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.

In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.

At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.

T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..

1 For what does Amy express her gratitude to Sam and Jenny ?

2 What is Amy sending them with this letter?

3 How is Amy getting along with her studies now?

4 What does Amy ask for in the third paragraph?

(four minutes later)

T: Have you finished? Who can tell me answer to question one?

(Check them one by one)

T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:

1 Give thanks to the people for what they did for us.

2 Tell the people something about ourselves and what we’re doing now.

3 Ask the people for some details about them and what they’re doing now.

4 Close the letter by repeating our thanks

T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?

T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!

IV) Tips

The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.

T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看；“make jokes about sb.”-“拿某人当笑柄，取笑”.

(Then, the teacher goes over the tips with the class)

V) Homework

1 Choose one topic in exercise 2,p42, and write a Thank-you letter.

2 Summary(总结) what you’ve learned in this Unit.

VI) Design of the blackboard

introduce sb. to wish sb. all the best

Forgive me. I’m very sorry. keep in mind

I apologize for… formal stare at:

oops. Sorry about that informal make jokes about sb

篇11：Unit6 Design-communication workshop教案

teaching aims :to practise using linking words (so that )expressing reasonto design and write a description of your perfect house or flatto listen to and understand a songto describe and discuss painting and house.teaching difficulties:to design and write a description of your perfect house or flatto describe and discuss painting and house.ⅰbefore you startfirst ask the students to read the sentence together in front of my house , there is a small pond so that i can swim in it in the summer.what does “so that” express ?show reasons for doing something.do the exercise to further practise using so that use the notes to write sentences with so thatⅱ writingstage 1 vocabulary about housesdesign your house or flat. think about these things:encourage students to think of words about the house as many as possible.kind of house/flat: traditional houses, modern flat, materials: brick, stone, concrete, wood, steel, glass.rooms: study, dinning room, kitchen, living room, basement, garage, bathroom, balcony.location: in the middle of forest. , be located at the foot of mountain, build on the river. special: a yard with a beautiful garden, the house isn’t far away from the sea. stage 2 use your ideas to make paragraph planspara 1: introduction –location/kind of house / flat.para 2: rooms –what rooms, where they arepara 3: special features of the house /flatpara 4: conclusion –why you want to live there.it is necessary to have students first read the article on page 91stage 3 work in pairs. give your plans to your partner and discuss your ideasstage 4 write the composition about house according to the above paragraphstalkbackin groups, read each other’s descriptions. choose the house/ flat with the best design. ⅲ listeningread through the words with the classstudents then listen to the song to hear which words are mentioned.ⅳ listening and speaking listen to the dialogue. what kind of painting are they talking about?listen again. complete the expressions in the function fileread the strategieslook at the painting above . write notes about these questions:ⅴ homework: writingwrite a composition about your school

篇12：unit6 whose gloves教案

unit6 whose gloves教案

小学英语unit6 whose gloves教学设计案例教学内容： 1．词组：sweater ,jacket, scarf, a pair of jeans ,a pair of gloves , a pair of socks , a pair of shoes ,a pair of shorts； 2．句型： Whose … is this /are they? It’s /They’re …. 教学目标： 1．通过教学使学生能会听，会说，会读，会写服饰类的单词和词组； 2．能正确运用由“whose”引导的单复数句型。教学重、难点： 1．能科学地运用“a pair of ”； 2．能快速、正确的区分和使用“Whose .. is this ?It’s … .”和“Whose …s are they ? They’re … .”。教具准备：幻灯片，服饰等实物教学设计即目标达成过程：教学过程教学内容（教材、生活等教学资源）重组教学策略 (互动或讲述等) 预期效果导入 Step 1 : Greeting Good morning ,boys and girls Step 2: Revision Free talk : T:I’m Miss Huang .What’s your name ? Nice to meet you . T:Hello, what’s this in English ? May I have your pencil ?A lovely boy ! T:Hi ,is this your crayon ? (拿起他同桌的蜡笔) S: No. T: It’s…’s .(提示学生说出答案并出板书：It’s …’s .)简单领读该句型（再对该生说）This is your crayon .Do you like drawing? S:Yes ,I do . T: Me too .Today I draw an egg .(课件出现一个蛋)Look ,it’s golden.What’s in the egg ?A bike ?Apuzzle ?Guess ! 师生自然交流教师讲述师生互动把学生初步带入英语课堂的.氛围引导学生进入本课的整体学习情境中把学生的注意力集中起来，情绪调动起来新授步骤喟唇萄Я鞒谭侄巍落书写帷 Step3 : Teach the word : jacket ,sweater ,scarf 1．T: What’s in the egg ?A bike ? A puppet ? Guess !(当学生说到jacket时课件出现该图形和单词)领读，拼写 2．T:Who can spell “jacket”?(请能拼出单词的学生上台来继续砸蛋)Wonderful . Come here and punch the egg please .What’s this ?S:dress,cap,vest,sweater… (当学生说到sweater时课件出示sweater领读并拼写) 3．T: Who can spell “sweater”? What’s in the egg ? Please punch the egg ,go on !(课件出示scarf，领读，和单词car，park比较发音，指名读，拼写) Step 4: Teach the sentences : Whose … is this ? It’s …’s . 1.(CAI)T: Look ,this is a scarf . Whose scarf is this ?(说两遍，放慢语速，边说边出现句型：Whose scarf is this ? It’s …’s .) → (课件出现Miss Li)T : Whose scarf is this ? S:It’s Miss Li’s .→(板书出示句型：Whose scarf is this ?)领读，分段读whose，whose scarf，两两读，Whose scarf is this ?（教师举不同的东西，学生代读：Whose ruler is this ?） 2.(CAI) T: It’s a jacket.Can you ask me ?(指名学生问)→领读→变换形式问答 3．（CAI：出现三幅图）Pair work Step 5: Teach the words: a pair of (socks ,shoes,gloves,jeans,shorts) 1.(CAI:在Step 4-3课件的基础上出现一个包)：Whose bag is this ? S:Perhaps it’s … .(当待生猜一两后教师告之)It’s Miss Huang’s .(边说边拿出实物包)Look,it’s Miss Huang’s bag .What’s in the bag ?Please touch and guess .Who will try ?(学生摸出一双袜子)Oh,it’s a pair of socks .→(课件出现一只袜子)领读：a sock (比较发音)→two socks (领读/s/，板书，拼写)→a pair of socks (领读pair并比较发音，板书)→领读，请生读→rhyme :socks,socks,a pair of socks . 2.Who would like to touch ?What ?socks,too ?Oh,shoes .→(课件出示shoe)领读→shoes（领读，板书，拼写）→a pair of shoes (领读)→儿歌 3．Let’s go on .Who will try ?They’re gloves .Are they lovely ?→(课件出示glove)领读,，比较love→gloves(领读，板书，拼写)→a pair of gloves (领读)→儿歌 4．T:What’s in the box ?Can you touch ?shorts →(课件出示shorts)领读,板书，两两读，拼写→a pair of shorts(领读)→儿歌 5．T:What’s else in my bag ?Last one . jeans→ (课件出示jeans)领读,(比较trousers)板书，两两读，拼写→a pair of jeans (领读)→儿歌 6．知识总结：a pair of +名词s 7．Rhyme ：gloves gloves a pair of gloves jeans jeans a pair of jeans shorts shorts a pair of shorts shoes shoes a pair of shoes socks socks a pair of socks 8．Quickly respond Step 6:Teach the sentences: Whose …s are they ? They are …’s . 1. 教学课题：They’re gloves .Whose ?Whose gloves ?(出现课题教学) 2. Teach : they’re :T : Whose gloves are they ?They’re Kitty’s /… ?(边说边出现五个卡通人物) →领读they’re =they are →领读They’re Kitty’s/… . →T:Whose gloves are they ? S: They’re …’s .(猜) →教师呈现gloves后面的失主。T:Whose gloves are they ? S :They’re Kitty’s . 3. Teach : Whose … are they ? T: (教师指着jeans问)Whose jeans are they ? S : They’re …’s .(猜) →教师呈现jeans后面的失主得出答案→T: Who can ask me ?引导教学问句：Whose jeans are they ?are they ,are they ,Whose jeans are they ? →大小声读→口头总结：当whose后面加的名词有“s”时，后接are they ,答句用“They’re …’s .”回答。→Whose socks /… are they ? 4. （全班问一个学生）Whose shorts are they ? S1:They’re …’s .(问出三个不同的答案) → T:Come here and have a look .(请一生上台揭示答案) →再一起问答 5. 第四幅图半班问答→生问师答 6. 学生自问自答 7. Pair work :five pictures on the blackboard 师问生答，学生猜测师生互动生生句型问答练习教师实物动作演示师生，生生互动交流激发学生学习兴趣助于学生理解名词的单复数学生巩固新学儿歌，为下面呈现复数作好铺垫全面运用今天新授内容，进行交流，能得到信息，并向大家传播信息熟练运用句型进行交流巩固喟唇萄Я鞒谭侄温涫樾处帷 Step 7: Consolidation 1. 知识总结 2. Rhyme : scarf scarf whose scarf Helen’s Helen’s it’s Helen’s gloves gloves whose gloves Kitty’s Kitty’s they’re Kitty’s 3. Pair work : Part C 4. Listen and choose 教师小结单复数的运用通过rhyme更好地巩固和掌握新授词组 Step 8: Homework : (举起手中的实物)It’s a sweater/…. They’re shoes/… .Whose are they ?Can you use the sentences to find the owner ? 学生巩固练习进行课外的拓展，能够掌握句型板书 Unit 6 Whose gloves ? A: Whose … is this ? B: It’s …’s . scarf jacket sweater A: Whose …s are they ? B: They’re …’s . gloves Kitty’s jeans Snoopy’s shorts Winnie’s socks Doraemon’s shoes Micky’s 作业设计 1，失物招领：(举起手中的实物)It’s a sweater/…. They’re shoes/… . Whose … is it ?It’s …. /Whose are they? They’re … .Can you use the sentences to find the owner? 2，说话写话：课后继续和好朋友编对话，并把它写下来，下节课交流，看哪一组写的句子最多。板书： Unit 6 Whose gloves ? A: Whose … is this ? B: It’s …’s . scarf jacket sweater A: Whose …s are they ? B: They’re …’s . gloves Kitty’s jeans Snoopy’s shorts Winnie’s socks Doraeama’s shoes Micky’s

篇13：五年级下册unit6教案

一、教学目标与要求:

1. 能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。

2. 能够用正确的语音、语调朗读对话，并能进行角色表演

教学重点生词chase, mice, bad, hurt的意思，并能进行角色表演

教学难点能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。

教学过程二次备课

二、自主学习

Step1.Preparation

1.Greeting

2.Let’s talk about our life.引用学过句型，操练交流。

3、学习Let’s try

( 1 ) 播放Let’s try中的内容，指导学生完成探究学习1中的听力任务。

(2)播放Let’s try中的录音，给出学生题目中的情境，指导学生完成听力选择。

三、合作探究

1、完成Let’s try后，教师提问:What film do they watch ?请学生带着问题观看动画片获取信息。

2、就卡通片的具体内容提问:what is the cat’s job ? What does he often do? Why does he do that ?请学生再次观看动画获取信息。

3、教师提问 how do the mice feel ? How does the cat feel ?引导学生回答：they are afraid of him . The cat is angry with them .

4、教师呈现Let’s talk 的插图，引导学生看图理解chasing意思，并理解新句子：maybe your cat is chasing a mouse now !

四、展示交流

1、听音答题

2、听音跟读

3、角色朗读：师生、生生、同桌分角色朗读，注意语音语调。

4 我是情绪控

全班学生分成两组，每组派两名代表到讲台前，一组表演一个场景，另一组描述当事人在这种场景中的感受，教师提问：How does he \she feel ?扩大操练范围。

五年级下册unit6教案

篇14：Unit6《An interesting country》教案

Unit6《An interesting country》教案

一单元教学内容简析：

本单元的话题是关于一个位于南半球的`主要英语国家—澳大利亚。教师可以结合五年级上册Unit6（M e-friend）中国家名称在词汇导入本单元话题。本单元的新语法是一般将来时的肯定句，教师可以利用本册Unit 5的be ging t结构导入新语法。为了帮助学生更好的理解和运用一般将来时，教师可以将这一时态与之前学过的一般现在时、现在进行时和一般过去时对比呈现，并设计综合操练活动。教师可以在课前准备一些关于澳大利亚风土人情的图片和视频，作为拓展内容，丰富学生的视野。

二单元教学要求：

1.能正确理解、朗读Str tie 和Cartn tie,并了解澳大利亚、英国等西方国家的风土人情。

2.能听得懂、会说、会读和会拼写cuntr,

Wh H

Step 4.Suar

Tda,

T: Last lessn, Can u d se exercises?

给出若干句子，要求学生用由

2. Intrduce ur cuntr.

T: There are an beautiful cuntries in the

T: Can u find ut the prnunciatin f “air”?

学生读Sund tie 里面的句子，再让学生总结字母组合air的发音规则。

T: Can u sa se ther First, I

2. Write a passage.

Step 5 Ticing tie

学生四人小组开展评论

1 Can u sa anthing abut Australia? Please sa sething .

2 Can u use“5

篇15：五年级下册unit6教案

课题：第四课多样与统一课时：2课时

教学目标：

1、通过教学活动，让学生了解构图的基本知识。了解多样与统一的基本规律。并利用多样与统一的规律，画一组静物。

2、通过学习活动，学生初步在学习中体会多样与统一在绘画构图中的作用，尝试自己动手做一个取景框，进行构图训练。并从活动中体会到乐趣。

3、培养学生的认真观察事物的习惯，利用视觉感受事物的不同和变化。

教学重难点：

1、了解多样与统一的基本规律，学会运用多样与统一的基本规律进行静物写生。

2、运用多样与统一的基本规律进行静物写生，对不同静物的观察。

教具学具：各种水果、文具、小器皿、写生用具

教学过程：

一、导入阶段：

1、欣赏一组静物的变化

师问：看了这些变化，有什么想法吗？为什么？

2、导入课题：《多样与统一》

二、发展阶段：

1、学习知识窗内容：三个苹果的例子

2、学生活动：把自己准备的实物进行组合（以小组为单位）

讨论：怎样才比较好看

3、欣赏范画实例：画家是怎样运用多样与统一的基本规律

三、拓展阶段：

1、怎样运用多样与统一的基本规律完成一幅静物写生 2、让学生把自己准备好的取景框，把要写生的对象观察下来。

3、绘画步骤

（1）摆好静物

（2）用取景框观察静物

（3）找出最高点、最底点、左右两侧的界线形成一个三角形

（4）用笔从前至后逐个描画

四、学生作业：完成一组静物写生

五、学生练习：教师巡回辅导。

六、作品展示：向全班同学展示并评述自己的作品。

七、收拾和整理：收拾并整理好自己的写生工具。

八、教学延伸与拓展：多进行观察和静物写生，锻炼认真观察事物的习惯。还可以进行风景写生。

篇16：五年级下册unit6教案

教学内容：1、聆听《秋收》

2、编创与活动

教学重点：聆听《秋收》

教学难点：分析乐曲

教学过程：

一、聆听《秋收》

1.以学唱陕西民歌《秋收》为导入。

(1)板书《秋收》歌曲。(曲谱见《教师用书》中的教材分析部分。有条件的能做成幻灯片或投影片放映更好)。

(2)教师范唱。

(3)学生跟琴唱好第一段歌词。

(4)师生简单讨论歌曲的情绪与内容。

2.初听器乐曲《秋收》。

(1)设问：在器乐曲《秋收》中，民歌的原型旋律出现几次?还有什么旋律与民歌原型旋律有关系?

(2)指导学生唱教材中的图形谱(这是民歌的主题A)

(3)听主题B，并画出其图形谱，进行比较。

3.复听乐曲。

我们把民歌原型的曲调称作A主题，把与A有关的另一主题称作B，

请仔细听辨，做好以下两项记录。

(1)乐曲演奏的A、B主题顺序图表。

(2)A与B的每次各用什么乐器演奏，也同时标出来。

4.讨论：

根据你自己的乐曲发展的记录图表，说说你聆听后的想像。请围绕乐曲的标题，根据A与B及其乐器音色的变化展开你的想像与联想，进行创作构思，说出其情绪的发展与变化。

5.小结：四季的大自然变化给我们的生活、学习、工作带了无究的生机。

二、唱自己的歌――曲调创作活动

1.创作条件与要求：按教材所示，已知两小节要

求用模仿重复方法创作发展成4小节。

2.教师用本课中的两着歌曲作范例讲解复习模仿重复的要求。

教师要充分肯定学生的创作热情，表扬他们极积参与的精神。

三、课后小结

篇17：五年级下册unit6教案

一、教学目标与要求:

1.能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。

2.能够用正确的语音、语调朗读对话，并能进行角色表演

教学重点生词chase,mice,bad,hurt的意思，并能进行角色表演

教学难点能够听、说、读、写，并在情景中运用以下句型：be+表示情绪的形容词询问他人的情绪或描述自己的情绪。

教学过程二次备课

二、自主学习：

Step1.Preparation

1.Greeting

2.Let’stalkaboutourlife.引用学过句型，操练交流。

3、学习Let’stry

(1)播放Let’stry中的内容，指导学生完成探究学习1中的听力任务。

(2)播放Let’stry中的录音，给出学生题目中的情境，指导学生完成听力选择。

三、合作探究：

1、完成Let’stry后，教师提问:Whatfilmdotheywatch?请学生带着问题观看动画片获取信息。

2、就卡通片的具体内容提问:whatisthecat’sjob?Whatdoesheoftendo?Whydoeshedothat?请学生再次观看动画获取信息。

3、教师提问howdothemicefeel?Howdoesthecatfeel?引导学生回答：theyareafraidofhim.Thecatisangrywiththem.

4、教师呈现Let’stalk的插图，引导学生看图理解chasing意思，并理解新句子：maybeyourcatischasingamousenow!

四、展示交流：

1、听音答题

2、听音跟读

3、角色朗读：师生、生生、同桌分角色朗读，注意语音语调。

4我是情绪控

全班学生分成两组，每组派两名代表到讲台前，一组表演一个场景，另一组描述当事人在这种场景中的感受，教师提问：Howdoesheshefeel?扩大操练范围。

篇18：五年级下册unit6教案

学习内容：

教材43页例2，练习十一第4、5题

学习目标：

1、能熟练地求平均数

2、会根据平均数简单地分析问题

3、知道平均数能较好地反映一组数据的总体情况

学习重点：

根据平均数简单地分析问题

学习难点：

比较平均数，得出新的信息

学习准备：

统计图、记录卡、小黑板

学习流程：

一、导入

什么是平均数，怎样求平均数？

二、学习交流

1、课件出示例2图片

（1）从图片上你知道了哪些信息？

（2）哪个队要高一些？

（3）怎样才能知道哪个队高一些？

点拨：观察事物不能光靠眼睛看，还要科学地算一算

2、出示欢乐队和开心队身高记录表

说一说你知道了哪些信息？

小组内算一算两个队的平均身高，交流展示自己的算法

（148+142+139+141+140）5

=_____5

=_____（厘米）

（144+146+142+145+143）5

=_____5

=_____（厘米）

3、比一比

通过计算的结果看出（）了要高一些

点拨：平均数能较好地反映一组数据的总体情况。

4、出示练习十一第4题

（1）从统计图上你知道了什么？

（2）哪种饼干第一季度月平均销售量多？多多少？

（3）计算平均数，比一比

5、猜测

（1）哪种饼干销量越来越大？

（2）分析原因。

6、从统计图中你还得到什么信息？

三、展现提升

1、展示自己的学习收获。

2、交流算法。

3、提问、补充。

四、达标测评

练习十一第5题

五、总结归纳

1、通过今天的学习，你有什么收获？

2、通过求平均数，我们还可以得到很多新的信息

★ 人教三上Unit6 Numbers Part A. Let'

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★ unit6 teaching plan(人教版高二英语教案教学设计)

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