当前位置：首页 > 教学设计 > 说课稿> Unit 16 说课稿(人教版高二英语下册说课)

Unit 16 说课稿(人教版高二英语下册说课)

时间：2022-09-02 08:00:23 说课稿收藏本文下载本文

Unit 16 说课稿(人教版高二英语下册说课)（精选16篇）由网友“阿粽粽”投稿提供，下面就是小编给大家带来的Unit 16 说课稿(人教版高二英语下册说课)，希望大家喜欢阅读!

篇1：Unit 16 说课稿(人教版高二英语下册说课)

一、教材分析

本单元的中心话题是“美国” ,课文围绕“美国南部”及“美洲平原上的野牛”展开，让人感受美国的变迁过程。本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。其中的 Warming up部是为了让我们从宏观上和微观上把握美国的地理特征；Listening部分是为了培养学生在听力中快速捕捉信息的能力而设置的，同时有助于学生了解美国的背景知识，丰富学生的文化内涵；Speaking部分主要是要求学生描述一个场所。而我今天将要说的是Reading部分The American South。阅读训练在教学中占有重要地位，通过阅读训练能培养学生的许多阅读技巧（如快速阅读、略读、跳读、精读等）以及一些阅读的细微技能（如识别关键词、确定主题句、预测课文内容等），从而使学生逐步掌握阅读策略。本单元的阅读主要是培养学生如何阅读记叙文，如何从文章中获取有用的信息等阅读技巧，在本单元教学中占重要地位。

二、教学目标

1. 认知目标：对课文整体把握, 了解美国南部的历史及现状。

2. 技能目标：

（1）通过速读、精读，培养学生快速阅读把握文章结构，善于寻找细节的阅读能力。

（2）通过回答问题、复述课文，培养学生的语言组织能力和口语表达能力。

3. 情感目标：通过对美国南部的介绍－一部充满灾难的历史，同时也是一部充满成功与希望的历史，让同学们进一步的了解美国的过去和现状，同时增强同学们的奋斗意识。

三、教学重点：整体把握课文内容，培养学生阅读理解能力。

四、教学难点：复述课文，识别关键词

五、教学用具：多媒体、录音机

六、教学方法

1. 教法构想：

（1）依据英语五步阅读法，即导入-速读-精读-再读-巩固，培养学生阅读能力，同时加大同学们对课文整体掌握的熟练程度。

（2）运用“导复述法”，通过适当的引导，化解同学们复述课文的难度。

2. 学法指导：教会学生不同体裁文章的阅读方法，如本单元的比较论述文的阅读方法。

七、教学程序

1． Daily report: 目的是培养学生的口语表达能力和听力，同时还可以用之检查复习或引入新课，这一项常规训练。

2．导入新课：

1).通过多媒体展示American的图片和下列问题导入新课，使学生自然进入情节。

（1） Do you know which country it is ?

（2） Do you know something about the history of American?

2).运用pre-reading中的两个问题，检测学生对美国的了解程度。

3．速读：此步骤的目的是训练学生迅速掌握文章梗概大意，文章分为三部分，说出每部分的大意。

4. 精读：此步骤使学生掌握课本的一些细节。要求学生带着问题去快速浏览，从阅读材料中找到特定的信息和具体的事实。问题设计如下：

(1)What suffering did the American South suffer?

(2)Who is the great leader of the Civil Rights Movement described in this text?

(3)Where was the Olympic Games held in ?

(4)How did the Atlanta become the representative of the new South?

(5)What kind of city has Atlanta become?

(6)Why does the author say that “But the story of the South is also one of hope

and success”?

5. 再读：此步骤训练学生根据上下文猜测词义的能力，同时扫清课文障碍。可以完成课本44页第一题，另可以补充一些词语与词义搭配练习如下（词义略）:deal with,burn down,aim at,in honour of,in vain,proud of,be determined to,once again

6．巩固：此步骤要求学生根据提示和教师引导示范基本能够用自己的语言复述课文。

The history of the South is ...; the suffering of ...; hope and success...;Atlanta recovered from......;the great leader of the Civil Rights Movement .....;In 1996 ,Olympic Games......;representative......commercial and cultural centre.....

八、重难点处理

本课的重点是阅读理解，通过速读、精读两步，培养学生对不同文体材料整体的把握，同时训练根据上下文猜测词义的能力；难点是复述课文，通过扫清障碍和引导复述化解了复述的难度。

九、板书

用多媒体把所有的问题和设计显示在屏幕上。

十、作业

1. 复述课文 2. Ex.2 on Page 45

篇2：高二unit 17 Disabilities 说课教案(人教版高二英语下册说课)

我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。

一、教材分析

本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。这篇课文有两个板块： Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。

二、教学目标：

1．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。

2．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。

3．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。

依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。

三、教学的重、难点：

重点：1．如何提高学生的阅读理解能力

2．如何提高学生的写作能力

（依据：学生的英语基础较弱，阅读的速度较慢，词汇量不够，书面表达不太清楚。）

难点：1．如何进行课文的分析理解

2．如何用英语谈论并清楚地表达观点。

3．如何提高学生写作能力

（依据：学生的语法薄弱，获取有效信息的能力有限，口头表达能力和书面表达能力不理想。）

四、学情分析

1.课堂气氛较活跃 2.英语基础薄弱 3.学习依赖性强 4.课后复习得少

这个班总体的课堂气氛较活跃，基础好的学生对英语比较感兴趣，接受能力强。而大部分学生基础较为薄弱，有心想学却接受不了，加上学习依赖性强求，不注意学习方法，学习效果不明显，对英语也就不那么感兴趣。因此在教学过程中，我利用多种教学手段和教学方法来提高学生学习的兴趣,充分调动学生的主动积极性。由于学生的学习劲头不足，平时上课听一听，课后复习得少，甚至没有复习，所以造成上课明白，而下课就忘得干干净净，所以布置一些练习让学生去完成来巩固所学知识，并提高学生综合能力。

五、教学方法

德国教育家第斯多惠说过：“我们认为教学的艺术不在于传授的本领，而在于激励、唤醒、鼓舞。没有兴奋情绪怎能激励人？没有主动性怎能唤醒沉睡的人呢？”因此在课堂上我采取了多种形式来教学。

1、多媒体教学法（影音文件和图片）根据新目标的要求,充分利用现代化媒体教学手段,克服学习英语时所缺乏的客观语言环境。影视，录音，图片的有机结合，图文并茂，形象直观，强烈刺激学生的听觉和视觉，培养学生学习兴趣与强烈的参与意识。

2、讨论法给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣。

3、双重活动教学法新课程标准提出“自主探索与合作交流是学生学习英语的重要方式”，教师提出问题，学生通过独立思考及相互讨论的方式来认识问题、解决问题、理解和掌握基本的英语知识和基本技能，教师为主导，学生为主体，充分发挥学生的主动性。

4、总结提高法根据高中英语课程标准，重复原则是英语学习应遵循的原则之

一，重复是人记忆的最重要途径，使学生深刻的理解课文。总结提高就是通过

口头复述来重复叙述所学材料，它有利于培养学生的理解能力、口语能力和记忆能力。

六、教学程序

根据高中英语教学大纲的要求，以提高学生阅读理解能力和写作能力为重点，加强学生听说读写综合能力，我设计了以下教学步骤：

1．新课的引入和启动

（1）上课刚开始，让学生们欣赏雅典残奥会闭幕式上的一些片断，提出问题：“What’s your feeling about the programn?” 然后让学生说说对其节目“千手观音”的感想，让学生对残疾人有更多的感受，进而谈论残疾人在社会中的重要作用,这是个师生互动交流的过程，锻炼了学生听说的能力，也激发了他们的兴趣，完成了新课的导入。

（2）. 从关于雅典残奥会闭幕式的影片中，学生对有关残疾人的奥运会有个初步的了解，在这基础上向学生介绍三种残疾人奥运会：Special Olympics（特奥会）, Paralympic Games（残奥会）, The Olympic Games for deaf（聋奥会）.本篇阅读主要介绍其中的一种：Special Olympics（特殊奥运会），并通过展示几幅特奥会运动员的图片让学生有个初步的感知，并让学生了解特奥会的口号，以便学生更好的理解文章。

3．新课的输入

（1）Reading（阅读）在阅读这部分,根据阅读教学的主要趋势“整体教学,分层推进”,通过快速阅读以及详细阅读来理解全文,并设置了讨论题,培养学生读、说的能力。

Task 1: Listening ＆ Fast-reading:（听力与快速阅读）

播放磁带让学生边听边快速阅读，通过对文章有大致了解，完成以下任务：

① 给出四个句子，让学生判断正误。

② 通过填写表格来对特奥会的历史有所了解。

Task 2 : Detailed reading:（细节阅读）

让学生再次仔细阅读文章，完成以下三个任务：

① 回答以下问题：

1.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

2.How do you understand “Athletes at the Special Olympics are fighters in more than one way”?

3.How do events like the Special Olympics help mentally disabled people?

4.Why do you think the Special Olympics is becoming more popular?

② 比较特奥会与一般奥运会的异同：

Compare the Special Olympics and the regular Olympics to find out their similarities and the differences between them．

（2）Retelling：（复述）

通过填空的方式来复述全文，以便于了解学生对文章的理解程度，对学生来说也是一个巩固的过程。

（3）Further discussion:（讨论）

给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣，在学生对文章理解得很好了后，让学生欣赏几幅残奥会运动员的图片，并同时播放“真心英雄”这首歌曲，通过生动的画面让学生对残疾人有更进一步的了解，并在其中渗透德育教育，让学生们能以他们的精神来激励自己，培养正确的人生观和价值观。然后提出问题让他们进行思考及讨论，谈论自己的想法以培养他们说的能力。

“What can we learn from the disabled athletes?”

（4）Writing：（写作）

通过对文章的学习，学生对残疾人有了深刻的了解，并能从他们身上学到许多可贵的品质，不仅仅要懂得该如何对待他们，更应尽所能的去帮助他们。让学生思考该如何去帮助残疾人，然后把他们的ideas（想法）写成小短文，完成后再从中选取一篇来讲评,提高他们的写作能力。

4 课后作业

让学生将自已的作文交换批改，既能达到相互交流想法的目的，又能提高他们的写作水平。

本课本着以素质教育为目的，以新课程理念为指导，并结合教材特点，针对学生的实际情况，利用课件，影片，图片等辅助教学，采用多种教学手段，努力营造轻松愉快的学习氛围，以此来锻炼、提高学生听、说、读、写各方面的能力。

篇3：unit 15 destination ( reading)(人教版高二英语下册说课)

part Ⅰ the analysis of the teaching material

1、analysis of the position of the lesson

This lesson is the third item of unit15,which is on reading .it will take me two periods to finish the passage. This lesson is the first period of the two. Reading is the one of the skills that the students must have . Reading is a very important part in NMET. As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing .so this lesson plays an important part in the English teaching in this unit.

This passage is about the introduction of the two famous cities ---Rio de Janeiro and Kitzbuhel. It is one of the five passages about the introduction of the cultural background of the western countries in the grade senior1 and senior 2.This kind of reading passage takes a big portion. So how to improve the students’ reading skills and raise to awareness of culture is of great importance .

2、teaching aims:

According the new standard curriculum and the syllabus , I think the teaching aims are the following:

a、Get the students to know about the two cities-Rio de Janeiro and Kitzbuhel..

b、Train the students’reading skills and ability.

C、Improve the students’ oral English

d. let the students understand more about the world and enlarge their world view

3、teaching important points

a、help the students to understand the text better

b、train the students reading ability and develop their reading skills

c、retell the passage

d、get the students to know more the world

4、teaching difficult points

a、understand the passage better and develop the students’ reading skills

b、analyze the writing techniques of the text

partⅡ something about the students

1、the students are all from the countryside. They are lack of geography knowledge and the cultural background of other countries

2、as senior 2 grade students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.

3、as for the learning strategies, they are poor in cooperative learning skills.

4、Some students are not active in the class ,and some students don’t like English.

Part Ⅲ teaching methods and teaching aids:

The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects and the students take the principal status. According the analysis of the teaching material and the analysis of the students’learning background ,I will use the following methods and aids.

Teaching methods:

1、listening and scanning

2、skimming

3、question-and- answer activity

4、task-based method

5、communicative method

teaching aids:

1、the multimedia computer

2、a tape-recorder

3、a projector

4、a blackboard

part Ⅳ studying ways:

1、cooperative learning

2、performing

3、competition

part Ⅴ teaching procedures

Step 1 Revision (3mins)

check the homework

step2 lead-in (3mins)

use the computer and screen ,and show some pictures of beautiful places to arouse the students’ interest. Try to encourage them to say something about their destinations.

Step 3 fast-reading (8mins)

A、Play the tape for the students to follow and ask them to find the topics mentioned in the text

1、location of Rio

2、Downtown Rio

3、A four-day festival

4、Beaches

5、People of Rio

6、Downhill races in Kitzbuhel

7、People of Kitzbuhel

8、Location of Kitzbuhel

9、History

10、Entertainment in Kitzbuhel

B、true or false (this step is done by competition)

step 4 careful reading (15mins)

This step can train their reading ability .

Give the students some time to do careful reading , and then find out the main idea of each part . and give some detailed information .

1、Get the students to find out the main idea of each part

2、fill in the following blanks

Items Rio de Janeiro Kitzbuhel

Country

Location

People

Attractions

Best time to visit

3、answer the following questions

①、What is wanderlust?

②、What can you see in downtown Rio?

③、What can you do if you are tired of the sand and the sun in Copacabana?

④、What kind of slopes can you try if you have never skied before?

⑤、What can you do in Kitzbuhel?

Step 5 retelling (6mins)

According to the pictures given ,retell the two cities

Step 6 pair-work (8mins)

Choose one situation to make up a dialogue.

Situation 1:

The summer holiday is coming. Your family plans to go on a family travel but has not decided the destination. Persuade your father or mother to go to Rio de Janeiro.

Situation 2:

The winter holiday is coming. Your family plans to go on a family travel but has not decided the destination. Persuade your father or mother to go to Kitzbuhel.

Step 7 Summary (2mins)

Well,let’s come back from Rio de Janeiro or Kitzbuhel to see what we’ve learnt in this class.,we’ve learnt about some foreign countries’ culture and history by reading the text. After class,please read the text again and use the chart from the Pre-reading to analyse the text about Rio de Janeiro.Compare your choices and the choices made by the writer of the text.What are some similarities and differences?What might be some reasons for the similarities and differences?Are you clear about that?

Step 8 Homework:

1、Know more about Rio de Janeiro & Kitzbuhel from the Internet.

2、Suppose you are a guide of a tourism agency in quanzhou, introduce quanzhou to the visitors from all over the world and let the world know something about quanzhou and let quanzhou travel to the world.

Step 9 The Design of the Writing on the Blackboard

Items Rio de Janeiro Kitzbuhel

Country

Location

People

Attractions

Best time to visit

英语说课稿

课题:Unit 15 destination 阅读课第一课时

篇4：人教版高二unit 16 The sea

Unit 16

I.Teaching aims and demands

1. Words and expressions

Sailor, do well, make up one’s mind, bathe, time(v.), spring, beg one’s pardon, captain, seaside, beach, dive, navy drown, vast, surface, solid, various, depth, float, construction, on average, pole, huge, occur, treasure, voyage, load.

2. Daily English

I wish we did / could …

I wish I / we / you / it were …

It’s a pity we …..

3. Grammar Revise and master the use of the Ellipsis.

II.Main and difficult points:

1. Wishes

2. Learn how to use the useful expressions

III.Main and difficult points:

1. Making appointments

2. Let the students understand how a newspaper is produced and something about ‘China Daily’.

IV.Allocation of time: 6

Lesson 61 of Unit 16

I.Aims and demands:

Learn the dialogue and understand how to express wishes.

II.Teaching Procedures:

Step 1. Revision

1. Check the diary.

2. Ask some students to tell you the names of as many oceans and seas of the world on the blackboard

Pacific Ocean --- between Asia and America

The Atlantic Ocean ---

The Indian Ocean -----

The Arctic Ocean ------

The Mediterranean

The Dead Sea

The River Jordan

Step 2. Presentation

Describe the picture and get the students to tell what will happen.

Seaside, bathe, beach

Step 3. Reading

Read through the whole passage and answer the following questions:

Where would Bruce like to go today? (to the seaside)

What do Bruce and Li Qun talk about? (about the sea, holidays, jobs, Li Qun’s cousin)

See if the students can guess the meaning of sailor, dive, drown, time.

Step 4. Dialogue

Listen to the tape and the second time for students to repeat. Then ask pairs of students to act in front of the class.

It’s a pity

Elliptical sentences:

(It’s a) beautiful day, isn’t it

(It’s a) Pity we live so far from the sea.

(That ) sounds like a good idea.

Notes to the text:

When did you last go = When is the last time you went.

Leave school, go to school, start school

I’ll time you. = I will look at my watch to see how long you can hold your breath.

Step 5. Practice

Get the students to work in pairs and match the questions wit the answers about Part 2 on P19.

Step 6. Workbook Finish the exercises 1-4.

Step 7. Consolidation:

Revise the dialogue. Dee if the students can have a dialogue with their books shut.

Homework

1. Practice the dialogue after class.

2. Do Ex. 4 as written homework.

Blackboard Design:

Ellipsis

I wish he were …

It’s a pity that … = pity ….

Sound

Take a deep breath

time

Post-class Notes:

No.024

Lesson 62 of Unit 16

I.Aims and demands:

1. Reading comprehension

2. Learning the text

II.Teaching Procedures:

Step 1. Revision

1. Check the diary.

2. Ask and answer about the dialogue learned last period.

Step 2. Presentation for reading

Four students in each group to discuss the questions in Part 1 on P20.

1. Seaweeds produce chemicals that help seawater stay clean.

2. 3.5%

3. in the USA

4. 71% about two thirds

Step 3. Reading

A. Go through the exercise and make sure the students know what to do. Read the whole passage quickly and choose the best answer to each question.

Step 4. Reading aloud

Play the tape for the students to listen and find the useful expressions.

Two thirds of

Be made of

Keep the water clean

Reach up to

It takes sb. some time to do sth.

Coral beds

A variety of animal life of different shapes and bright colours

Fall below

A depth of

Step 5. Reading aloud

Play the passage for the students to follow and repeat.

Step 6. Note making

1. How salty are different lakes and seas?

Name %

a. oceans 3.5

b. Mediterranean 3.7-3.9

c. Dead Sea 25

d. Great Salt Lake 27

2. What conditions are needed for coral to grown in the sea?

a. water temperature above 20C b. light

c. clear water d. depth of less than 60 metres

Step 7. Workbook

Finish the exercises 1-4.

Step 8. Consolidation

Get the students to tell you how a newspaper is made without looking at their books.

III.Homework

1. Try to tell how salty different lakes and seas are.

2. Do Ex. 2 as written homework.

IV.Blackboard Design:

Two thirds of

Be made of

Keep the water clean

Reach up to

It takes sb. some time to do sth.

Coral beds

A variety of animal life of different shapes and bright colors

Fall below

A depth of

No.025

I. Aims and demands:

Go on learning the text and show the students the language points.

II. Teaching Procedures:

Step 1. Revision

1.Check the diary.

2.Ask the students to read the text and check all the exercises.

Step 2. Language points

1. Seen from the plane, the houses look like tiny toys.

Folded up along the lines, the paper will be a little box.

2. make up

These three stories make up the whole book. = The whole book is made up of these three stories.

The coat and trousers make up a suit. = A suit is made up of the coat and trousers.

Thousands of parts make up the machine. = The machine is made up of thousands of parts.

3. little = small

4. as & because

I did it because I liked it.

Why don’t you do it now?

Because I’m too busy.

5. by weight

The package is charged by weight.

These workers are paid by the day, but we are paid by the month.

In England, sugar is sold by the pound, eggs by the dozen and cloth by the yard.

6. on (the) average

On average she receives 5 letters each day.

The price of apples is about four yuan per kg on average.

These youths are on the average better educated than those in the marketplace.

7. average

The average age of students in Senior II is seventeen.

The average temperature in Wuhan during August can reach 39c.

Step 3 Workbook

Finish off all the exercises.

Homework:

1. Write a short passage with the useful expressions.

2. Have a good preview about next lesson.

Blackboard Design:

Make up

Little

As & because

On the average

No.026

Lesson 63 of Unit 16

I.Aims and Demands:

1. Reading comprehension

2. Ellipsis

II.Teaching Procedures:

Step 1. Revision

1. Ask some students to describe what the editor and journalists do.

2. Four sentences for students to translate on the blackboard.

(1) 从太空望去，地球看上去是蓝色的。

(2) 地球表面三分之二是由广阔的海洋组成的。

(3) 地中海和大西洋的汇合处只有一个狭窄的入口。

(4) 这里的雨水极少，每年平均降雨量只有60毫米。

Answers to the above:

(1) Seen from space, the earth looks blue.

(2) Two thirds of the earth’s surface is made up of vast oceans.

(3) There is only one narrow entrance where the Mediterranean meets the Atlantic.

(4) There is very little rain here, merely 60 mm in a year on average.

Step 2. Preparation for reading

Tell the students to look at the picture and teach the new words sperm, whale, squid. And find the answer to the following question:

Which living things in the oceans are mentioned in the text?

Step 3. Reading

Read the passage quickly and then do Ex. 1 on p90.

Step 4. Reading aloud

1. Listen to the tape and then ask some students to read the text paragraph by paragraph.

2. Read the passage to find some useful expressions:

Below zero

A particular chemical

Per cubic meter

Provide the main food

At a time

Enjoy four meals a day

In the dark

At a great depth

At the bottom of the ocean

A length of 15 meters long

Feed on small fish

Manage to do

Hold one’s breath

At the same time

At the bottom of the ocean

Step 5. Discussion

1. Their blood contains a particular chemical to help them live in below-zero sea temperatures

2. The sperm whale has teeth.

3. Small fish.

4. Squid.

5. It can dive to 1,000 meters but on one occasion it was recorded at a depth of 2,250 meters.

6. Its heart slows to half its normal speed, land the oil in its head is probably cooled at the same time.

7. By using sound waves in the dark.

Step 6. Language study

Ellipsis

We do not visit my parents as much as we ought (to).

I go to the doctor only when I have to.

Step 7 Practice

1. I beg your pardon.

2. I haven’t seen you for ages.

3. I’m sorry to hear that.

4. Come this way, please.

5. Have you found the treasure?

6. Would you like some more tea?

7. It doesn’t matter.

8. It is a pity you couldn’t come.

9. That sounds fine to me.

10. What terrible weather it is!

11. Have you ever been to the seaside? No, we can’t afford to go to the seaside.

12. Don’t tell me the name of the sailor if you don’t want to tell me the name of the sailor.

13. I don’t think they have returned from the beach but they might have returned from the beach.

14. The captain can find a boat quicker than we can find a boat.

15. Are you coming swimming? You don’t have to come swimming if you don’t want to come swimming.

Step 7. Workbook

Finish workbook Exx.1-3 on P63.

III.Homework

1. Do Ex.3 as written work.

2. Read the text three times after class.

IV.Blackboard design:

A particular chemical

Per cubic meter

Provide the main food

At a time

Enjoy four meals a day

In the dark

At the bottom of the ocean

A length of 15 meters long

Feed on small fish

Manage to do

Hold one’s breath

At the bottom of the ocean

No. 027

I. Aims and demands:

Go on learning the text and show the students the language points.

II. Teaching Procedures:

Step 1. Revision

1.Check the diary.

2.Ask the students to read the text and check all the exercises.

Step 2. Language points

1. long – length

strong --- strength

deep – depth

wide -- width

2. a type of whale

3. sperm whale

4. slow – to become slower

Slow down before you reach the crossroads.

The train slowed its speed as it came near to the station.

The thick snow slowed our progress.

Cool – become cooler

The head contains a lot of oil, and this is probably cooled at the same time.

The rain has cooled the air.

Let your tea cool a little before you drink it.

Warm – become warmer

Please warm this milk.

The water is warming in the pot over the fire.

5. using sound waves used as adverbial. = by using sound waves = by means of sound waves.

They crossed the river using small boats.

George forced the door open, using all his strength.

They had to work slowly by using old type ploughs.

Step 3. Practice

Finish all the exercises and make new sentences with the key point.

Homework

Write a short passage about a type of animal.

Blackboard design

1. length

2. a type of whale

3. sperm whale

4. slow

5. using sound waves

Post-Class Notes:

No.028

Lesson 64 of Unit 16

I.Aims and demands:

1. Listening practice

2. Writing.

II.Teaching Procedures:

Step 1. Revision

1. Check the diary.

2. Make sentences with the useful expressions in Checkpoint 16.

Step 2. Preparation for listening

We are going to listen to a talk about diving. When you dive in the sea, you need to take an air supply with you. Divers usually carry a bottle of air on their backs.

Step 3. Listening

Play the tape and let the students discuss their answers in pairs.

1. Depth of the water

time spent underwater

dangers

equipment.

2. air bottle

belt

metal weights

3. 20 meters

40 minutes

to help them sink, otherwise the air in the air bottle would bring them up to the surface

certain dangerous types of fish

4. Diving is not easy. There are a few dangers you have to learn.

Divers can help each other if they get into trouble.

Step 4. Checkpoint

1. Revise the examples of ellipsis.

2. Practice the useful expressions.

Step 5. Test

Have a dictation.

Step 6. Writing

Finish Par 2 & 3 on P24

III.Homework

1. Finish off the workbook exercises.

2. Have a good preview about Unit 17.

IV.Blackboard design:

Do well

Make up one’s mind

Come up

On average

At a time

Beg one’s pardon

No.029

Test for Unit 16

1. Multiple choice

(1) Expect sb. to do

(2) winding coast

(3) wash well

(4) cross one’s mind

(5) so am I and so I am

(6) either, both, neither

(7) after all

(8) come along

(9) forms of energy

(10) increase one’s knowledge

2. Close test

Ask a student to say something about the flood.

3. Reading comprehension

(A) DBDDC

(B) ACABC

4. Error correction

1. by bus

2. a long way to go

3. make the time pass

4. turn to

5. an important football match

6. so that

7. has – had

8. arrived

9. they – he

10. most - more

5. Composition

Reading newspapers is a good habit for us to acquire. First of all, we can get all kinds of new by reading newspapers. This helps us to understand the developing world.

Then, by reading newspapers, we can learn many skills such as taking photos, cooking

meals and operating machine.

Finally, reading newspaper can widen our scope of knowledge. It can also help us to

improve our writing ability.

篇5：unit 11说课稿(人教版高一英语上册说课)

一. 课文介绍

阅读部分是一篇介绍音乐种类的说明文，具体介绍了the blues, rock, hip-hop and rap 和Latin music等当今多种音乐形式，以及他们的特点和由来。语言技能和语言知识都是依据“音乐”这一中心话题展开的。

二．说教材

【教材的地位和作用】

高一英语每个单元都是以warming up引出话题，然后是听说训练，学习或复习有关的日常用语，接着阅读同对话题相关的语篇，训练阅读技能，学习词汇和语法，最后是读和写的综合训练。可见读是核心，前面的warming up及听说为其奠定基础。同时阅读在高考中所占的比重也很大，除有形的40分阅读题外，在完形填空中或短文该错中都要求从语篇的整体角度去把握，才可以提高答题的准确率可见，阅读教学不仅在整个教材体系中而且在高考中占有非常重要的地位。

【教学目标的确定及其依据】

培养学生的阅读能力，训练学生通过略读找出主要信息，通过跳读找出具体信息的能力。了解世界上各种不同的音乐风格。是本课的教学目标。

阅读教学不是听力教学，也不是语法讲解课，更不是语言点分析课，虽然对一些难懂的句子教师需要帮助学生分析和讲解。作为reading 的本课教学目标自然就是训练学生的阅读技巧。同时学完本课后，应对本课的音乐的种类有所了解。

德育渗透点

让学生了解世界音乐的多样性，学会尊重和理解，学会热爱生活。

美育渗透点

引导学生扩大音乐的兴趣范围，并进一步认识到音乐是一种在我们日常生活中随处可见，大家共同的语言。

【教学重难点的确定及依据】

怎样提高学生的阅读能力并帮助学生更准确的理解文章是本课的教学重难点。

长期以来，学生阅读普遍存在的问题是阅读速度太慢，而且单位时间内的答题的准确率比较低，我们说阅读能力具有明显的不可传授的特性，无论怎样高明的英语老师，都不可能把自己的阅读能力完全传授给学生。学生的阅读能力只能从教师指导下的实践活动中，即“训练活动”中获得，所以怎样提高学生的阅读能力成为阅读教学也就是本课的重难点。

三．说教学

【教法的选择及其依据】

关于教学方法，本课在阅读前和阅读后主要采取讨论法，而在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。这也被称作预读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力，如本文学生讨论了音乐的作用后，可达成共识音乐是一种世界语言，音乐连接你我他，音乐可以增进情感交流从而达到了寓思想教育与语言学习中的目的。现代教学强调以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。关于阅读

技巧下面将会提到。

【新课讲解中重点的突破与难点的化解】

本课重点是训练阅读能力，为突破重点，化解难点，首先体现在教师得“导”字上，即学生的读是在教师的指导下完成的，针对这些，我采取整体阅读法，即在进行阅读训练时，必须通篇浏览，力求迅速抓住文章的大意或中心思想，或找出主题句，在此基础上，进行限时阅读法（timing reading）成组视读法（reading as a whole），略读速读法(skimming and scanning)等，每个部分都设置有相应的问题，如问答题，正误判断题以及挖空题等。在以下的课件展示中大家将会看到。

【学法的指导及其措施】

学习方法是影响英语学习的一个重要因素，教师不仅要研究教法，还要研究学法，吕淑湘曾指出，教学，教学就是教学生学，不是把现成的知识交给学生，而是把学习方法交给学生，学生就可受用一辈子。本课的学习方法除利用上述阅读技巧外，还应避免回读跟读，出声读等不良阅读习惯。最后一点学生活动的组织也就是在讨论中目的一定要明确，另外，教师可以在教室四周走动，学生在讨论中出现的问题教师可协助其得到解决，另外，可提醒

他们不要使用汉语进行讨论。

四．教具

声音和图像课件

五课时安排

一课时

六．教学过程

Step 1 导入(lead-in)

先设计两个问题让学生进行讨论，这两个问题分别是：1） What kind of music do you like? 2) Can you name any bands or stars that play these types of music? Then introduce your favorite bands, stars and their music or songs to your partner.对这两个问题学生的回答多种多样，有各种各样的音乐风格，也有中外的歌手和乐队，从学生的回答中总结出他们喜欢的音乐风格多样，所喜欢的歌手和乐队来自世界各地，让我们共同倾听世界的声音来导出本课所学内容“the sounds of the world”

Step 2跳读（Scanning）

在这部分教师设计这样一个具体问题“Why is Latin music so popular in the US” 让学生进行有目的的跳读,限制时间为两分钟。

Step 3略读(Skimming)

在这部分让学生再读一遍课文这次reading for main ideas 进行正误判断，限时为

五分钟。

Step 4细读（close reading）

在这部分让学生找出各段的主题句，然后对各种音乐形式进行填空。有blues, hip-hop and rap, Latin music,旨在让学生详细了解各种音乐风格，从最后一个空也就是课文的最后一句话“there are many other styles of music in the world”顺理成章地引出一个问题，即

“ Besides musical styles mentioned in your textbooks, do you know other musical styles?”

接着由二泉映月引出古典音乐，并学会大提琴中提琴等词，接着引出流行乐和民族音乐。

Step 5. Listening and Speaking

在对课文已经熟悉的情况下，进行听说训练以加强和巩固所学内容，先听磁带而后针对课文提问，一问一答进行问答对抗赛，看谁提问最多，回答得最好，谁将获得最佳表现奖（the best performance award）这样不仅调动了学生的积极性，活跃了课堂气氛，增强了学生的参与意识，使每个同学都有机会说，而且，还可促使同学之间相互学习交流，这样就避免了教师提问学生被动回答的情形，学生自己发现问题，仍然由学生自己解决问题，学生也解决不了的，教师可适当进行提示引导，形成一种生生合作，师生互动的良好课堂氛围，同时这也是一种由control practice 到uncontrolled practice

Step 6讨论总结(Discussion)

经过听说环节之后，同学们对各种音乐形式已相当熟悉，这时教师可设计这样一个问题，学完这么多种类的音乐后，What is the function of music? 进行讨论，同学们都有自己对音乐的见解和看法，畅所欲言,最后教师根据学生回答进行总结，音乐是一种全球性的语言，人们通过这种特殊的形式来表达情感，增进人与人之间的交流与沟通，音乐是沟通你我他的桥梁，从而达到美育和德育的目标。

Step 7. Homework

Ask the students to read more books and know something more about music in other countries, and then ask them to write a short passage to introduce the music in one country.

篇6：高二下教材培训Unit 19 The merchant of Venice说课稿(人教版高二英语下册说课)

SEFCB2 unit 19 The merchant of Venice 说课稿

平阳县第一中学蔡新虹

一、教材分析

本单元的中心话题是“莎士比亚与他的戏剧”；内容涉及“莎士比亚”、“威尼斯商人”、“亨利四世”、“哈姆雷特”、“罗密欧与朱丽叶”、“特洛伊罗斯与克瑞西达”等。语言知识和语言技能都是根据“莎士比亚与他的戏剧”这一中心话题设计的。

1、 Warming up部分由两个练习组成。第一个练习要求学生说出书中对白出自莎士比亚的哪部戏剧，并解释他们的含义。要完成这个练习，学生首先得对莎士比亚的作品要有所了解，因为，要准确理解戏剧中的对白，学生就必须要了解故事情节及相关背景。第二个练习的目的是要帮助学生更多地了解莎士比亚的作品，尤其是他创作的戏剧。

2、 Listening部分由两个练习组成，听力内容是一段独白，向学生介绍了《威尼斯商人》的故事片段，该片段为阅读部分的故事提供了背景。第一个练习就故事的主要内容设置了四个问题，比如，故事发生的地点、借款与还款方式等。第二个练习用图表的形式，直观地考察学生对故事中五个主要人物的身份、表现以及他们之间的关系的理解。这两个练习主要训练学生把握文段细节的能力。

3、 Speaking部分要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。这是贯穿《威尼斯商人》始终的两条线索，对他们的讨论至今仍有着现实意义。对这两个问题的回答，直接或从侧面反映了人们的人生观、价值观以及人们对待生活的态度。因此，在教学和训练本单元有关“在交谈中强调细节”的日常用语的同时，教师还有责任给学生以正确的引导，帮助学生明辨是非，确立正确的人生价值取向，建立符合社会规范的道德体系，并做遵纪守法的公民。

4、 Reading部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。该故事情节生动、曲折，语言地道并带有莎翁时代的特色，内容富有深刻的教育意义。

5、 Language Study部分由词汇和语法两部分组成。词汇部分要求学生用课文中出现的词汇或短语完成六个句子。这个练习一方面帮助学生巩固词汇和短语，另一方面也帮助学生加深对课文的理解。语法部分复习直接引语和间接引语的用法，设置了两个练习，这两个练习的内容都是《威尼斯商人》中的故事，对阅读课文是很好的补充。

6、 Integrating skills部分继续呈现Reading部分未讲完的故事。该剧的结局皆大欢喜，但令人回味无穷。写作部分要求学生根据所给的故事情节编写一部短剧，并把故事内容表演出来。

7、 Tips部分介绍了戏剧中展开矛盾的手法。戏剧中的人物往往分别代表着“正义”和“非正义”两方。得道者多助，失道者寡助。“正义”和“非正义”两方谁胜谁负的结局，就形成了戏剧的效果。

8、 Checkpoint部分举例复习直接引语和间接引语的用法。

二、教学重点和难点

（一）重点：

1、词汇：理解、内化、运用本单元中出现的一些重要单词如：deny, mercy, accuse, bless, declare, count, therefore, worthy, punish, order和词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, etc.

2、功能：用本单元中“在交谈中强调细节”的日常交际用语来表达自己对“同情与报复”和“爱情与金钱”的看法。

3、语法：复习直接引语和间接引语。

（二）难点：

1、如何理清戏剧中的人物关系。

2、如何分析戏剧中的人物性格。

3、如何体会戏剧的语言。

4、如何自己改编和表演戏剧。

三、教学目标

1、语言知识：

1) 词汇：（见教学重点）

2) 话题：Talking about Shakespeare and his plays

3) 功能：在交谈中细述详情（Recounting details in the conversation）

Correct me if I’m wrong, but…

You shouldn’t forget that…

One of the most important facts is…

You could, for example, …

The way I would go about is…

As far as I know, …

After all, …

But in this particular case…

What shouldn’t be forgotten is …

4) 语法：复习直接引语和间接引语。

2、语言技能：

1）听：捕捉特定信息、抓关键词，听懂一段介绍《威尼斯商人》的故事片段，理清人物关系，训练学生把握文段细节的能力。

2）说：要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。

3）读：通过阅读“The Merchant of Venice”这部戏剧，训练学生找出文章的主题，理解故事的情节，预测故事情节发展和可能的结局的能力。

4）写：通过本单元的各项语言输入，形成对戏剧的进一步了解，并能自己改编和表演戏剧。

3、学习策略：

1）通过任务型教学活动设计和活动型教学，训练和培养学生自主、合作、探究、创新的学习能力。

2）利用图书馆和网络搜集资料并加工处理信息。

3）用英语进行讨论、表演等交际活动。

4、情感态度和文化意识：

1）在完成任务的过程中培养团队协作、互助精神，体验学习英语的快乐。

2）通过对莎士比亚作品的学习，体会戏剧的语言，感受戏剧的魅力。

3）理解戏剧和现实生活的联系，提高英语语言的鉴赏能力和修养。

4）通过口语部分的讨论，确立正确的人生价值观。

四、教学策略

1、引趣激趣策略。创造多种情景激发学习兴趣，其中包括戏剧表演、辩论等活动。

2、循序渐进策略。如任务的安排从简到难，语言操练从机械性操练到交际性操练。

3、资源开发策略。互联网为英语教学提供了广阔的空间和丰富的资源，拓宽了学生英语学习的渠道。

4、任务型活动策略。任务型语言教学的倡导者认为，学习者可以通过完成各种任务发展交际的能力。

五、任务设计

我们首先给整个单元设计了一个主题任务--戏剧节。同时采用任务型教学“P-T-P”立体型自主学习模式（Pre-task---Task-cycle---Post-task）,安排了一些单元教学前和单元教学后的活动任务。

（一） Pre-unit activity:

Task1 莎士比亚及其作品简介

活动内容：从图书馆和因特网上搜集有关莎士比亚的生平、作品、作品简介、经典佳句、名作海报、电影、flash等资料。

1）个人活动：搜集“莎士比亚与他的戏剧”的有关资料。

2）小组活动：将小组成员的成果汇总、讨论、整理成文或制作简单课件。

3）班级活动：每小组各派一名“reporter”将本组的成果向全班做演示。

Goal: 使学生对莎士比亚这位十六世纪文艺复兴时代的文学巨匠和他的巨作有更感性的认识。为本单元的学习打下良好的基础。

( 二) Task-cycle

(见各课时教学设计)

(三) Post-unit task

Task 1 为the Merchant of Venice配音

活动内容：在学生熟悉课文内容的情况下，让学生来为这部戏剧配音。

1）个人活动：认真揣摩角色心理，模仿VIDEO中对话的发音和语气。

2）小组活动：各小组组长按照小组成员的特点分派角色，熟悉剧本。

3）班级活动：小组配音，其他同学和老师给各组评分。

Goal: 使学生对课文有更好的理解，更能体会人物的心理，了解人物性格，感受莎士比亚的戏剧语言的魅力。

Task2 写人物或作品评论

活动内容：学生挑选莎士比亚的一部作品或是作品中的一个角色，发表自己的感受和理解。

Goal: 使学生进一步熟悉莎士比亚的作品。提高学生的写作能力，加强学生语言实践能力。

Task 3 戏剧表演

活动内容：学生挑选课文片段或是改编writing部分进行表演

1）个人活动：背诵台词，体会角色的个性和心理，通过语言与动作表现人物的个性特征。

2）小组活动：把全班分成4个小组，分别担任导演、道具、旁白、Shylock、Antonio、Bassanio、Portia、Duke等角色。由导演负责全局的指挥和排练工作。

3）班级活动：各小组同台演出，由老师和各组导演组成评委会，给各组评分。

4）学校活动：这个活动如果有条件的话可以发展到全级段甚至全校性的一个课本剧表演比赛。比如说在我们学校这个比赛已经是一个一年一度的传统项目了，学生对此有这极高的热情。

Goal:真正体现任务型教学“在用中学，在学中用”的原则。全面提高学生的综合素质。

六、教学资源

针对本单元话题我们向学生提供以下网站以供参考。

1） www.themonlogueshop.com/shakespearesample.html

2） www.absoluteshakespeare.com/plays/plays.htm

3） the-tech.mit.edu/shakespeare/

4） www.shakespeare.com

5） shakespeare-1.com/

6） www.uclan.ac.uk/online/shakespeare.htm

7） mingzhu66.db66.com/spell/zz/s/7.asp

8） mail.sjsmit.edu.tw/~lhw/Shakespeare001.htm

9） www.hongen.com/edu/shfz/ywxz/sn013101.htm

10） www.rudemechanicals.com/

七、课时安排和教学程序

根据本单元教材的内容、学生学习英语的特点和规律，我把本单元划分为5课时：Period 1: Warming up& Listening

Period 2-3: Reading& Integrating skills & Speaking

Period 4: Language study &Writing

Period 5: Performing

The First Period Warming up

Goals: 1. Encourage the students to talk about Shakespeare and his plays.

2. Learn some quotations and know their meanings.

3. Improve the students’ listening ability.

Step 1 Lead in

1. 1. Game

According to my suggestions, can you guess who he is?

1) He is an Englishman.

2) He is a poet and dramatist.

3) During his life, he wrote 37 plays, 154 sonnet etc.

4) His works represented the literature achievements of English Renaissance(文艺复兴).

5) The Merchant of Venice is one of his world-famous works.

---------He is William Shakespeare.

Step 2 Warming up

1 Brainstorm

Talk about Shakespeare.

Encourage the students to present as many words as possible about Shakespeare and his plays.

2 Report

Before the class, students are asked to work in groups to search some information about Shakespeare and his plays from the library and Internet. It’s time for them to show their results in class.

After the students’ report, teacher can give them some additional information.

3 Match

(Show four posters of shakespeare’s plays)

Match the meaning with the quotations and the plays.

e.g. Meaning: That is a question whether to live in this world or to die, that is, to take action or to do nothing.

Quotation: “To be or not to be: that is the question.”

Play: Hamlet

4．More quotations

All the quotations above are used in English almost as if they were proverbs. To English speakers they have a clear meaning. There are a great number of popular saying taken from Shakespeare. Do you know their meanings?

Quotation Play Meaning

Every inch a king King Lear A real king.

Breathe life into a stone All’s Well That Ends Well A very good medicine.

For goodness’ sake Henry VIII

“Oh Please” or “For God’

All the world’s stage As You Like It Life should not be taken too seriously

A dish fit for the gods Julius Caesar Very good food

Good riddance Troilus and Cressida It is good to get rid of (you).

It smells to heaven Hamlet Sth that is very bad or corrupt.

My salad days Anthony and Cleopatra When I was young.

What’s done is done Macbeth There is no changing the past, so forget about it.

A pound of flesh The Merchant of Venice A harsh demand or terrible punishment.

Step 3 Listening

Have you watched The Merchant of Venice? Here is an introduction to the play, which is the most outstanding romantic comedy. It will tell us how the story takes place and helps us learn about the main characters in it.

1. Listen to the tape and finish Ex.1.

2. Listen to the tape again and finish Ex.2.

Step 4 Post-listening

1. Retell the introduction.

2. Discussion:

a. Can Portia save Antonio?

b. How will Portia do to save Antonio?

Homework

1.Choose one of Shakespeare' s plays to read.

2. Retell the listening part.

3. Preview the play The Merchant of Venice.

Period 2-3 Reading & Integrating skills & speaking

Goals: 1. Learn and master some important expressions.

2. Improve the students' reading ability.

3. Analyse the characteristic of the characters in the play.

4. Improve the students' speaking ability.

Step 1 Pre-reading

1. Review the relationship between the characters.

Shylock Antonio

hate

punish help

Portia Bassanio

love

2. Retell the listening part. (whenwherecause)

Step 2 reading

1. Skimming

Skim the whole play and choose the best answers.

1) In writing style, this text is a _________.

A. drama B. story C. fable D. fiction

2) The text mainly talk about _________.

A. Antonio' s charities(善行) and Shylock' s cruelty.

B. Portia' s cleverness and Antonio' s charities.

C. Shylock' s cruelty and Portia' s cleverness.

D. the three colorful characters of Antonio, Portia and Shylock.

2. Scanning

Read the play carefully and answer the questions.

1) What was Antonio accused of?

2) Why did Shylock refuse to have mercy on Antonio?

3) What did the Duke mean by saying “ Don' t be so bitter.“?

4) What did the Duke' s words “ How can you hope for mercy yourself when you show none?” mean?

5) Who did the Duke at the count support?

6) What was Portia' s opinion of mercy?(Mercy brings good. Mercy falls like the gentle rain from the sky upon the earth. It is twice blessed. It blessed those who give it, and those who receive it. It is the highest of the highest. We should learn to show mercy on others.)

Ask the students to read it aloud and translate it.

7) What are the two meanings of “ I will pay him back with all my heart.“?

8) What did the Venice law say if anyone tries to kill or murder any citizen of Venice?

9) What was Shylock accused of?

10) What was the result of the trial?

Step 3 Post- reading

Task 1. Plot understanding

Finish the chart according the plot of the play.(Group work)

The components of plot( 情节的构成部分) Description

Background(背景) 有关故事人物、时间和地点方面的信息

Problem( 问题) 人物之间、个人内部存在的正反两种力量的较量

Rising action( 发展) 引发故事达到高潮的事件

Climax( 高潮) 故事中人物直接面对矛盾

Outcome( 结局) 行动逐渐停止，冲突结束

Task 2. Analyse the characteristics of the characters and find out some sentences in the play to support your idea.(Group work)

Antonio: always ready to help others, kind-hearted, was devoted to his friends, upright, dare to point out the others’ wrong deeds

Sentences: 1. It’s useless trying to agree with Shylock.

2. Give Shylock what he wants.

3. Don’t be sad for meShylock: cruel, greedy, selfish, cold-blooded, hate Antonio

Sentences: 1. Antonio is my enemy, and I hate him.

2. I would still take my pound of flesh.

3. Give me my pound of flesh.

4. I desire my pound of flesh.

5. Why must I have mercy on him?

Bassanio: With a simple mind, with a clear sense of right and wrong, devoted to his friendSentences:1. I offer ten times the money that Antonio has borrowed.

2. Please change the law a little so that we may save AntonioPortia: clever, calm, full of mercy, well-educated

Sentences 1. Mercy falls like the gentle rain from the sky . It blesses those who give it and those who receive it.

2. But he has not promised to give you any of his blood.

3. You must cut one pound of flesh, no more , no less.

4. And not one drop of blood must fall.

Task 3 Discussion (Group work)

1) Suppose you are Shylock, when you learn Antonio can’t pay back the money, what will you do?2) Suppose you are Bassanio, when you learn Antonio can’t pay back the money and he has to give a pound of flesh to Shylock, what will you do?

3) Suppose you are Antonio, will you borrow money for Bassanio from Shylock? Why and why not?

Step 4 Speaking

Literature, whether we are talking about novels, plays or poems, is based on themes, that form the basis of the story and the actions of the characters. In most of Shakespeare’s plays, we can distinguish several themes. Themes that can be distinguished in The Merchant of Venice are mercy versus revenge and love versus money.

Work in groups of four. Find examples for each situation in modern life and discuss whether it is right or wrong.

Homework

1. Read the play and retell it.

2. Finish Post-reading on P69.

3. Prepare for acting.

Period 4 Language study& writing

Goals: 1 Review some useful words learnt in the unit.

2. Review the direct and indirect speech.

3. Do some practice to consolidate the direct and indirect speech.

4. Improve the students’ writing ability.

Step 1 Revision

1. Retell the play The Merchant of Venice according to the pictures and phrases.

Step 2 Word study

1. Fill in the blanks using the phrases

Pay back as far as after all in the eyes of have mercy on

Tear up offer up go down on one’s knee

1) He _____ me _____ the 100 dollars he owed me.

2) We will _________ all of the treaty rather than accept this clause.

3) It is not surprising that you have got stomachache. _________, you have eaten too much.

4) The cruel soldiers ____________ their prisoners.

5) He walked _________ the foot of the mountain.

6) The friendly staff _______ a real taste of Southwest America.

7) He __________ to look for his contact lens.

8) You may think it is a joke to drive away another person’s car, but __________the law it is theft.

Step 3 Grammar

1. Revision

Put these sentences into Indirect Speech.

1.“I have left my pen in your room,”he said.

2.“Did you see her last night?”he said.

3.She said,“Where can they find a taxi?”

4.The teacher said,“Give me some chalk.”

5.“Don’t waste your time,”I said to him.

2. Summary

Summarize the changes with the whole class.

Direct Speech

Indirect Speech

Pronouns this

these that

those

Adverbials

now

tonight

today

this morning

yesterday

last night

the day before yesterday

three days ago

tomorrow

next week

yesterday morning

yesterday afternoon

the day after tomorrow

here then

that night

that day

that morning

the day before

the night before

two days before

three days before

the next/following day

the next/following week

the morning before

the afternoon before

in two days’s time

two days after

there

Verbs come

bring

can

may

must

shall

will go

take

could

might

must/had to

should

would

Tenses

keep

be(am/is/are)keeping

have kept

had kept

will keep kept

was(were) keeping

had kept

would keep

3 Practice

Finish the exercises on P70.

Step 3 Writing

1. Read the story .

2. Read the tips on getting the main point of a play.

3. Write a short play based on this story.

Step 4 Assessment

Assess their partner’s writings.

Does the play have a title that captures the attention of the audience?

Is the number of characters appropriate?

Is the plot presented in the play gripping?

Is the story interesting to watch?

Are the writers’ ideas original?

Is the proposed resolution surprising?

Does the audience have the feeling that the play is both romantic and tragic?

Homework

1. Write a play.

2. Act out the play.

Period 5 Performing(略)

补充资料

Shakespeare Biography(莎士比亚生平)

The English dramatist and poet William Shakespeare was the author of the most widely admired and influential body of literature by any individual in the history of Western civilization. His work comprises 36 plays, 154 sonnets, and 2 narrative poems. Knowledge of Shakespeare is derived from two sources: his works and those remains of legal and church records and contemporary allusions through which scholars can trace the external facts of his life.

Shakespeare was baptized in Holy Trinity Church, Stratford-upon-Avon, Warwickshire, on Apr. 26, 1564. He is buried in the same church, where a memorial records his death on Apr. 23, 1616. In 1623 his colleagues John Heminge and Henry Condell created another memorial by publishing Mr. William Shakespeare’s Comedies, Histories, and Tragedies, the collection of his plays now known as the First Folio.

His mother, Mary, was the daughter of Robert Arden of Wilmcote, near Stratford. . His father, John, was a glover and leather merchant whose increasing financial success was marked by his appointment to a series of municipal posts during the first 10 years of William's life. In the mid-1570s, John Shakespeare's fortunes declined, and he no longer took a visible part in Stratford affairs. The family fortunes lost by John would later be repaired by his son.

Shakespeare probably attended Stratford's excellent free grammar school, although no record of the fact exists. On Nov. 28, 1582, church authorities gave permission for him to marry Anne Hathaway of the neighboring village of Shottery. He was 18 years old, and she was 26; probably she was pregnant. On May 26, 1583, their daughter Susanna was baptized in Holy Trinity. Twins, named Hamnet and Judith, were baptized on Feb. 2, 1585.

No records have been found for the years between the twins' baptism and 1592. In that year a disappointed author, Robert Greene, referred cryptically to Shakespeare in his Groatsworth of Wit Bought With a Million of Repentance; he warned his fellow writers about ”an upstart crow, beautified with our feathers, that with his Tiger's heart wrapped in a player's hide, supposes he is as well able to bombast out a blank verse as the best of you: and being an absolute Johannes fac totum, is in his own conceit the only Shake-scene in a country.“ Thus as early as 1592, Shakespeare was sufficiently well known to be recognized by the pun on his name and the parody of a line from his Henry VI, Part 3: ”O tiger's heart wrapped in a woman's hide.“ Greene's is the only hostile allusion to Shakespeare that exists; its motive can be guessed from his description of Shakespeare as Johannes fac totum--”Jack-of-all-trades.“

Unlike Greene, Shakespeare was an actor (”player“) as well as a writer, and he was associated with a group of other actors that included the day's leading comedian, Will Kempe, and a leading tragedian, Richard Burbage. They were known, after their nominal patron, as the CHAMBERLAIN'S MEN and (after 1603) as the King's Men. By 1592, Shakespeare was acting exclusively for this company; he held shares in the company's profits; he was part of a consortium that in 1599 built and owned its home theater, the GLOBE THEATRE; and he wrote his plays exclusively for this company, at the rate of about two per year.

In 1593-94 a plague epidemic forced the closing of the London theaters. In those years Shakespeare published two narrative poems, Venus and Adonis and The Rape of Lucerne. The circumstances surrounding another nondramatic work, the SONNETS OF SHAKESPEARE, are less clear. Scholars are not certain how long before their unauthorized publication (1609) they were written, whether they were all written in the same period, or whether the order in which they appeared was of Shakespeare's design. Because the sonnets are the only works in which Shakespeare may plausibly be thought to write from a frankly autobiographical impulse, they have exercised a fascination beyond even their extraordinary value as poetry.

Identity and Authorship(莎士比亚作品)

William Shakespeare (baptised April 26 , 1564 , died (O.S.) April 23 , 1616 ) is considered by many to have been the greatest writer the English language has ever known. As a playwright he wrote not only some of the most powerful tragedies, but also many of the funniest comedies ever to appear on an English stage. He also wrote 154 sonnets and several major poems, some of which are considered to be the most brilliant pieces of English literature ever written, because of Shakespeare's ability to rise beyond the narrative and describe the innermost and the most profound aspects of human nature. He is believed to have written most of his works between 1585 -1610, although the exact dates and chronology of the plays attributed to him are not accurately known.

Shakespearean tragedies

Romeo and Juliet

Macbeth

King Lear

Hamlet

Othello

Titus Andronicus

Julius Caesar

Antony and Cleopatra

Coriolanus

Troilus and Cressida

Timon of Athens

Shakespearean comedies

The Comedy of Errors

All's Well That Ends Well

As You Like It

A Midsummer Night's Dream

Much Ado About Nothing

Measure for Measure

The Tempest

Taming of the Shrew

Twelfth Night or What You Will

The Merchant of Venice

The Merry Wives of Windsor

Love's Labour's Lost

The Two Gentlemen of Verona

Pericles Prince of Tyre

Cymbeline

The Winter's Tale

Shakespearean histories

Richard III

Richard II

Henry VI, part 1

Henry VI, part 2

Henry VI, part 3

Henry V

Henry IV, part 1

Henry IV, part 2

Henry VIII

King John

Summary: Romeo and Juliet

When the old feud between the Verona families of Montague and Capulet breaks out in street brawling, Prince Escalus threatens with death any further perpetuators of the quarrel. Remeo, a Montague, is in love with Rosaline but forgets her when he daringly attends a Capulet masked ball and sees Juliet, a Capulet. Beneath her window he hears her proclaim her love for him, and they agree to marry. They are secretly wed the next afternoon by Friar Laurence.

Tybalt, a Capulet, taunts Romeo, who refuses to fight against his cousin by marriage. Deeming Romeo a coward, his friend Mercutio fights Tybalt and is killed. The enraged Romeo slays Tybalt and is banished from Verona.

Friar Laurence advises Romeo to spend the wedding night with Juliet, then hasten to Mantua and await his friends' appeal against his banishment. Capulet betroths Juliet to Paris and persists against Juliet's protests. Her mother and her nurse failing her, Juliet consults Friar Laurence. He gives her a magic potion that will counterfeit death for forty-two hours and promises to fetch Romeo to release her from the burial vault of the Capulets.

Friar Laurence's messenger to Romeo is delayed by the plague, and Romeo learns that Juliet is dead. At her tomb he kills the mourning Paris and finds the apparently dead body of his bride. He drinks poison and dies beside her. When Juliet revives from her torpor and discovers Romeo's body, she stabs herself. Friar Laurence, Romeo's servant, and Paris' page explain all, and Montague and Capulet are reconciled over the bodies of their dead offspring.

Summary: Henry IV

Continuing Richard II, Henry IV is now king and is fighting a revolt led by the Welshman Owen Glendower and the Percies. Henry IV wishes he could switch sons with Henry Percy, the Earl of Northumberland, whose son is Henry Percy (Hotspur), a valiant soldier. The third Percy is Thomas Percy, the Earl of Worcester and brother to Northumberland. Henry IV is mad at Henry V because Henry V hangs out with John (Jack) Falstaff (who calls Henry V, Hal) and Poins. At the tavern, Poins convinces Falstaff, Bardolph, and Peto to rob some travelers. Poins and Henry V plan to then rob Falstaff et. al. of the loot. Back at the palace, Henry IV demands that Hotspur turn over the Scottish prisoners he has. As insurance, Henry IV holds Hotspur's brother-in-law Mortimer as hostage (Hotspur's wife Kate is Mortimer's sister and Mortimer's wife is Glendower's daughter). Ironically, Mortimer was proclaimed heir to the English throne by Richard II, though Henry IV became king. The Percies explain to Henry IV that they are revolting because Henry IV has placed unreasonable demands on them, even after they helped him (as Bolingbroke) become king.

Returning to Falstaff et. al., they rob the king's transport then Poins and Hal rob them and Falstaff et. al. flee. At the pub, Falstaff makes up extravagant lies about the robbery. Hal rebukes him, proving Falstaff false. In jest, the two pretend to be King Henry IV and Hal and Hal (as Henry IV) tells Falstaff (as Hal) that the man Falstaff is a thief and Hal promises to banish him for his crimes. Moving to the revolt, Mortimer, Worcester, and Hotspur plan the revolt, overseen by Glendower. Oddly, Mortimer speaks no Welsh and his wife speaks no English, so her father interprets for them. Back to Henry IV, he criticizes Henry V for this deeds and associations. Henry IV tells Henry V that Hotspur is more deserving of the crown than Henry V, whereby Henry V vows to prove himself by killing Hotspur in battle. Back at the tavern we learn that Hal repaid the travelers whom the money was stolen from, and that Hal has arranged for Falstaff to lead some forces in the king's army.

Hotspur's father (Northumberland) becomes sick, greatly weakening the revolting forces since his men cannot attend the battle. This news, and Prince Hal's newfound leadership, and a report that Glendower will arrive late disheartens Hotspur, yet he overcomes these setbacks with renewed vigor. Falstaff, as military leader, hires very poor and unfit soldiers. Prince Hal and the Earl of Westmoreland observe this, but do nothing. Hotspur wishes to fight the first battle at nighttime, but delays after Sir Walter Blunt brings kind greetings from the king. Worcester meets the king the next morning, but no agreement is made, though the king offers to pardon all the revolters. Worcester, however, lies to Hotspur and tells him the king readies for battle, since Worcester does not believe Henry IV will pardon them and doesn't want Hotspur to back off. In battle, Archibald, the Earl of Douglas (Percies' side) kills Blunt, thinking Blunt is Henry IV due to a disguise. Henry V then rescues Henry IV from Douglas' sword. Falstaff and Douglas fight and Falstaff pretends to die. Henry V and Hotspur fight and Henry V kills Hotspur. Falstaff arises and stabs Hotspur in the leg, then claims to have killed him. Henry IV wins the battle (of Shrewsbury) and executes Worcester and Sir Richard Vernon, but lets Douglas go free. Henry IV also divides his power with Henry V and Hal's brother John of Lancaster. This is a play concerning honor, as reasoned by Falstaff.

Hamlet Act III. Scene I

Ham. To be, or not to be: that is the question:

Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles,

And by opposing end them? To die: to sleep;

No more; and, by a sleep to say we end

The heart-ache and the thousand natural shocks

That flesh is heir to, 'tis a consummation

Devoutly to be wish'd. To die, to sleep;

To sleep: perchance to dream: ay, there's the rub;

For in that sleep of death what dreams may come

When we have shuffled off this mortal coil,

Must give us pause. There's the respect

That makes calamity of so long life;

For who would bear the whips and scorns of time,

The oppressor's wrong, the proud man's contumely,

The pangs of disprized love, the law's delay,

The insolence of office, and the spurns

That patient merit of the unworthy takes,

When he himself might his quietus make

With a bare bodkin? who would fardels bear,

To grunt and sweat under a weary life,

But that the dread of something after death,

The undiscover'd country from whose bourn

No traveller returns, puzzles the will,

And makes us rather bear those ills we have

Than fly to others that we know not of?

Thus conscience does make cowards of us all;

And thus the native hue of resolution

ls sicklied o'er with the pale cast of thought,

And enterprises of great pith and moment

With this regard their currents turn awry,

And lose the name of action Soft you now! 生存还是毁灭，这是一个值得考虑的问题；默然忍受命运的暴虐的毒箭，或是挺身反抗人世的无涯的苦难，通过斗争把它们扫清，这两种行为，哪一种更高贵？死了；睡着了；什么都完了；要是在这一种睡眠之中，我们心头的创痛，以及其他无数血肉之躯所不能避免的打击，都可以从此消失，那正是我们求之不得的结局。死了；睡着了；睡着了也许还会做梦；嗯，阻碍就在这儿：因为当我们摆脱了这一具朽腐的皮囊以后，在那死的睡眠里，究竟将要做些什么梦，那不能不使我们踌躇顾虑。人们甘心久困于患难之中，也就是为了这个缘故；谁愿意忍受人世的鞭挞和讥嘲、压迫者的凌辱、傲慢者的冷眼、被轻蔑的爱情的惨痛、法律的迁延、官吏的横暴和费尽辛勤所换来的小人的鄙视，要是他只要用一柄小小的刀子，就可以清算他自己的一生？谁愿意负着这样的重担，在烦劳的生命的压迫下呻吟流汗，倘不是因为惧怕不可知的死后，惧怕那从来不曾有一个旅人回来过的神秘之国，是它迷惑了我们的意志，使我们宁愿忍受目前的磨折，不敢向我们所不知道的痛苦飞去？这样，重重的顾虑使我们全变成了懦夫，决心的赤热的光彩，被审慎的思维盖上了一层灰色，伟大的事业在这一种考虑之下，也会逆流而退，失去了行动的意义。

……

篇7：高二英语Unit 16(全)(人教版高二英语下册教案教学设计)

一. 教材分析

㈠. 教学内容

本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开, 让人感受美国的变迁过程. 本单元有助于培养学生跨文化交际意识,进一步拓宽视野,为终身学习奠定良好的基础.

“热身”(Warming up)部分, 给我们提供了三幅画面,有利于我们从宏观上和微观上把握美国地理特征.练习题引导学生从美国的历史渊源,经济等方面认识美国,有利于学生的探究学习.

“听力”(Listening) 部分设置了三个练习,由浅到深,层层深入. 练习1不仅有利于我们了解纽约市,而且有利于培养学生在听力中快速捕捉信息的能力. 练习2 和3有助于学生了解美国的背景知识,丰富学生的文化内涵.

“口语”(Speaking)部分要求学生根据提示描述一个场所.题目设置贴近学生生活. 教师除了课本所提示的说明处,还可以引导学生描述自己的学校.

“读前”(Pre-reading) 部分设计了两个练习.练习1要求学生列一份自己家乡的年表,并列出重要的事件以及变化过程,讨论其前因后果. 练习2 要求学生在年表上填写美国历史上发生的五件大事, 这有利于训练学生的逻辑思维能力,为阅读有关美国历史的课文做准备.

“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史, 同时也是一部充满成功与希望的历史.文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化. 着重阐述了反对种族隔离制度斗争的美国民权运动, 及其杰出的领袖马丁.路德.金的斗争精神. 通过阅读这篇文章可以了解,美国是个多民族的多元文化国家. 由于文章涉及美国历史的变化, 城市的发展, 需要对比的手法描写, 本篇文章可称得上是一篇对比性写作的范文.

“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点. 练习2 要求学生进行两人小组讨论或者多人小组讨论, 题目强调了语篇意识,设置层次性强,有利于培养学生的思辨能力.

“语言学习”(Language Study)部分包含词汇和语法两部份. 词汇学习涉及构词法知识,设计新颖,看似简单,其实灵活, 有助于学生留意某些词加后缀时意义的变化, 有利于避免负迁移. 语法练习2考察学生在语篇中使用非限定动词的能力, 注重学生综合素质的提高.

“综合技能”(Integrating Skills)部分包含阅读和写作. 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛,破坏美洲草原生物链的教训. 写作部分要求学生写一封电子邮件, 帮助美国学生了解中国.这就需要学生在理解教材的基础上,从面积,人口,语言,民族,重要城市等方面比较美国于中国的区别.这项任务有利于提高学生的语言运用能力.特别是语言概括能力.

“学习建议”(Tips)部分指导要求学生开展写对比分析文章,以及学生写作时要注意的相关事项.

“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结,并对要求学生对描述处所的词汇进行一次小结,有利于培养学生的自学能力.

㈡. 教学目标

1．语言知识

词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn

语法：复习非限定动词

I don’t mind his being invited.

He hate being laughing at

She enjoys being interviewed.

It is important for lost time to be made up.

功能：描绘场所

What does your hometown look like ?

What does the landscape look like ?

Are there ? There is in the north.

How long/wide/high/tall is the….?

It’s .. metres / feet long /wide/high/tall.

It looks like …….

2．语言技能

听：听两段有关NY的短文，捕捉信息，改正错

说：用恰当的语言描述一个地方

读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章

写：采用对比性手法写一段文章。

㈢. 教学重点和难点

重点：课文中出现的重要单词和词组的用法如：

insist on / leave alone / supply / be determined to do / be forced to do/resist

非谓语形式的用法

难点：采用对比性手法写作

非谓语形式用作定语的区别

二．课时安排和教学思路

本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市（纽约和 Ellis Island），南部城市（Atlanta），和西部大草原（bison）来了解美国，感受美国的变迁过程。。

Period 1 Warming up &speaking

本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片（包括著名的城市和人物），目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..

Period 2 Listening &Reading

本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文（从高三阅读文章中摘出3小段），增加信息量。通过几个对错判断来检查学生的理解程度。

Period 3&4 Reading

首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。

Period 5 Language study

由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。

Period 6 Integrating Skill

由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛,破坏美洲草原生物链的教训.。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。

三．教学反思

本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。

四．教学程序

Teaching plan for Unit 16

Period 1 Warming up & Speaking

Goals:1. Learn about the USA

2.Practise describing places to train the speaking ability

Step 1 Lead-in

T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?

Ss: Yes. The USA.

Step 2 Warming up

1. Show the map of the U.S.A and help the Ss to get a general idea of her.

Full name

Location

Capital city

The largest city

When was founded

population

2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?

(George Washington . The first president

Martin Luther King the leader of non-demonstration was killed in 1968

New York the largest city nick name

Atlanta in the south the host of the Olympic Game in

Ellis Island Island of Tears)

3. What else have you known about her ? A quiz (Ex1.)

4. What do you want to know ?

Step 3 Speaking

1. Learn the useful expression. Make a sentence with each pattern.

How long /wide/high/tall is ….?

It’s …metres/feet long/wide/high/tall.

There is …in the north/south/east/west.

It looks like….

2. Write a short passage to describe a place.

3. Play the Guess game.

One student read his short article , the others guess where it is.

Home work: Search the internet to find information about New York.

Period 2 Listening &Reading( about New York and Ellis Island )

Goal: 1.Do some listening to improve the listening ability.

2. Learn more about New York

Step 1 Lead-in

Show a picture of NY.

T: Can you guess when the picture was taken?(it was taken before the date September 11,.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)

Step 2. Listening

1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.

Do EX1

2.T:OK.Now let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)

3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)

Step.3 Reading

Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)

New York

New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.

The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….

New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.

True or False

1.New York is built on an island on the east coast of the USA.

2.These islands were first discovered by an Italian explorer in 1524.

3. New York became the capital of the USA for a short time after Washington, D.C.

4.About a century ago the building of skyscrapers began in New York.

5.Skyscrapers were mainly built on Manhattan Island.

6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.

Home work: Search the internet to find information about the south of the USA

Period 3&4 Reading.

Goal: 1.learn about the American south.

2. Improve the reading ability

3. Learn and master the following:

suffering unemployment depression reconstruction burn down

aim at in honor of in vain take a chance overcome

be determined to do

step 1 lead-in

1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south

2.Play another video about the city of Atlanta, show the modern and rich of the south

3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south

step 2 Pre-reading

Put the events below in the correct place on the timeline.

30,000 years ago 1600 1861 1930s 1960s

1. the American Civil War 2.The great Depression

3.The Civil Rights Movement 4.The arrival of Native American

5.The arrival of European settlers

Step 3 Skimming(get a general idea of the passage)

Ask the Ss to answer the following questions.

1. What kind of story is the story of the south?

2. Which city is the typical southern city.?

Step 4. Scanning (Get specific ideas )

Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.

Try to finish the chart below

Why Atlanta is a typical southern city ?

The past In the war

The difficulties the people of Atlanta had to overcome after the war 1. economical _________________

2. political __________

today The success in 1996

Modern Atlanta

Step5 Listening and consolidation

Ask Ss to listen to the tape to get more information

After that, work in pairs to make up a dialogue.

.Task:

A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.

Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?

Homework : Read the passage again and try to

Period 5 Language study.

Goal: 1.Review the new words appearing in the last period.

2.Do some exercises using the rules of word formation

3. Review Non-finite Verbs

Step 1 Word study

1. have a dictation.

( former, greedy, mental, physical, wide spread, chief )

Then do Ex3on page 45

2. About the word formation

Do Ex 2& EX1

Step 2 Grammar---Review Nonfinite Verbs(2)

1..: look at the sentences on the screen.

(Teacher shows the following on the screen.)

It is impossible that lost time can be made up.

2.Rules are made so that they can not be broken.

3.I don’t mind their inviting him.

4.She enjoys their interviewing her.

Try to Rewrite the sentences on the screen using the correct non-finite passive form.

2. Before doing them, review non-finite verbs together.

(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”.(Teacher writes them on the blackboard.)

动词--ing形式不定式

形式主动被动主动被动

一般式 writing Being written To write To be written

进行式 To be writing

完成式 Having written Having been written To have wtitten

3. Do the exercise and check the answers..

篇8：Unit 16 words and expressions(人教版高二英语下册教案教学设计)

1, entry n.登录, 条目, 进入, 入口(act of coming or going in)

‘No Entry’ 禁止入内

Japan’s entry into the NU日本加入联合国

This dictionary has sixty thousand entries.这个字典有六万字。

Entry-level初级的entry word开头词

Make an entry of把……记入make one’s entry into进入……

enter entrance

2, mental adj.精神的, 智力的(of the mind) physical物质的身体的

mental labour /child labour/mental illness/mental age

mentally mentality

physician n.医生 physics n. 物理 physicist n. 物理学家

manual手的; 手工的spiritual adj.精神上的

3, depression n.沮丧, 消沉, 低气压(low spirits /being depressed)

she is in a state of deep depression。他处于深深的沮丧之中。

Economic depression经济萧条

depress depressed depressing

4, Suffering n.苦楚, 受难adj.受苦的, 患病的

suffer vt.遭受, 经历, 忍受vi.受痛苦, 受损害

suffer v. Suffer from-----

eg. My mother suffers from headaches

suffer from cold and hunger饥寒交迫

suffer from floods 遭受水灾

He suffered for his carelessness.他因粗心而吃了亏。

He suffered a big loss.

He suffered from his illness.

5, greedy adj. greed n.

eg. He eats because of greed, not hunger

he is greedy for fame/knowledge /money.

6, trader n. trade v.& n

trade with 与……交换trade in 做...生意, 经营

trade away卖掉trade off轮流, 交替交替使用卖掉, 换掉

trade on/upon]利用trade out出卖

trade sth. for用某物换(某物)

7,unemployment n. (opposite) employment

employ v. employee 受雇者 employer 老板

employment agency 职业介绍所unemployment problem失业问题

8,sacrifice 供奉，祭祀；祭品

A lamb was offered in sacrifice. 一只小羊用作祭祀。

His parents made sacrifices to pay for his education. 他的父母为供他上学而作出了牺牲。

He gave his life as a sacrifice for his country. 他为国牺牲了。

at a sacrifice亏本, 蚀本(出售)

at [by] the sacrifice of靠牺牲...; 以...为代价

make all sacrifices不惜一切牺牲

make sacrifices [a sacrifice] to为...作出牺牲

sacrifice...for [to]为...而牺牲, 牺牲...而换得.

9, former adj.从前的, 以前的n.形成者, 创造者

in former times 从前

the former/ the latter

10, vain adj. 徒劳的 in vain = without success

Eg .We tried in vain to make him change his mindThe police tried in vain to break up the protest crowds.

警察企图驱散抗议的人群,但没有成功。

All our work was in vain. 我们所有的工作都白费了。

11, dawn n.黎明, 拂晓, 破晓vi.破晓, 开始现生, 变得(为人所)明白v.破晓

at dawn拂晓时

from dawn till dark/dusk从早到晚

dawn on/upon 清楚；了解

It has just dawned on me that ....我刚刚才明白...。

Eg; It suddenly dawned on me that I had taken the wrong train.

overcome vt.战胜, 克服, 胜过, 征服vi.得胜(to fight successfully defeat)

overcome difficulties战胜困难

overcome one's shortcomings克服缺点

be overcome by/with受不了……

we were overcome with joy我们高兴得不得了。

13，insist v.坚持, 强调

I insist on your being there. 我坚持要你在那里。

We all insist that we not rest until we finish the work.大家都坚决要求不完工就不休息。

I insist that you (should) be present.请您务必到场。

They insisted that she (should) be invited.他们坚持要邀请她。

The old man insisted that he he should be treated fairly

The old man insisted that he he was treated fairly

14, resist vt.抵抗, 反抗, 抗, 忍得住

resistable adj.可抵抗的

resistance n.反抗, 抵抗, 抵抗力

She could hardly resist laughing。她真忍不住要笑。

I can't resistthe temptation我顶不住诱惑。

15, chief n.首领, 领袖, 酋长, 主要部分, 最有价值的部分

adj.主要的, 首要的, 首席的, 主任的

a chief engineer总工程师

in chief主要地, 尤其在首席地位

16, supply n.补给, 供给, 供应品

vt.补给, 供给, 提供, 补充, 代理

supply a want弥补不足

supply a need [demand]满足需要

The school -lies books for the children.学校供应孩子们书籍。

Trees supply shade in summer.夏季树木提供荫凉处。

Cows supply us with milk.奶牛给我们提供牛奶。

supply and demand供求in short supply供应不足

17,willing adj.乐意的, 自愿的, 心甘情愿的

be willing to do sth.

I’m willing to lend you some money

more willing //most willing//unwilling19, in turn

let’s speak in turn

we found that Helen had told Tom,and he in turn had told me.

20,leave alone

go away and leave me alone.

1, entry n.登录, 条目, 进入, 入口 ‘No Entry’ _________

Japan’s entry into the NU

This dictionary has sixty thousand entries.

Entry-level_______entry word_________

Make an entry of___________make one’s entry into______________

_______ ____________

2, mental adj.精神的, 智力的 physical物质的身体的

mental labour /child labour/mental illness/mental age

________________________________________

mentally_______ mentality__________

physician _________ physics ________ physicist __________manual手的; 手工的spiritual adj.精神上的

3, depression n.沮丧, 消沉, 低气压

she is in a state of deep depression。

Economic depression__________________

depress depressed depressing

4, Suffering n.苦楚, 受难adj.受苦的, 患病的

suffer vt.遭受, 经历, 忍受vi.受痛苦, 受损害

suffer v. Suffer from-----

My mother suffers from headaches

suffer from cold and hunger饥寒交迫

suffer from floods 遭受水灾

He suffered for his carelessness.他因粗心而吃了亏。

He ________ a big loss.

He _______________ his illness.

5, greedy adj. greed n.

He eats because of greed, not hunger

he is greedy for fame/knowledge /money.

6, trader n. trade v.& n

trade with ______trade in _________

trade away_________trade off_______________

trade on/upon_________trade out____________

trade sth. For______________

unemployment n. (opposite) employment

employ v. employee employer

employment agency unemployment problem 9, former adj.从前的, 以前的n.形成者, 创造者

in former times 从前the former________/ the latter_________

10, vain adj. 徒劳的 in vain

Eg .We tried in vain to make him change his mindThe police tried in vain to break up the protest crowds.

_____________________我们所有的工作都白费了。

11, dawn n.黎明, 拂晓, 破晓vi.破晓, 开始现生, 变得(为人所)明白v.破晓

at dawn拂晓时

from dawn till dark/dusk______________

dawn on/upon 清楚；了解

It has just dawned on me that ....我刚刚才明白...。

Eg; It suddenly dawned on me that I had taken the wrong train.

overcome vt.战胜, 克服, 胜过, 征服vi.得胜

overcome difficulties_______overcome one's shortcomings_____________

be overcome by/with受不了……

we were overcome with joy________________

13，insist v.坚持, 强调

I insist on your being there.。

We all insist that we not rest until we finish the work.

I insist that you (should) be present.请您务必到场。

___________________________他们坚持要邀请她。

The old man insisted that he he should be treated fairly______________

The old man insisted that he he was treated fairly________________

14, resist vt.抵抗, 反抗, 抗, 忍得住

resistable _____resistance _________

She could hardly resist laughing。她真忍不住要笑。

I can't resist the temptation______________

。

15, chief n.首领, 领袖, 酋长, 主要部分, 最有价值的部分

adj.主要的, 首要的, 首席的, 主任的

________________总工程师

in chief主要地, 尤其在首席地位

16, supply n.补给, 供给, 供应品

vt.补给, 供给, 提供, 补充, 代理

supply a want__________

supply a need [demand]______________

The school -lies books for the children.学校供应孩子们书籍。

_________________________夏季树木提供荫凉处。

____________________________奶牛给我们提供牛奶。

supply and demand_________in short supply______________

17,willing adj.乐意的, 自愿的, 心甘情愿的

be willing to do sth.__________________

I’m willing to lend you some money

more willing //most willing//unwilling

19, in turn

let’s speak in turn

we found that Helen had told Tom,and he in turn had told me.

20,leave alone

go away and leave me alone.

篇9：Unit 16 重点难点讲解(人教版高二英语下册教案教学设计)

1．Why should students be careful smelling from bottles?

为什么学生在闻瓶中气味时要当心？

be careful doing的意思是“做某事仔细或小心”，be careful后面常跟with，in，about等介词短语，也可跟to do或从句。例如：

People should be more careful about the things they say.

大家对自己说的话应该很谨慎。

Be careful that the medicine is kept away from children.

要小心把药放在安全的地方，不要让小孩拿到。

Please be very careful with those plates! 那些盘子，要十分小心。

2．What is to be done when anything gets into your eyes?

如果你眼睛里进了东西，该怎么办？

①“be+ to do”结构表示安排、命令、职责、义务、目的、用途、可能性、命中注定等。例如：

We are to meet at the school gate. 我们约定在校门口碰头。（安排）

You are to be back by 10 o’clock. 你得在10点钟前回来。（命令）

A knife is to cut with. 刀是用来切割的。（用途）

They were never to meet again.他们注定以后永远不再见面。（命中注定）

②不定式的被动式用于当逻辑主语是不定式动作的接受者。再如：

Do you want to be taught German？你想让人教你德语吗？

3．More roads and trains mean more pollution.

更多的路和火车意味着更多的污染。

试比较：mean to do sth. 打算干某事 mean doing sth. 意味着…

I don’t mean to argue with you. 我不打算跟你吵架。

Passing the entrance exam means being admitted into college.

通过了高考意味着被大学录取。

4．It is fast and clean and it doesn’t make any noise as planes do.

它既快又清洁而不像飞机那样制造噪音。

①make a noise 吵闹、喧哗、制造噪音。例如：

Try not to make a noise when you go upstairs.

Don’t make so much noise. 不要大声喧哗。

②as在这里作连词用，意思为“像……一样”，如：

She is a fine singer，as her mother used to.

像她妈妈过去一样，她是个很好的歌手。

5．We should make more use of this new technology.

我们应该更好地利用这种新技术。

make use of利用，use前不用冠词，但可以加上某些形容词。如：

make good use of好好利用

make full use of充分利用

make the best use of充分利用

make little use of 不充分利用

6．It is good for the economy、那对经济（发展）有好处。

be good for作“对……有好处”；“对……有益”。例如：

Milk is good for you. 牛奶对你健康有益。

It is not good for children to give them everything they want.

孩子要什么就给什么，这对他们并无益处。

比较：be good to sb.（对……友善）。例如：

This boss is good to his employees, especially when they are ill.

这位老板对他的雇员很好，尤其是当他们生病时。

be good at（擅长于）。例如：

The children is good at language study.这孩子擅长语言学习。

7．In the 18th century，Benjamin Franklin conducted a number of experiments in which he showed what electricity is.

十八世纪，本杰明弗兰克林做了一系列实验，以证明电是什么。

In June 1752，I wanted to show that lighting and electricity are the same.

1752年6月，我要证明闪电和电是一回事。

①一般来说，从句的动词时态与主句的动词时态保持一致，也就是说，如果主句中用过去时，从句一般也用过去范畴的时态。但是如果从句表达的是一种真理或客观事实，使用一般现在时。

②“做实验”的各种说法：

do an experiment

make an experiment

perform an experiment

conduct an experiment

carry out an experiment

③conduct作为及物动词，作“指导，引导；指挥（乐团、乐曲）；经营，管理”。如

He conducted me around the museum. 他领我参观了博物馆。

He conducted the orchestra. 他指挥管弦乐团。

The manager conducted his business carefully.

这个经理谨慎地管理着他的业务。

④a number of表示“很多的，大量的”，后接可数名词的复数，谓语动词用复数形式。而the number of则表示“……的数量”，谓语动词用单数形式。如：

A number of children play games online. 很多孩子在网上玩游戏。

The number of cars is increasing year by year.

骄车的数量在逐年增长。

8．Having realized that I could use a kite to attract lightning，I decided to do an experiment.

意识到我能用风筝来吸引闪电，我决定做一个实验。

having realised是现在分词的完成式，在句中作状语，表示其动作发生在主句的谓语动作之前，相当于when I had realized that…，再如：

Having answered the letter，she went on to listen to the radio.

回完了信，她开始接着听收音机。

Having been praised at the meeting，the girl felt very happy.

在会上受到了表扬，这个女孩感到非常高兴。

9．The string was getting charged. 细线开始带电！

①charge作及物动词，作“使……充满，饱含”。如：

He’s charging a battery. 他正在为蓄电池充电。

②“get+过去分词”表示“被（受）……”。get用在表示动作的动词过去分词之前表被动语态，它强调该动作和其所造成主语状态的变化。如：

He got lost in the forest. 他在森林里迷路了。

The audience got confused. 观众被搞糊涂了。

10．I was beginning to think that the experiment would not work.

当时我开始认为这项实验行不通。

①work的意思是“起作用；产生影响；行得通；奏效”。例如：

The medicine seems to be working. 药好像起作用了。

Will your method work? 你的方法行吗？

②比较begin to do与begin doing：

1）begin后跟to do或doing，含义上没有多少差异。如果谈论一个长期的习惯动作开始养成时，更加常用begin doing。例如：

How old were you when you first began playing the piano?

2）当begin后面跟的是understand，realize，see，know，think等动词时，用begin to do。例如：

She began to think she was wrong after a second thought.

经过重新考虑后，她开始认为她错了。

3）当begin用于进行时态时，其后跟to do。如：

Mary is beginning to do her homework.

4）当主语是物或用于描述天气变化时，其后跟to do如：

The water began to boil. 水开始开了。

It began to get dark before we knew it. 不知不觉地天黑下来了。

11．This experiment proves that lightning and electricity are the same.

这个实验证明闪电与电相同的。

prove作为及物动词，当“证明，证实”讲，如：

The facts prove that he is a brave fighter.（prove + that从句）

事实证明他是一个勇敢的战士。

He has proved his courage in the battle.（prove + n）

在战斗中已经证明了他的勇气。

He proved himself to be a capable general.（prove+宾语+宾补）

他证明自己是一位有能力的将军。

prove还可作系动词，后接形容词或名词作表语，意为“证明是……”。如：

The method proved（to be）effective. 这种办法证明是有效的。

He proved a successful manager. 他证明是一位成功的经理。

12．Add a tail to the frame and tie a long string to the cross so you can control the kite.

给风筝框上加上条尾巴并在中心架上系一条细线这样就能控制风筝了。

①add作为及物动词，意为“加，增加”如：

The fire is out，will you please add some wood?

火要灭了，请你添些木柴好吗？

②add…to…意为“在……放（加）……”如：

If you add some salt to the soup，it will taste better.

如果你在汤里放些盐，汤的味道会更好些。

③add to = increase增加，增添。如：

This visit will greatly add to our understanding of our country.

这次访问将大大增加我们对贵国的了解。

④add up to合计，总计。如：

His whole schooling added up to no more than one year.

他所受的学校教育加起来不到一年。

⑤tie…to…解释“把……绑在（系到）……上”。如：

The farmer tied the horse to a tree. 这个农夫把马拴在一棵树上。

13．Take care that the string does not touch the wall or the door.

注意不要让长线碰到墙壁或门。

take care常用于以下结构：

①take care of（爱护；照顾）。例如：

She urged me to take care of myself. 她力劝我保重自己。

She stayed at home to take care of the baby. 她留在家里照顾婴儿。

②take care that…（小心；注意）。例如：

Take care that you don’t spoil your clothes.

当心不要把衣服弄脏。

二、词语辨析

1．electric，electrical

这两个词都是“电的”意思。不同的是：electric指“由电产生的”或“带电的装置”；而“electrical”指“有关电学方面的”。

an electric clock/light/iron/wire

电子钟/电灯/电熨斗/电线

electrical engineering电工学

an electrical engineer 电力工程师

2．pull，draw，drag

①pull是个普通用语，意为“用力拉”，指使物体朝着发出力的方向移动，不强调移动的方式。

Mother pulled me by the hand. 妈妈拉着我的手。

Pull the door open. Don’t push it. 把门拉开，别推。

②draw与pull意思接近，通常指“拖、拉”的动作比pull更均匀、平稳，从容

Out of the package he drew a paper and gave it to my father.

他从小包里抽出一份文件递给我父亲。

After some time，he began to draw the net in.

过了一些时候，他开始收网。

③drag指艰难而缓慢地“拖、拉”较笨重的东西，含“费力和用劲”之意。

He dragged himself along the street.

他拖着沉重的脚步沿街走着。

3．be made of；be made from；be made into

be made of指成品中可以看出原材料。

be made from指在成品中看不出原材料。

be made into其主语是原料，指某种原料可以制成（某种成品）

4．high，highly

high用作形容词时，其意思是“高的”，但常引电为“强烈的；高尚的；崇高的”。high还可用作副词，其意思是“高；显著的；强烈地”。

highly也是副词，往往指抽象的高。

篇10：人教版高二Unit 16 The United States of America

Period 1 Let’s listen and speak!

Goals

◆ Talk about the USA.

◆ Practise describing places.

◆ Improve students’ capability of listening and speaking.

Procedures

Leading in: by brainstorm.

Morning, class! As is known, America is one of the most developed and important countries in the world. How much do you know about America?

Who is the president of America now?

Who was the first president of America?

What’s on the American national flag?

When did America become an independent country?

What are most famous universities in America?

What’s the nickname of New York?

Excellent! You did well. Now to learn more about America, please turn to page 41 and let’s learn Unit 16 The United States of America.

Location of USA

North America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico

Task 1: Looking, discussing and finishing.

1. Look at page 41 or the screen. This is a map of the United States of America and two related pictures. Decide whether the following 8 sentences (on page 41-42) are true or false.

2. OK, now you are in groups discussing what you know about USA and what you’d like to know more about it. After the discussion, you’d better make a list of the things discussed.

Task 2: Listening, correcting and speaking.

1. Ask the students to listen to part 1 and correct the errors in Wang Xiao’s notes on page 42.

2. Ask the students to listen to part 1 again and answer the questions on page 42.

3. Ask the students to listen part 2 and choose the best answers on page 42.

4. Ask the students to repeat the listening text of necessary.

Task 3: Speaking.

Put the students in pairs to discuss: What does your hometown look like?

Useful expressions

1. What does it look like?

2. How long/wide/high/tall is the…?

3. It’s…meters long/wide/high/tall.

4. There is … in the north.

5. Where does it lie?

6. It lies in the east/west/north/west of…

Closing up by production.

Now, that’s all for the discussion. I’d like you to describe to the class what your hometown looks like. Who will have a try?

Homework

Ask the students to write a short paragraph about his/her hometown or a city in his/her province.

Unit 16 Period 2 Let’s read!

(THE AMERICAN SOUTH)

Goals

◆ Provide students with opportunities to know more about the USA.

◆ Learn and master some key language points.

◆ Improve students’ capability of comprehension.

Procedures

Leading in: by a puzzle.

Good morning, class! Please look at the screen, match the events and the time.

Great! To know more about the USA, please turn to page 43. We shall learn THE AMERICAN SOUTH.

USA: Flag description

13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as ld Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico

Task 1: Reading for general ideas.

1. Ask the students to read the text quickly, then find the main idea to each paragraph.

2. Ask the students to read the text carefully, then finish POST-READING on page 44.

Task 2: Reading and copying.

Useful expressions from THE AMERICAN SOUTH

Find ways to do sth., deal with…, drive… off…, be slow to heal, the scars run deep, be behind… in areas like education and economy, burn down…, recover from…, take away…, aim at…, a series of…, in honor of…, in vain, be proud of…, be determined to do sth., make a new beginning, be known for…, share… with…, be proud to do sth., display one’s image, a booming business center

Task 3: Discussing.

Ask the students to discuss the following questions:

Why did the people of Atlanta rebuild the city almost from nothing?

Why does the text tell us about Martin Luther King, Jr.?

What can we learn from the development of Atlanta?

Closing up by retelling the text.

Finally I’d like one of you to retell the text in your own words.

Unit 16 Period 3 Let’s study!

(Grammar: Review Nonfinite Verbs 2)

Goals

◆ Help the students to summarize methods of Word Formation.

◆ Help the students to improve their ability to define words in English.

◆ Help the students to review Nonfinite Verbs (2).

Procedures

Leading in (1): listening.

Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now let’s listen to it.

OK. Today we re going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.

Leading in (2): by presentation.

Hello, everyone! Yesterday we learned the text THE AMERICAN SOUTH. I want one of you to retell the text in your own words. Who would like to try?

Well done! Now today we are going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.

Task 1: Picking out the different word.

Ask the students to pick out one word from each group that is different from the others and explain why it is different on page 45.

Task 2: Speaking and finishing.

Ask the students to write the correct forms of the words according to Word Formation on page 45.

Task 3: Filling in the blanks.

Ask the students to fill in each blank with the correct adjective given in the box. Then ask the students to translate the sentences into Chinese if necessary.

Task 4: Reviewing Nonfinite Verbs (2).

1. Help the students to review the functions of Nonfinite Verbs.

2. Ask the students to finish the exercises on page 46.

3. Ask the students to read The America South again to find any examples of Nonfinite verbs.

Homework: Read the following passage.

USA: A Brief Description

It’s thought that the Americas were first inhabited by Stone Age peoples that migrated from Siberia.

Over the many centuries that followed, the land was covered and territorialized from coast to coast by a wide variety of Indian tribes.

And then, the Whit Man came. First the Norseman from Greenland, and then a large group of European explorers.

Conflicts and wars over lands claimed by Indians and other established nations were followed by the Independence War, as America, and its upstart colonies, broke from England and declared their independence.

Today the United States of America, remains on the plant only true super power, both in economy and military.

As the world’s largest economy, it’s a significant leading in the fields of agriculture, education, energy, health care, high-tech, service industries, space exploration, and manufacturing of all descriptions.

The country includes 50 states; 48 continental states, plus Alaska and Hawaii, the newest states.

Dozens of major cities cover the land from coast-to –coast, and Washington D.C., the capital, reflects the incredible history of America, and stands as a symbol of its freedom, liberty, and justice for all.

Unit 16 Period 4 Let’s read and write!

(THE BISON ON THE PLAINS OF AMERICA)

Goals

◆Provide the students with opportunities to develop their extensive reading skills and learn about the bison.

◆Let the students practise in writing a comparison essay.

Procedures

Leading in: by listening.

Morning, class! We have learned something about the USA, especially about Atlanta. Today we’ll learn something about a large animal on the plains of America. Now please turn to page 46 and read the text THE BISON ON THE PLAINS OF AMERICA while listening to the recording.

Task 1: Reading and correcting.

Ask the students to read the text quickly and then decide whether the sentences are true or false on page 47.

Task 2: Copying down expressions.

Ask the students to read the text again and copy down the useful expressions.

Useful expressions from THE BISON ON THE PLAINS OF AMERICA

cross a land bridge, live by…, a type of…, in huge numbers, grow to a shoulder height of 1.5meters, weigh 1,100 kilograms, kill… for meat, provide warm clothing, make… from…, from onward, move westward, make agreements with…, break agreements, build railways cross the plains, cut off the skins, as a result, die out, in turn

Task 3: Discussing and finishing.

Now you are in groups to discuss the question of What’s the ecosystem on the plains of America?

After the discussion, finishing the diagram on page 48.

Task 4: Writing an E-mail about the comparison between China and the USA.

1. Ask the students to go through the information on page 48.

2. Ask the students to finish their writing.

Closing up by presentation.

Have you finished your writing? Now in groups you are asked to present your work by reading it aloud, and then decide on the best and recommend it to me after school. The top two pieces will get rewards.

Sample Writing

Dear Jenny,

Thank you for your e-mail. I’m glad to hear that you are interested in China and I will be happy to try to tell you something about my country.

China and the USA are both large countries. Some things about the two countries are similar, while other things are different.

The two countries are about the same size, but China is a little larger with an area of 9.6 million km2. However, the population of China is many times larger. It has a population of nearly 1.3 billion but the USA has only about 283 million. This means that there is much more space in the USA for its population.

Two of the most important cities in the USA are on the East Coast. They are New York, the largest city in the USA, and Washington DC, the capital. Los Angeles is the largest and most famous city in the West Coast. In China there are many cities with large populations. Among the best known are Beijing, the capital, Tianjin, Chongqing and Shanghai, the largest city in China.

I hope this will help you. If you want to know more about China, or about me, please send another e-mail. I would be happy to hear from you and I would like to know more about the USA.

Yours,

Zhang Minghui

Unit 16 The United States of America

Period 4 Language Points

1. entry n. (1)进入, 入场; (演员)出场 (2)入口; 门口 (3)通道, 路口; 河口 (4)登记; 申报; 记录; 项目, 帐目; 词条输入, 引入, 引入线 (5)参加竞赛的人[物] (6)(海关)报关手续, 报单 (7)【律】对土地的侵占; 对家宅的侵入

make a triumphant entry into the town 凯旋入城

book keeping by double [single] entry复[单]式簿记 word entry(词典中的)词条

fifty entries for Marathon race 50名马拉松赛跑参加者

Their entry into the war changed the whole situation他们的参战改变了整个局势。

习惯用语

force one's entry into闯入 make an entry in 记入, 登记, 入场

make one's entry 出场 entry of satisfaction【律】偿清登记

2. mental adj (1)心理的；智力的(2)在心内做的；智力所为的

(3)精神病的 mental illness 精神病 mental patient 精神病患者

(4)疯的；精神不正常的

Don't listen to him; he's mental. ”别听他的,他是个疯子。“

3. physical adj (1)（与思想、精神相对的）物质的

(2)自然的；按自然法则的 physical laws 自然法则

(3)身体的；肉体的 physical training 体育锻炼

Physical fitness is having a strong healthy body.

身体健康就是有一个强壮健康的身体。

(4)物理学的；物理的 physical change 物理变化

4. troubled adj. 困惑的; 骚乱的, 不安的

troubled times 乱世 troubled waters波涛汹涌的海; 混乱状态

fish in troubled waters [喻]浑水摸鱼, 趁火打劫

5. depression n. (1) 低气压区；低气压

A depression usually brings bad weather. 低气压通常带来坏天气。

(2)沮丧；愁苦；抑郁；失望情绪

A holiday will help his depression. 度假会帮助他改善抑郁情绪。

(3)萧条，不景气；经济萧条时期 economic depression 经济萧条

Many men lost their jobs during the business depression.

在商业萧条时期很多人都失业了。

6. unrest n. 不稳; 不安的状态; 骚乱, **

campus unrest 大学**, 学生运动; financial unrest 金融动荡

monetary unrest 货币动荡

7. recover re-重 + cover盖vt, vi恢复,复原；收回；取回;

I recovered the money I had lost. 我找回了丢失的钱。

She soon recovered herself and stopped crying. 她很快就恢复了常态，不哭了。

She recovered from a cold. 她感冒好了。

I hope you will soon recover. 希望你早日康复。

8. unemployment n. 失业; 失业状态

A lot of workers were thrown into unemployment during the Great Depression.

经济大萧条时期很多工人被迫失业。

unemployment benefit [compensation]失业救济；

unemployment insurance失业保险；unemployment pay失业补贴

9. sacrifice n (1)供奉，祭祀；祭品

A lamb was offered in sacrifice. 一只小羊用作祭祀。

(2)牺牲，献身 His parents made sacrifices to pay for his education. 他的父母为供他上学而作出了牺牲。

(3)牺牲品He gave his life as a sacrifice for his country. 他为国牺牲了。

sacrifice vt, vi -ficed, -ficing (1)（常与to连用）供奉，祭祀；献祭

He sacrificed a sheep in the temple. 他在寺庙里供奉上一只羊。

(2)（常与to连用）牺牲；献身 A mother will sacrifice her life for her children.母亲会为自己的孩子操劳一生的。 She has sacrificed herself to her husband's interests. 为了丈夫的利益，她牺牲了自己。

10. vain adj (1)无用的；无结果的；徒劳的

a vain attempt 无用的尝试 vain promises 空头许诺

(2)自负的；爱虚荣的

She's very vain about her good looks. 她为她那好的容貌而自负。

in vain 徒然，枉然

The police tried in vain to break up the protest crowds.

警察企图驱散抗议的人群,但没有成功。

All our work was in vain. 我们所有的工作都白费了。

11. overcome vt.(-came ; -come)

(1)打败, 征服; 克服(困难)

overcome difficulties 战胜困难 overcome one's shortcomings克服缺点

(2)[常用被动语态]压倒, 制服, ...不堪(with, by)

be overcome with liquor 喝醉; We were overcome with joy.我们喜出望外。

We were overcome by heat. 我们热得受不了。

12. despite prep 相当于in spite of , “不管；不顾；即使”

Despite the bad weather we enjoyed our holiday.

尽管天气不好，我们的假期仍过得很愉快。

Despite wanting to see him again, she refused to reply to his letters.

她尽管很想再见到他，但却不愿给他回信。

13. eventually adv最后

He worked so hard that eventually he made himself ill.

他工作太卖力，最后自己病倒了。

”When it was eventually brought to shore, it was found to be over thirteen feet long.“ ”最后把它弄上岸时,发现这条鱼身长超过13英尺。“

These deserted orphans lived happily ever after.

此后,这些被遗弃的孤儿一直过得很幸福。

14. take a chance 冒一冒险, 碰碰运气, 利用一下机会

注：opportunity,chance,的一般含义是“时机”或“机会”。

(1)opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。比方：“伺机而动”，这“而动”即去做自己想去完成的事情，此语可译为wait for an opportunity to take action；“借此机会说几句话”，这“说几句话”即说明该时机符合自己想干某事的意愿，此语可译为to avail oneself of the opportunity to say a few words.

Perhaps there is an element of truth in both these pictures,but few of us have had the opportunity to find out. 或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。

A man without an education,many of us believe,is an unfortunate victim of adverse circumstances deprived of one of the greatest twenty-century opportunities. 我们许多人都相信，没有受过教育的人是境况不佳的不幸牺牲品，他们被剥夺了20世纪最了不起的机会之一。

(2) chance表示幸运或偶然的时机

Perhaps it is the desire for solitude or the chance of making an unexpected discovery that lures men down to the depths of the earth. 可能正是寻觅幽静的去处，或者找个猎奇的机会的欲望引诱着人们进入地球的深处。

No one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。

15. host n 主人;主办（地、机构）; hostess 女主持人，女主人

Mr Brown was our host at the party. 布朗先生是我们晚会的主人。

Miss Wang Xiaoya will be the hostess of today’s program.

王小丫将担任今天节目的女主持人。

”The host team and the guest team won each of the games, so they were even with each other.“ ”客队和主队各赢一场,现在他们两队打平了。"

host vt 作东，作为主人招待；主办

The academic conference was hosted by our universtiy.

我们学校充当这次学术会议的东道主。

Atlanta and Los Angeles have hosted the Olympic Games. 亚特兰大和洛杉矶都主办过奥林匹克运动会。

篇11：人教版高考第一轮复习高二英语：Unit 15-Unit 16

知识梳理

Ⅰ.网络构建

词汇单词 airline uncomfortable phenomenon Brazil downtown *commercial avenue disappointed altitude surrounding guarantee breath taking downhill inexpensive feast dip gym shore budget rate visa arrangement passport cheque *currency sight *seasoned *accommodation central arrival entry mental physical depression civil greedy trader unemployment unrest *sacrifice *reconstruction former recover demonstration fierce *funeral shoot vain dawn overcome insist bookstore gather plain kilogram clothing chief afterwards widespread rot supply chain willing *category

词组 every now and then get tired of aim at in vain insist on on sale in turn have an effect on

语法复习非谓语动词

Ⅱ.重点精讲

●重点单词

1.recover

例句集锦

vt.

He is beginning to recover his strength.

他开始恢复体力。

It was some hours before she recovered consciousness.

过了几个小时她才恢复知觉。

I almost fell but managed to recover myself.

我几乎跌倒，但还是设法站稳了。

vi.

After a few days of fever,he began to recover.

发烧几天后，他开始康复。

My boss is recovering from a heart attack.

我的老板心脏病发作，正在恢复中。

After this war,the country will take a long time to recover.

经过这场战争，这个国家将需要很长时间才能恢复正常。

用法归纳

*recover可用作及物动词和不及物动词，意为：恢复（能力、知觉、对情绪的控制、活动能力）；恢复健康，恢复正常。

2.insist

例句集锦

vi.

He insisted on his correctness.

他坚持说他是对的。

He insisted on checking every item.

他坚持要检查每一个项目。

-Let me pay.

让我付吧。

-All right,if you insist.

好吧，如果你坚持的话。

vt.

She insisted that she（should）go at once.

她坚持她要马上去。

They insisted that everyone should come to the party.

他们坚决要求每人都要来参加晚会。

He insisted that he was innocent.

他极力说他是无辜的。

Mike insisted that he was right.

迈克坚持说自己是正确的。

用法归纳

*insist可用作及物动词与不及物动词，它有两个义项：坚持要；坚持说，坚持认为。用及物动词时主要搭配形式为：+that从句；用作不及物动词时为：+ on+名词或动名词。

特别提示

insist+that从句中用“should+动词原形”只表示坚持要。如表示坚持说，坚持认为，则不用虚拟形式。

3．supply

例句集锦

n..

Chocolate was in short supply during the war.

战争期间巧克力供应不足。

water/gas/electricity supply 水/煤气/电力供应

During the drought some households had their water supply cut off.

在干旱期间有些住户的自来水供应被中断。

vt.

They were arrested for supplying drugs to street dealers.

他们因给街头的毒品贩子提供毒品而被逮捕。

He supplied the police with the names of those involved in the crime.

他向警方提供了涉案人员名单。

用法归纳

*supply 可用作名词和及物动词，意思为：供应，供应品；提供。

有时还可用作形容词，表示“供给的，代理的”，如：“a supply pipe供给管；a supply teacher代课老师

特别提示

该词在表示提供之意时常用作：supply sth.to sb./supply sb.with sth.。

4.guarantee

例句集锦

This camera comes with a year’s guarantee.

这照相机有一年的保用期。

This copier has a three-month guarantee for all repairs.

这台复印机有三个月的各种修理保证。

He put up his house as a guarantee.

他提供房子作为担保。

Money is no guarantee of happiness.

金钱并非幸福的保证。

The best guarantee of peace is preparedness for war.

和平的最佳保证是备战。

There is no guarantee that it will work.

没有保证说它会奏效。

vt.

guarantee a person’s debt为某人的债务担保

This refrigerator is guaranteed for five years.

这个冰箱保用5年。

He guaranteed this machine to work for five years.

他保证此机器可运转5年。

用法归纳

*guarantee作名词和及物动词，主要义项有：保证，担保；作为担保之物；断言，证实。

●重点短语

1.in turn

例句集锦

My wife and I caught flu in turn.

我太太和我相继感冒。

The students called out their names in turn.

学生们依次报出自己的名字。

He asked each of us in turn to describe how alcohol had affected our lives.

他要我们每个人依次描述一下酒是如何影响自己生活的。

相关归纳

（1）by turns交替的，轮流的，依次地

That evening he was silly,witty,and mournful by turns.

那天晚上他先是傻乎乎的，然后变得妙趣横生，最后又悲从心来。

We droved by turns.

我们轮流开车。

It snowed and blew by turns

风雪交互袭来。

（2）take one’s turn轮流

We all took our turns rowing.

我们大家轮流划船。

（3）take turns 又作 take it in turn

You’ll have to take turns being captain of the team.

你们得轮流当球队队长。

特别提示

以上词组均表示“依次、轮流”。但用法稍有区别，in turn主要意为依次地，by turns表示的内容可重复进行，均为介词短语，而take one’s turn和take turns为动词短语。另外，take turn及take one’s turn常需跟介词（at/in）+ doing sth.。

2.have effect on

例句集锦

The accident had（produced）a good（bad）effect on her.

那件事对她有（产生）良好的（坏的）影响。

It will have an indirect effect on them.

那对他们将有间接影响。

My advice didn’t have much effect on him.

我的劝告对他没有什么效果。

相关归纳

（1）come（go）into effect 生效

The law came into effect on October 1.

那项法律将在10月1日生效。

（2）bring/carry/put...into effect实行；实施

These measures will not be brought into effect until next month.

这些措施要到下个月才实施。

特别提示

名词effect在固定词组中一般不加冠词。

3.every now and then/again=every so often

例句集锦

I still see her every now and then.

我时常能看见她。

I like to go to the movies now and then.

我喜欢偶尔去看电影。

Every now and then there is a quarrel.

不时会有争吵。

相关归纳

now... now（then）...时而……时而……

It was now sunny,now（then）rainy.

天气时晴时雨。

The eagle glided through the sky,now rising,now swooping.

鹰在天空中翱翔，时而向上急冲，时而向下猛扑。

4．on sale

例句集锦

Our products are on sale at any supermarket.

我们的产品各超级市场都在出售。

Stephen King’s new novel will go on sale next week.

斯帝芬金的新小说将于下星期发售。

I could only afford to buy the CD player because it was on sale.

只有大减价时我才买得起这台CD播放器。

The supermarket has pork on sale today.

那家超市今天的猪肉特价。

These ten-dollar shirts are now on sale for five.

这些10美元的衬衫现在特价5美元。

相关归纳

for sale（尤指个人的）出售；待售

The hotel is up for sale.

那家旅馆要出售。

not for sale（告示）非卖品

Excuse me,are these for sale?

请问，这些是准备出售的吗？

There was a for sale sign in the yard.

院子里写着“待售”字样的牌子。

特别提示

on sale指在商店等待出售，上市；而for sale尤指个人的出售。

●必背句型

1.虚拟条件句中省略if的用法

教材原句

Should you have enough energy left after a day on the slopes,you can take a dip in the pool,work out at the gym or go dancing in one of the city’s many hotels and clubs.

经过一天的滑雪，如果你还有足够的精力的话，那么你可以去水池里游一游，或是……

特别提示

注意在虚拟条件句中若省略if,那么其余成分要部分倒装，即将were,had或should移至句首。

补充例句

（1）Were I you（=If I were you）,I would take the job.

如果我是你的话，我就接受那份工作。

（2）Were it not for the sun（=If it were not for the sun）,nothing could exist on the earth.

如果没有太阳，世界上将什么都不存在。

（3）Had they not helped us（=If they had not helped us）,we wouldn’t have succeeded.

如果没有他的帮助，我们就不会成功。

（4）Should it rain tomorrow（=If it should tomorrow）,what would you do?

如果明天下雨，你们怎么办？

（5）Should the teacher come,she could answer all the questions.

老师如果来的话，她会回答所有的问题。

特别提示

此句型一般多用于书面语；条件从句没有were,had 或should等助动词时，不能通过添加did的方式构成倒装。

2.see的一个特殊用法

教材原句

The city saw a series of fierce fights between blacks and whites in the 1960s and Dr. King was shot to death in 1968.

在20世纪60年代，这座城市目睹了一系列的黑人与白人之间的激战和在1968年金先生枪杀。

特别提示

动词see可以以地点或时间作主语，表示某地或某时“经历”“发生”“目睹”了某事。

（1）The year 1976 saw a disastrous earthquake in Tangshan.

1976年发生了唐山大地震。

（2）Dusk saw the little boy wandering in the street.

黄昏时发现这个小孩在街上行走。

（3）China saw a wild spread of SARS in the year .

中国大面积爆发了“非典”。

（4）The following year saw the death of both of her parents.

第二年她的父母双双离开了人间。

疑难突破

1.know,know about/of

know sth.与know about/of sth.的区别在于：know sth.表示直接“认识”或“知道”某事物；而know about sth.表示“得知，了解”有关某事物的情况，“某事物”不是直接知道或认识的对象。

应用

（1）While they are my neighbours,I do not ______them well.

（2）I don’t know him but I ______him.

（3）A teacher,above all,should ______how to deal with the problems taking place in class correctly.

（4）Nothing is______his early life in Holland.

（5）Do you ______anyone here who is able to speak several foreign languages?

答案：（1）know （2）know of/about （3）know （4）known about （5）know of/about

2.sight,scenery,scene,view

sight表示“风景，名胜”，通常用复数形式，指人文景观；scene意为“景色，景象”，通常指某一处的自然风光；scenery是scene（“风景，景色”）的总称；view表示“景色，风景”时，侧重从观看者的角度一眼所看到的景色，是一种动态的“景色”。

应用

（1）Sunday will be kept free for you to enjoy the ______of one of the world’s most famous cities.

（2）The ______up at the lake is just breath-taking.

（3）The mountain ______is（=scenes are）typical of Scotland.

（4）The ______is cut off by the next building.

（5）From the top of the building,you can get a full ______of the city.

答案：（1） sights （2）scenes （3）scenery （4）view （5）view

3.choose,select,pick（out）,elect

choose与select有时可以通用，但select强调在比较广泛的范围内，从很多对象中经过斟酌、考虑，挑选出最合适、最满意的；强调客观的优劣。pick out 多用于口语，常常表示按照个人的喜好或要求进行选择。elect表示“选择，选举”，为正式用语。常指有意识地、按照一定的法律或规章制度，用投票或其他方式选择或选举出，通常后接复合宾语，其宾语补足语是被选举的职务。

应用

（1）There are many designs for us to ______.

（2）I have ______them because of the colors.

（3）If he ______to leave,let him do so.

（4）You may ______any two books listed here.

（5）It was in 1976 that John Adams was ______President.

（6）We ______him our monitor.

答案：（1）select （2）chosen （3）chooses （4）pick out （5）elected （6）elected

典例剖析

【例1】（全国卷Ⅲ，27）Alice returned from the manager’s office,______me that the boss wanted to see me at once.

A.having told B.tells C.to tell D.telling

剖析：本题考查非谓语动词用法。分词作状语常用逗号和其他成分分开，而不定式则不用。

答案：D

【例2】（20天津，31）-Who is the girl standing over there?

-Well,if you ______know,her name is Mabel.

A.may B.can C.must D.shall

剖析：情态动词must表示“必须，一定要”，在此句中符合语境，如果你一定要知道的话，她名叫“Mabel”。

答案：C

【例3】 Prices of daily goods______through a computer can be lower than store prices.

A.are bought B.bought C.been bought D.buying

剖析：分析句子成分可知，prices of daily goods是句子的主语，其谓语动词是后面的can be,而“______through a computer”只作定语，daily goods和buy是被动关系，因此应用过去分词作定语。

答案：B

篇12：Unit 16 The United States Of America(人教版高二英语下册教案教学设计)

Teaching Aims:

1) Learn about the USA

2) Practise describing places

Teaching Important Points:

1.Train Ss’ listening ability

2.Improve Ss’ speaking ability

Teaching Difficult Points

1. How to improve Ss’ listening ability

2.How to help Ss’ carry out the task of speaking

Teaching Methods:

1.Listening –and –answering activity to help Ss go through with the listening material

2. Discussion to help Ss learn about the USA

Teaching Aids:

1. the multimedia 2. the blackboard

Teaching Procedures:

Step1 Lead-in

The United States of America (Warming up, listening and speaking) The statue of Liberty

The White House The Gold Rush Steam ship on the Mississippi

Step 2 Decide whether the following sentences are True of False.

1. New York is the largest state in the Us. F

2. Most state names come from Spanish or English. F

3. Atlanta is known as the “Big Apple”. F

4. The Constitution was written in 1779. F

5. There are 52 stars on the American flag. F

6. George Washington was the first American President. T

7.George .W. Bush is the president in U.S now. T

8.Cambridge university is one of the famous university in America. F

9. The first settlers arrived in North America about 30,000 years ago. T

10.The Mississippi River is the longest river in the world. F

Step3 Facts and Figures

Official Name: The united states of America

Capital city : Washington DC (population:572,859)

Country population: 296,000,000

Major cities: New York. Los Angeles .Chicago. Houston…

Languages: English , Spanish

Atlanta is the business center of the southeastern United States. It is a major center for national conventions and trade

The largest river of North America, with its major tributaries draining an area of approximately 1,200,000 square miles (3,100,000 square kilometres), or about one-eighth of the entire continent. The Mississippi River lies entirely in the United States. Rising in Lake Itasca in Minnesota, it flows almost due south across the continental interior, collecting the waters of its major tributaries .

Manhattan city, seat (1857) of Riley county and partly in Pottawatomie county, northeastern Kansas, U.S. The city lies where the Big Blue and Kansas rivers meet, there dammed to form Tuttle Creek Lake, on the northern edge of the rolling Flint Hills. The village was founded in 1855 when the settlements of Poleska and Canton were consolidated as Boston, only to be renamed Manhattan the next year

Bird’s Eye View Of Capitol Hill The capital city of the USA. Significant buildings include the Capitol, White House, and Library of Congress. The Washington Monument, Lincoln Memorial, Jefferson Memorial, and Vietnam Veterans Memorial are among the most famous of the city's more than 300 memorials and statues. The Smithsonian Institution is in Washington, as are numerous other cultural and educational institutions and foreign embassies. The economy is based on national and international political activities, scientific research, and tourism.

The United States consists of 48 contiguous(接壤的) states and the noncontiguous states of Alaska and Hawaii. In addition, the United States includes a number of outlying areas, such as the Commonwealth of Puerto Rico and the Virgin Islands of the United States, which are located on the Caribbean Sea, and the islands of American Samoa and Guam, located in the Pacific Ocean. The national capital is Washington, D.C., located along the banks of the Potomac River between the states of Maryland and Virginia.

The 50 U.S. states vary widely in size and population. The largest states in area are Alaska at 1,593,438 sq km (615,230 sq mi), followed by Texas, and California. The smallest state is Rhode Island, with an area of 3,188 sq km (1,231 sq mi). The state with the largest population is California (34,501,130, estimate), followed by Texas, and New York. Only 494,423 people (2001 estimate) live on the plateaus and rugged mountains of Wyoming, the least populous state.

Step 5 History of American Flag

Today the flag consists of thirteen horizontal stripes, seven red alternating with 6 white. The stripes represent the original 13 colonies, the stars represent the 50 states of the Union. The colors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and Innocence and Blue represents Vigilance, Perseverance and Justice.

USA Stars And Stripes Historical Flags

13 Stars (1777-1795) 15 Stars (1795-1818) 20 Stars (1818-1819)

21 Stars (1819-1820) 23 Stars (1820-1822 24 Stars (1822-1836)

25 Stars (1836-1837) 26 Stars (1837-1845) 27 Stars (1845-1846)

28 Stars (1846-1847) 29 Stars (1847-1848) 30 Stars (1848-1851)

31 Stars (1851-1858) 32 Stars (1858-1859) 33 Stars (1859-1861)

34 Stars (1861-1863) 35 Stars (1863-1865) 36 Stars (1865-1867)

37 Stars (1867-1877) 38 Stars (1877-1890) 43 Stars (1890-1891)

44 Stars (1891-1896) 45 Stars (1896-1908) 46 Stars (1908-1912)

48 Stars (1912-1959) 49 Stars (1959-1960) 50 Stars (1960 - Present)

NY disc. by French(Italian) explorer,1524. Manhattan bought from Native Americans for $200 ($24 ). NY capital of USA for one year; Washington DC is the capital of the USA today. 1920(1820 ), NY became largest city in the USA. Central Park: zoo, museum, boating lake.

Step 6 Listening

Listen to part 1 again and answer the following questions

1.Why do you think early settlers chose New York as a place for a new city?

New York is located on the coast, at a place where several rivers flow into the ocean. This makes New York a good place to build a city because ships can reach it and the rivers connect the city with the inland.

2.What are Native Americans angry about?

Native American are angry about the unfair treatment they receive in the past.Or the unfair business deal (buying Manhattan for $24)

Listen to part 2 and choose the best answers.

Listen to part 1 and part 2 again and try to finish the following table according to what you hear.

Year What happened in the year

1524 An Indian explorer discovered these islands.

1626 Manhattan was bought from local Indians.

1789-90 New York became the capital of the USA.

1820 New York became the biggest city in the USA.

1858 Central Park was created.

1892 The age of mass arrivals began.

Step 7 Speaking

There are four topics:

1.what does your hometown look like?

2.Describe a city in your province ,what does it look like?

3.Describe different parts of your province?

4.Whatdoes the landscape look like?Are there any hill,mountains,rivers,lakes,forests…?

A: Could you tell me where your hometown?

B: My hometown lies in xunwu country,Jiangxi province.

A: Could you describe it?

B: Yes,my hometown isn’t very large.it is located next to a river ,there is a middle school in the north of my hometown.

A:How wide is the liver?

B: It’s about 20 metres.

A: Is your hometown beautiful?

B: Yes, I think that my hometown is pretty.There are lots of trees and the buildings have different colours. In the morning,my hometown is very quiet and peaceful ,it looks like a paradise.

A:Very beautiful!could you take me to visit your hometown?

B:Of course,I’m glad to act as your guide.

Useful expressions

What does it look like? It looks like …How long /high/wide/tall is the…?It’s…meters long/wide/high/tall.There is…in the north.Where does it lie?

It lies in the east/west/north/west of…

Reading

Teaching Aims:

1.Learn and master the phrases

2.Train Ss’ reading ability

3.Help Ss learn about the American South

Teaching Important Points:

1.Improve Ss’ reading ability

2.Master the useful phrases appearing in the reading passage correctly

Teaching Difficult Points:

1.How to help Ss understand the reading material better

2.How to make Ss finish the concerned exercises after reading

Teaching Methods:

1.Fast-reading to help Ss get the general idea of the text

2.Careful-reading to get some detailed information about the passage

3. Discussion to help Ss finish the concerned exercises

4. Individual, pair or group work

Teaching Aids:

1.the multimedia 2. the blackboard

Teaching Procedures:

Step 1 Fill in the blanks with new words:

1. Clinton is the former president of the USA.

2. He tried to save his son from drowning, but in vain

3. The city was destroyed and there was no money for reconstruction.

4. Some people are greedy for money and some for power.

5. The failure caused his depression.

6. Parents often make sacrifices for their children.

7. We got up before dacrifices. It’s still dark outside.

Step 2 Lead-in

How much do you know about the USA? Check your knowledge with this quiz.

( F )1.There are 51 states in the USA.

( F )2.The White House is located in New York.

( F )3.Atlanta is known as the “Big Apple”.

( F )4.The two major parties are the Democrats and the Socialists.

( T )5.The symbol of the Republican Party is an elephant.

(T )6.The Statue of Liberty is a symbol of American democracy.

Step 3 Pre-reading

Match the events below with the time:

1.The American Civil War 1930s

2.The Great Depression 1960s

3.The Civil Rights Movements 30,000 years ago

4.The Arrival of Native Americans 1600

5.The Arrival of European settlers 1861

Step 4 Listen and answer:

Which part of the USA is more developed, the South or the North?

The North.

Step 5 Fast-reading

1.What was Atlanta like after the Civil War?And what is it like now?

Atlanta was burnt down in the Civil War. the city was destroyed and there was no

money for reconstruction.Modern Atlanta is a centre for business and culture where, as is the case in many cities in the South, faith and hope have replaced fear and doubt.

2.What did Atlanta suffer from in the Civil War?

Atlanta was burnt down and destroyed.

3 What is Modern Atlanta like?

Modern Atlanta is a booming business center and the home of some of the largest and most

successful companies in America.

Step 6 Careful-reading

Decide how many parts can it be divided into, and summarize the main idea of each part

Parts Paragraphs Main ideas

Part One Para 1 The suffering of the South in the past

Part Two Para 2--5 Hope and success of the South

Part Three Para 6 A new beginning of the South

Step 7 Find out what suffering or hardship the following events caused.

Events sufferings

The arrival of European Settlers Native American’s being killed or driven off

The slave trades Pains of slaves

The Civil War Death & poverty

The Great Depression Unemployment

The Civil Rights movement Sacrifices

Step 8 Choose the best answer:

C 1. Hundreds of years ago, which of the following countries probably killed the native Americans?

A. Korea. B. Egypt. C. England. D. Canada.

A 2. The phrase “in vain” in Paragraph 2 probably means ____.

A. without success B. in trouble C. put into practice D. dangerous

D 3. In the last paragraph, the writer tries to support the point that ____.

A. the story of the South is about hope and success

B. it is hard for the South to develop further

C. Atlanta, Birmingham, Miami and Little Rock are Southern cities which develop very fast

D. there is no trouble with the development of the South

D 4. Which of the following is wrong according to the passage?

A.The South has overcome many difficulties ever since the Civil War.

B. The fights between blacks and whites in the 1960’s were fierce.

C. There is no doubt that Atlanta is a typical Southern city in many ways.

D. Today the South has developed far better than the North.

B 5.The text is mainly about ___________

A.The sufferings in the history of the South

B.the quick development of the South after the civil war

C. the Civil Rights Movement of the black people

D. the famous cities of the South

C 6. The phrase “ in vain “ in Paragraph 2 probably means ________________.

A put onto practice B. in trouble C. without success D. dangerous

A 7. In the last paragraph, the writer tries to support the point that ________

A. the story of the South is about hope and success

B. It is hard for the South to develop further

C. Atlanta, Birmingham, Miami and Little Rock are southern cites which develop very fast

D. There is no trouble with the development of the South

C 8. Hundreds of years ago, which of the following countries probably killed the native Americans?

A.Korea B. Egypt C. England D. Canada

A 9. Which of the following is NOT true according to the passage?

A.Today the South has developed far better than the North.

B.The fights between blacks and whites in the 1960’s were fierce.

C.there is no doubt that Atlanta is a typical southern city in many ways.

D.the south has overcome many difficulties ever since the Civil war.

A 10.____brought the pains of slaves.

A. Slave traders B. Slave themselves C. The leaders D. No one

D11. What kind of part is the South far behind the rest of the USA ?

A. education B. economic development C. music D. A&B

B 12. What do you know about Atlanta in the past ?

A. The post-war years were easy B. People worked hard to rebuild the city

C. The city was very rich D. The city was very rich in the war

A 13. What is the non-violent demonstration led by Dr.King for ?

A. ending segregation B. taking power C. rebuilding the city D. making the city rich

D 14. Which city is not in the south of the USA ?

A. Miami B. Little Reek C. Atlanta D. Washington

B 15.What’s the main idea of the passage ?

A. The Civil War in the United States has a bad effect on the South

B. The south has greatly developed after the war

C. Atlanta succeeded in hosting the Olympic Games

D. America is proud of Atlanta

D16. Which of the following statements about the South is NOT true ?

A.The South is developing fast

B.The South is now ahead of the rest of the United States in areas like education and economic development

C. The South still has many problems to deal with

D. The South is full of failure and hopelessness

C 17. What’s the difference between the former Atlanta and the new Atlanta ?

A. There were no white people in this new city

B. Atlanta’s Indian America community grew in the new city

C. Atlanta’s black businesses became more successful

D. The new city was worse than the old one

A 18.Why did Dr.King organize non-violent demonstrations ?

A. Because he wanted to end segregation

B. Because he wanted to end slavery

C. Because he wanted to be famous

D. Because he wanted to became the mayor of Atlanta

B 19. Which Olympic Games did Atlanta host ?

A. The 25th summer Olympic Games

B. The 26th summer Olympic Games

C. The 27th summer Olympic Games

D. The 28th summer Olympic Games

Step 9 Examples of hope and success of the South

1.The people of Atlanta struggled to rebuild the city and create a new South

2.Atlanta’s African-American community grew and black businesses became more successful.

3.Segregation disappeared and Atlanta was a successful city proud of its cultural diversity.

4.Atlanta becomes a place where hope and faith have replaced fear and doubt.

Atlanta lies in the South. It was burnt down inthe Civil War_. The post-war years were hard And the people of Atlanta struggled torebuild The city and create anew South _. In , Atlanta Hostedthe Olympic Games

Step 10 The suffering of the South in the past:

1.The suffering of the Native Americans who were killed or driven off their land by European settlers.

2.The pains of slaves brought from Africa by greedy slave traders.

3.The hardships of unemployment and civil unrest in the post-war years and the Great Depression.

4.The many sacrifices of the Civil Rights Movements.

Step 11 Match the examples with the statements that they support or illustrate:

Statements Examples

1.The people of Atlanta rebuilt A. Some southern cities are becoming

the city almost from nothing. financial and cultural centers of the US

2.The fights between blacks and B. The new mayor of Atlanta had only

whites in the 1960s were fierce. $1.64 to rebuild the city in1864.

3.The fight against segregation C. Dr King was shot in 1968.

was widely supported. D. People marched through Atlanta in

4.The South has taken the chance honor of Dr King.

to display its new image to the E. In 1996,Atlanta hosted the Olympic

whole world. Games.

5.The story of the South is also

about hope and success.

B C D E A

Step 12 Discuss the following questions in pairs :

1.Why is Atlanta in many ways a typical southern city?

It experienced the hardship of slavery, the Civil War, the post-war years and the Great Depression

2.People of many different backgrounds live and work together in People with different background Atlanta .What are the advantages of living together with people who are different with people from you? Are there any disadvantages?

Advantages: People with different background have different ideas and knowledge,which makes the population more creative.

It is good for people to learn about other cultures.

Life is more interesting if people are different.

Disadvantages: People from different cultures may misunderstand each other.

People from different cultures may treat each other badly.

Life can be more difficult if people are different.

Integrating Skills

Teaching Aims:

1. Master the phrases

2. Review Non-finite Verbs and words used to describe a place

3. Train Ss’ integrating skills ,especially writing skill

Teaching Important Points:

1.Master the phrases

2.Learn to write a comparison essay

Teaching Difficult Points:

1.How to help Ss understand the passage better

2. How to help Ss finish the task of writing

Teaching methods:

1.Revision to consolidate what we’ve learnt in the unit

2.Fast and careful reading to help Ss understand the passage better

3. Discussion to help Ss prepare for writing

Teaching Aids:

1.the multimedia 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

Massive head and forequarters covered with long, dark brown woolly hair. Short broad forehead, short neck, and high humped shoulders, with tufted tail. Long hairs of chin form long beard. Hips and hindquarters are much smaller and without long hair thus forming a distinct slope from hump to tail. Some stand six feet at the shoulder and weigh as much as a ton. Have short, sharp, upcurved horns. Shaggy winter coat falls off in patches in spring; color is dark brown in winter, lighter in summer.

Step 2 Discussion

1.What other animals are in danger?

2.Why are so many animals in danger?

Step 3 Skimming

1.Main information about the bison.

A type of cattle which once lived on the plains of America in huge numbers.

2. What happened to the bison ?

The population of the bison have fallen from 60 million to a few hundred.

3.What caused the situation?

The killing of the bison became widespread after the European settlers’ arrival.

Step 4 Listen to the tape and try to find the answers to these two questions:

1.In what ways did the settlers treat the Native Americans?

The settlers killed them, forced them to leave their hunting grounds,broke agreements, forced them onto poor land and killed most of the bison on which Native Americans had relied for food.

2. What caused a big change in the wildlife on the plains?

The killing of large numbers of bison changed the whole wildlife chain on the plains.

Step 5 Careful reading

Read the passage carefully and tick the sentences that are true and correct the false ones:

1.( F )The first settlers arrived more than 30,000years ago by water.

2.( T )The first settlers were farmers.

3.( T )Native Americans lived in harmony with nature.

4.( F )Native Americans willingly gave up land to the settlers.

5.( T )The settlers didn’t deal honestly with the native Americans.

6.( T )Later settlers ended up with better land than the native Americans.

7.( F)Later settlers made use of the bison in the same way as the native Americans.

8.(T)The sharp decrease of bison had a serious effect on the nature balance on the plains of America.

9.( F ) The first settlers on the plains were farmers. Native Americans.

10.( F ) Native Americans willingly gave up land to the settlers.

Were forced to give up

11.(T) The settlers did not deal honestly with the Native Americans.

12.( T ) Settlers ended up with better land than the Native Americans.

13.( F) Later settlers made use of the bison in the same way as the Native Americans.

later settlers

How was the whole wildlife chain of the plains changed?

Settlers Kill bison No bison waste falls on the grass The soil became poorer

Bison Stop eating the grass The grass grows less well

Fewer wolves Fewer birds Fewer prairie Fewer insects Fewer plants

Step 6 Structure of the passage:

The Bison on the Plains of America situation for the bisonbefore European settlers’ coming

Situation For the bison after European settlers’ coming

The result of killing the bison

Step 7 Choose the best answers

D 1.The settlers treated the native Americans in the following unfairly ways EXCEPT____________

A. They killed them

B .they forced them to leave their hunting grounds.

C .they broke their agreements

D. they fought for food against native Americans.

A 2. ________ caused a big change in the wildlife on the plains?

A the killing of large numbers of bison

B. The building of railways

C. The war between native Americans and European settlers

D. Native Americans hunting many animals for good

B 3. Which of the following is right according to the passage?

A.Native Americans willingly gave up land to the settlers

B.settlers took possession of better land than the native Americans

C.the first settlers on the plains were Europeans.

D. the bison had the same use to the settlers as to native Americans

C 4. It can be inferred from the text__________

A.Native Americans should have raised more bison

B.the killing of bison was stopped by building railways.

C.we should keep the balance of nature

D.the bison is the most important part of the whole wildlife chain

D 5. The text is ____________

A.An animal story

B. an old tale

C.a historical story

D. an animal story as well as a historical story

Step 8 Discussion

How do you think of the relationship between human and nature?

a. Human destroys nature. b. Human creates nature.

c. Human depends on nature. d. Nature depends human.

e. Human and nature depends on each other. f. Human should be responsible for nature.

g. Human is part of nature. h. Human lives in harmony with nature.

i. Nature may control the development of human.

Choose one of them to discuss with your partners to find some support reasons or some solutions.

1.Find a story about the relationship between Human and animal or nature.

2. Find main information about your hometown.

Grammar

Step 1 Revision of word formation

Noun formation

drive driver amaze amazement fasten fastener

develop development open opener pay payment

teach teacher retire retirement admire admiration

happy happiness examine -ation examination dark darkness

kind -ness kindness organize organization

Adjective formation

dirt -y dirty hair hairy smell smelly

pain -ful painful hope hopeful care careful

opposites

un- happy unhappy fortunate unfortunate block unblock

in- efficient inefficient

im- possible impossible

il- liberate illiberate

ir- regular irregular

dis- agree disagree

non- payment nonpayment

Step 2 Exercises:

1.Add dis-, un-, in-, im-, to the following words :

agree disagree complete incomplete healthy unhealthy

important unimportant able unable cover discover/uncover

known unknown practical impractical selfish unselfish

perfect imperfect visible invisible touched untouched

dress undress appear disappear comfort discomfort

2.Write the correct form of the following words:

adj. n. v. n. adj. adv.

hard hardship suffer suffering social socially

willing willingness begin beginning economic economically

greedy greed destroy destruction rapid rapidly

poor poverty depress depression slow slowly

commercial commerce reconstruct reconstruction sure surely

3..Pick out one word from each line that is different from the others and explain why it is different:

settler trader heater westerner explorer

reconstruction respect recover replace rebuild

development government unemployment movement moment

non-violent understand unrest unpleasant injustice

greedy hungry entry windy smoky

display disappear disagree dissatisfied disadvantage

Grammar:

1.It is impossible for lost time to be made up.

2.He is asked for the letter to be sent at once.

3.To be punished is something unpleasant.

4.There are a lot of things to be done.

5.The novel is said to have been translated into several languages.

6.I thought it an honor to have been invited to the party.

( to be done /to have been done)

1.I don’t mind his being invited.

2.She enjoyed being interviewed.

3.Being punished by my parents is terrible.

4.The book being translated will come out by the end of this year.

5. Having been given such a good chance, how could you let it slip away.

(being done /having been done)

Exercises:

Rewrite the following sentences using the correct nonfinite passive form:

Example: I hope that I will be chosen. I hope to be chosen.

1.I expect that more about the south is told.

I expect more about the South to be told.

2.I don’t want anyone to bother me.

I don’t want to be bothered.

3.I don’t mind him saying bad things about me.

I don’t mind bad things being said about me.

4.I want other people to leave me alone.

I want to be left alone.

5.He insisted on us showing hin respect.

He insists on being shown respect.

Look at the picture of a city .Think how it can be made a better place to live in. Make suggestions to the local government.

Examples: They would like /advise/hope/expect more trees to be planted.

My suggestion is to clean up he river.

Suggestions made by others:

plant more trees /move away the heavily polluting factories

protect buildings that date back to ancient times /build a new road

broaden old roads / build a park in the city centre

Your suggestions: ____________

篇13：初一下册英语Unit 6 说课稿(人教版英语七年级)

Section A 1a-2c

高新区王余家洁学校金检妹

一、教材分析：

本单元是Go for it ( 下 ) Unit 6。主要围绕“What are you doing?”这一主题展开各种教学活动。这节课内容包括SectionA1a-2c,涉及到的时态是现在进行时，它在整个知识体系中的地位非常重要，这是继一般现在时之后，学生初次接触的第二种时态，因此要掌握好它,学会谈论人们正在做什么。本节课旨在创造一个轻松、愉快的学习交流环境，通过听、说、读、写来培养学生运用这些知识的能力。

二．学情分析：

本人所在的学校地处城乡交接地带，学生的英语学习氛围不怎么浓厚，学习热情也不太高，尤其是英语的听、说能力方面，很多学生不愿开口说英语，英语听力也比较薄弱。针对这种情况，我把本节课的重点放在英语听说训练两方面，通过开展一些生动有趣的活动，加强英语听说训练，让学生熟悉掌握现在进行时态，并弄清楚它与一般现在时态的区别。

三、教学重点和难点：

1.Important points（重点）.

1).Let the students master how to describe what people are doing.

2).Master the phrases: talking on the phone、watching TV、 doing homework、eating dinner、cleaning、 reading.

2.Difficult points（难点）.

1).Grasp and make use of simple conversations in English:

--What are you doing? --I am watching TV.

-- What is he doing?-- He is doing homework.

2).let the students master the differences between the present tense and the present progressive tense.

---What do you usually do on weekends?

---I usually help my mother with the housework .

---What are you doing?

---I’m having an English class.

四、教学目标：

1．知识目标：

1）词汇:make soup、 read a newspaper、 wash、use、 eat out、 go to movies.、 reading、doing homework、 talking on the phone .

2）语法 -Present progressive tense。

3）句子 What are you doing? I’m watching TV.

What’s he doing? He’s doing his homework.

What are they doing? They’re cleaning the room.

2. 能力目标：

（1）To Help students freely talk about or learn about what they are doing.

（2)Improve the students’ speaking ability and listening ability .

3. 情感目标：

(1)Enable students to cooperate among the team members .

(2)Enable students to talk about something happening bravely.

五、教学方法

1、教法分析：

鉴于现在进行时是学生刚开始学的一种语法，而本单元话题大多来自生活，采用情景教学法，引导学生在运用语言中学习语言。采用小组学习法，开展多种类型的任务型学习活动，保证每个学生都有机会与他人合作交流。同时，采用练习法，把大多数课堂时间留给学生操练，让学生在轻松环境中掌握知识.

2、学法分析：

鉴于教学对象是初一学生，根据他们生性好动、求知欲旺盛等特点，我在教学中尽量设置有趣的活动让他们积极参与到活动中来，有更多的机会来说英语，通过两两相互对话合作，降低他们的学习难度，使他们体验到成功的喜悦。

六、教学过程设计

The First Period(Section A 1a. 1b ,1c,2c)

Step 1. Warming up

1、Greeting

2、Play an English song called“Are you sleeping?”

【设计说明：利用歌曲让学生在轻松的氛围中逐渐进入最佳学习状态】

Step2. Leading-in

Look at this picture, read after me “read a newspaper”.Get students repeat it .And then teach “make soup、wash the dishes 、go to the moives、eat out”in the same way .Then ask one student：

T: What do you uaually do on Sundays?

Ss: I usually go to the movies.

【设计说明：通过多媒体展示生动有趣的图片教完本节课的新单词并以问与答的形式复习一般现在时态。】

Step 3. Presentation

(1).教师说出: It’s 8:20 now. What are we doing?

We are having an English class now.

I’m teaching English.

You’re learning English.

(引出现在进行时态，并指出该时态的谓语结构是“be + doing”. 把此结构比喻为一条活生生的鱼，be为鱼头，ing为鱼尾，用该时态时别忘了在动词的前后加上鱼头和鱼尾)

(2). 教师在多媒体屏幕上一张一张出示图片,带着同学们一起齐声问与答，让同学们熟悉现在进行时的结构和用法。

T: What is she doing? S:She is listening to music.

T:What is he doing? S:He is playing basketball.

(3)叫一位学生到同学们前面做一些简单的动作，比如;run、jump、walk、sing、dance、read books etc. 再让另一位同学大声地问：

S1: What are you doing now? S2: I'm dancing/singing/walking.

老师再问：T:What is he doing?S:He is playing basketball.

[设计说明：让学生在亲身体念动作和对话交际中掌握运用现在进行时的结构和用法 ]

Step4. Practice.

1. Show some pictures on the screen and let the students ask and answer. Boys ask , girls answer .then turn around girls ask,boys answer together. Boys:What is he/she doing? Girls::He/She is V-ing…

Boys:What are they doing ? Girls:They are V-ing…

2.Let students do pair work for a few minutes and then ask two pais of students to act it out in front of the class.

3. Show some pictures on the screen and ask the students to match the words with the activities. Let stuents remember all news words.（1a）

【设计说明：用多媒体展示图片，先是让全班男女同学集体问答，熟悉之后再和同伴训练对话，最后让两组同学展示所学的对话内容。一个循序渐进的过程使得学生都学会了现在进行时的结构和用法。】

Step 5. Listening (1b,2a,2b)

1b)1.say:There are many people living in the apartment. Do you know “what they are doing?”. Please listen to the tape and find out “What is Jenny doing? What are Dave and Mary doing? What is John doing?”(play the recording ,let students write the numbers ,then play it again ,students write the activities each one is doing. Check the answers.

2a). .Let students listen to the tape and Check the answers in class (1)What is Steve doing ? → a. He is watching.

(2) What is Jack doing ? → b. He is listening to a CD.

2b). Listen again .Fill in the blanks.(听力要书写，首先让学生先熟悉短文，了解并猜测要填写的内容。学生听第一遍时尽量每空都写出部分听到的内容，来不及写，就为首的一两个字母。第二遍听时，可以把没写完的补充完整，甚至可以闭上眼睛听某个需要的知识点。)

【设计说明：通过听力训练，让学生进一步掌握现在进行时结构】

Step 6. Role play （假设你正在做事时，你的同伴打来电话和他一起把你们的对话表演出来，多媒体的图片中显示不同的活动。）

A: Hello, ...

B: Hi, ...

A: What are you …ing, …?

B: I’m …. What about you?

A: I’m …, but it’s ….

B: … Do you want to…?

A: That sounds ….

【设计说明：通过设计打电话情景交际让学生完全掌握现在进行时。】

Step7. Summary.

一般现在时

1.定义一般现在时常用来表示现在习惯或经常反复发生的动作。

2.标志词：usually,always,sometimes,often,every day,never etc.

3.结构: 谓语是实义动词一般用动词原形→当主语为三单谓语变为动词的第三人称单数,(即V原→V单)。

现在进行时

1.定义：现在进行时表示现在或当前一段时间正在进行的动作。

2.标志词：listen、look、 right now、while、 now 、 these days

3.结构：am / is / are + 现在分词(即be+doing)

【设计说明：培养学生归纳能力，找出记忆的规律】

Step8. 板书设计Unit 6 I’m watching TV (The First Period)

-What are you doing? -I’m watching TV.

-What’s he / she doing? -He’s / She’s reading.

-What are they doing? -They’re watching TV.

reading a newspaperwashing clothes

using the computer going to the movies

making soup watching Tv

Step9.Homework

1.做多媒体上的针对现在进行时态的专项练习。

2.观察今晚自己一家人分别在做什么，并用五六个句子描述出来。

篇14：Unit 4 Reading说课(人教版高三英语上册说课)

一. 说教材(Textbook)

在人教版高一英语的下册的Unit 19，曾经谈论过一些关于农业的话题，学生对中国早期的出名的农业家贾思勰有了一定的了解。人教版高三英语的Unit 4这个单元以Green World 为话题，让学生初步了解一些植物学方面的内容，如植物的分类、栽培以及植物学的发展的历程等等；语言技能和很多的语言点几乎都是围绕介绍绿色世界这一中心话题而展开的。要求学生能够运用所学的内容对相关话题进行流利的表述。

在READING部分，介绍了植物学正式成为一门科学的历史形成过程。重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。他们以独特的归类的方式对植物进行分类，从而征服了整个世界。

在POST-READING 部分，针对READING部分的相关内容设计了5个练习。第1个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句的形式进一步考查学生对课文重点内容的了解。

二．说教学目标（Teaching goals）

1.让学生了解植物这一学科的形成，并了解一个学科的形成需要经过漫长的时间及几代的科学家的努力和奋斗。

2.使学生了解科学家为科学事业所作的努力及其奋斗精神。

3.培养学生查找细节，分析主题从而提高学生的阅读理解能力。

4.学习一些有用的词汇和短语。

5.加深对阅读技巧（Scanning and skimming method）的理解及运用。

1. Target language语言目标

1).Learn some important words and phrases(学习一些有用的词汇和短语)

merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for

2). Learn some important sentences(学习一些重要句子)

A. Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus. P30

B. In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti. P31

C. He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold. P31

D. Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports. P31

2. Ability goals 能力目标

Enable students to talk about “Botany” and say something about the development history of botany. Help the students to know the contribution of the three important persons to the science of botany. Try to improve the reading ability of the students.

三. Teaching important and difficult points说教学重点及教学难点

Help students to understand the whole passage. Help students to know how to use some key words and understand the meaning of some difficult sentences.

四．说教学方法和学法指导Teaching methods and study guide

在本单元的Reading当中,文章比较长,有很多有的新单词,个别的句子非常难理解,学生在阅读当中一定会遇到一定的困难。因此，我采用了一些灵活的实用的教学方法（如Scanning and skimming method和Task-based method），帮助学生理解文章的内容，努力提高阅读课的教学效果。具体做法如下：

1. 解读标题 The Birth of a Science. 这能帮助学生快速了解文章的内容。对提高阅读效果有很大的帮助。老师可向学生设问：What is Botany?让学生思考并回答。

2. 通读课文，了解细节。老师可向学生提出问题：How many people are mentioned in the passage? 让学生快速阅读并寻找此问题的答案。

3. 深层了解,归纳课文大意。What is the main idea of the passage? 让学生归纳文章的大意，从而帮助学生理解整篇文章的内容。

4. 升华主题。What can we learn from the passage? 让学生能联系实际，学有所获。

5. 让学生进行分组（Pair work/ Group work）的讨论（Discussion），加深学生对课文的理解，进一步调动学生学习的积极性。

五．说教具准备Teaching aids

A recorder, a notebook computer and a projector.

六．说教学过程Teaching procedures

Step 1.Presentation

Step 2 Fast reading

Step 3 Listening

Step 4 Exercises

Step 5 Post reading

Step 6 Language points

Step 7 Homework

Step 1.Presentation

What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading material):

A. Pre-reading questions:

B. Fast-reading questions:( 3minutes)

§主旨大意

■ The text“The Birth of a Science”mainly tells us _________ ．

A．the importance of botany

B．how to classify plant species into groups

C．the history and development of botany

D．Linnaeus’discoveries about different species§推理判断

●Captain Cook made ________voyages altogether around the world.

A．one B．two C.three D. fourC .Intensive-reading questions: (5-10minutes)( ppt. is better for students to understand)

What were the goals of James Cook’s first voyage around the world?

Key: three goals: the first goal was to observe the planet Venus when it passed across the sun. This would get the astronomers to have a chance to work out the distance between the earth and the sun. The second goal was to record, classify and describe all plants and animal life observed during the trip. The third goal was that Captain Cook was given secret instructions to search for an unknown southern continents.

Step 3 Listening

How many people are mentioned in the passage? Who were they?

Carl Linnaeus

Daniel Solander

Joseph Banks

Captain Cook

Step 4 Exercises

1.Before Linnaeus, botany was ________．

A．studied by doctors B．unknown to anyone

C．fully developed D．a branch of medicine

2. Some economic species plants such as____could help to develop local economies．

A．rose and peony B．tea and apple

C．cocoa and hemp D．Cocoa and lemon

3. It was ____ who made Kew(地方名) a centre of scientific and economic research．

A．Joseph Banks B．Captain Cook

C．Linnaeus D． Daniel Solander

4.Paragraph one of the text mainly tells us ___ ．

A．the importance of botany B．how to classify plant species into groups

C．Linnaeus’ contribution to botany D．Linnaeus’ discoveries about different species

5.Captain Cook made ___voyages altogether around the world.

A．one B．two C．three D.four

Step 5 Post reading

1.Why was Karl Linnaeus important to the history of botany as a science?

Because his idea of grouping plants in families was ______. The identification of different species was based on the arrangement of the female and male organs in the flowers.

2.How did scientists classify plants before Linnaeus?They classified plants into _____ and herds according to the shape of the _____ and whether they had flowers or not.

3 What were the goals of James Cook’s first voyage around the world?

There are _____. First ,it was to study the passing of the planet Venus. Second,it was to record and classify all plant and animal life. Third, it was to search for unknown southern land.

4 Why did Banks have to supply his own money to equip part of the expedition?

Because the __________ would not pay for all the equipment and expenses.5 What did Banks do in his later life?

He was involved in enterprise exploration of Africa and settlement of Australia. He developed a

great botanical _______ and so on.

Step 6 Language points

P1.

1. according to 根据 2. whether they have flowers or not 是否3. at first sight. 第一眼，乍看

4. make attempt to do sth 尝试着做…

e.g. He made no attempt to take a medical degree.

We failed in our attempt to climb the mountain.

5. classify …. into 把．．编排，分类

e.g. Children in school are classified into grades.

Eggs are classified according to the size.

6. group plants in families ( 动植物的)科

We can group animals into several types.

7. base on/ base sth on sth 把…建立在…的基础之上

We base our hope on the good news we had yesterday.

8. as a result/ as a result of 由于，作为…的结果

9.be related ( to sb/ sth) 和…有联系

He is related to her by marriage( 他与她是姻亲)

P2 develop a lifelong friendship with sb 和…建立终生的友谊

1. lead / live a ……life ( cosy, simple, happy) 过着…的日子

2. have an appetite for sth 爱好….

I have an appetite for classical music.

3. born into a life of privilege( born of) 生于…的家庭

P4.

1. appoint sb as…任命….为….

2. on an expedition to sp 对…进行远征

3. search for /search /look for/ discover/ find 辨析

1.强调句型

It was the British government that paid for all the equipment and expenses for that part of the expedition.

2.pay for/ pay back/ pay off/ pay down(用现金支付，当场支付)／pay up(付清全部欠款)/ pay a visit to sb/ pay sb/sth a visit/ pay attention to/ pay one’s respect to sb(拜访，拜见) / pay honor to sb (向…致敬)

1. species ( means, works, series) 单复数同型，作主语时，注意谓语动词单复数．

2. Joseph Banks did not only study and describe new plants he found, but also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold.

3. look out for 警惕，留心

4.on a large scale 大规模的，大范围的

5. Banks was the first to do…

only, last ,next 序数词，形容词最高级常用不定式修饰

1. The voyage had been a great success. (c) 成功的人或事

2 wonderful discoveries had been made of strange new lands, ….

3. be involved in / involve sb in 和…有联系；参与…. 活动

4. It was Joseph Banks who made Kew a centre of scientific and economic research.

强调句型

Step 7 Homework

篇15：Unit 16 The American South （Reading integrating学案）教师版(人教版高二英语下册学案设计)

Learning Plan for the Reading of Unit 16

The American South

By Lin Lijiang (Mar. 25 )

I. Introduction:

The reading part is an introduction about the history of the American South, which is full of disaster, success and hope. The passage focuses on the development and changes in Atlanta, Georgia, since the Civil War. It mainly describes the struggle for the Civil Rights, the struggle against racial discrimination, the famous leader, Martin Luther King, and his spirit.

II. Learning Goals

1. Get to know the writing style of the passage.

2. Be able to know that the USA is a country with a diverse culture.

3. Further understand the Great Depression and the Civil Rights Movement.

4. Learn some symmetric(对称的) beautiful sentences

III. Learning Important Points:

Try to know about the history of the USA and how the passage is organized.

IV. Learning Difficult Points

Get the students to discuss and report their discussion about the questions in the post-reading part.

V. Learning Methods:

Skimming for the main idea, scanning for the details, predicting, comparing.

VI. Learning Procedures:

Step 1. Pre-reading

Talk about some changes in China

1) Before liberation:

1949:

2) After liberation

The great cultural revolution:

Reform and opening:

3) What about the American South? (If you know that, please tell us. If not, please skim the title, the pictures, the first and the last sentence of each paragraph. Then put the events below in the correct place on the timeline.)

30,000 years ago

1600

1861

1930s

1960s

Step 2 Scan the passage and answer the following questions:

1. Which of the followings are mentioned in the text?

( ) Segregation & civil rights movements. ( ) Geography and climate.

( ) Society & economy ( ) Hardship & suffering of the South

( ) Sports & culture ( ) Custom & film

2. Try to find out how many parts we can divide it into and what each part mainly talks about

3. Which part of the USA is more developed, the South or the North?

4. What is the south like now?

5. The passage is mainly about ____.

A. the sufferings in the history of the South

B. the quick development of the South after the Civil War

C. the Civil Rights Movement of the black people

D. the famous cities of the South

Step 3 Read the passage carefully and answer the following questions:

1. Are the cities in the American South well developed as the other cities in the north?

2. Why does the author say that “ But the story of the South is also one of hope and success”?

2. What kind of city has Atlanta become?

3. What was the aim of the demonstrations led by Dr. Martin Luther King?

4. What is the American South known for?

Step 4 Read the passage again and find out how the following ideas are supported (find out examples).

1. The history of the South is one of suffering:

(Hints: What caused the hardship and suffering of the South? And what was the result?)

Time Events Sufferings

1492 The arrival of European settlers Native Americans being killed or driven off

1600

1861

1930s

1960s

2. The story of the south is also one of hope and success (examples):

1). The people of Atlanta struggled to rebuild the city and create a new south.

Step 5 Post –reading in the textbook.

1. Match the examples with the statements(P.44)

2. Discuss the questions(P45)

Step 6 Language points

1. Read the passage and find out some symmetric(对称的) beautiful sentences:

2. Pay attention to the following words or phrases(make a sentence):

1). sacrifice：

at the sacrifice of 以牺牲……为代价

sell sth. at a sacrifice 贱卖、亏本出售

2) recover：

recover from 从……中恢复过来

recover oneself 恢复健康、清醒过来、镇定下来、重新站稳

3) despite：

4) see：

5) in honour of sb./sth.：出于对……的敬意

6) vain：

①. adj.“徒劳的、白费功夫的”

②. in vain：

7) determine/ decide

①. determine：

常用于以下结构中：

determine to do sth. = be determined to do sth. 决定做某事

determine + that-clause = be determined + that-clause 决心（should + 动词原形）

determine on = be determined on “决定、决心”后接 n./pron./-ing

②. decide：

decide sth.

decide to do sth.

make a decision to do sth.

make up one's mind to do sth. 决定、决心做某事

decide + that-clause （should + 动词原形）

3. What other words or phrases do you want to know?

Step 7 Homework

Remember the new words and phrases in this passage.

篇16：高二英语教案Unit 16 The United States of America1(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

The United States of America is a developed country and also a booming country,which has a history of only 200~300 years.After the USA was founded,the American Civil War broke out in 1861,which brought suffering to the people of the USA,especially those in the South.Rebuilding the South became an essential task at that time.This unit mainly talks about the rebuilding and development of the American South.And Atlanta is a good illustration.It also deals with the bison on the plains of America.Because the bison was killed in huge numbers by European settlers,the balance of the whole wildlife was destroyed.After learning the unit,we let the students learn about the early history of America.Besides,some useful expressions and phrases should be mastered,and Non-finite verbs need to be reviewed,especially their passive forms.

Ⅱ.Teaching Goals

1.Talk about the USA.

2.Practise describing places.

3.Review Non-finite Verbs(2).

4.Write a comparison essay.

Ⅲ.Background Information

1.The American Civil War

The war of 1861~1865 between the northern states (the Union) and the southern states (the Confederacy) is also called the War between the States or the War of the Rebellion.There were many causes,of which the most important were disagreement over slavery,and the quarrel concerning Federal control and States’ Rights.The direct cause of the war was the election of Lincoln as President;this was followed by the secession of the southern states from the Union and the founding of the Confederacy,with Jefferson Davis as its President.The North had many advantages,a far greater population,more railway lines,and more factories.But the Confederates fought hard and were at first successful:they won the battles of Bull Run and Fredericksburg;but then Lee was defeated at Gettysburg and the Union army led by Grant won control of Mississippi.Admiral Farragant forced New Orleans to surrender:Texas,Arkansas and Louisiana were cut off from the rest of the Confederacy.After the Union won the Vicksburg campaign,Sherman made his march through Georgia to the sea,and Lee surrendered to Grant at Appomatton Court House,Virginia,on April 9,1865.Lincoln was assassinated in the same month.Slavery was declared unconstitutional.The period after the war (Reconstruction),when the South was occupied by the Worth,left bitterness that has not yet entirely vanished.During Reconstruction the southern states were admitted back into the Union.

2.The War of American Independence

(Also called the Revolutionary War 1775~1783)

The struggle of the thirteen British colonies in North America for independence ended in the forming of the USA.The main causes of the war were taxes imposed by the British government,e.g.the Stamp Tax of 1765 and the Tea Tax.The colonies rebelled in 1775;the first shots were fired at Lexington,and the First battle was faught at Bunker Hill.The continental Congress appointed General Washington as leader of its forces,and issued the Declaration of Independence on July 4,1776.General Burgoyne led a British army down from Canada but was forced to surrender at Saratoga (Oct.1777).He was supposed to meet the army of General Howe,who managed to occupy Philadelphia.Washington spent the hard winter of 1777~1778 at Valley Forge,and had difficulty in keeping his men together,France (1778),Spain (1779)and the Netherlands (1780)joined the war against Britain.British forces under Cornwallis won victories in the South where Britain had some popular support,but Cornwallis was defeated at Yorktown,Virginia,and forced to surrender (Oct.19/1781),which practically brought the war to an end.At sea,Britain had to fight to keep her naval supremacy,but after Yorktown the American ports were lost one by one.The war was ended by the Treaty of Paris,1783,which recognized the independence of the USA.

3.Slavery in the United States

The African ancestors (祖先) of today’s black Americans were brought to the US as slaves in the seventeenth,eighteenth,and nineteenth centuries.They worked on farms,especially the large farms in the southern states.Slowly they became a necessary part of the economic (经济) system (体制) of the South.

Slaves did not have the right of people;according to the law,they were a “thing” which belonged to the person who bought them.They had to obey the orders of their owners without questions.They were not allowed to learn to read;their owners feared the educated slaves would begin to think about the injustice of the system and would learn to struggle for their freedom.Slaves had to work long hours in very unhealthy conditions.Their owners had complete power over them.They could be bought and sold like animals.At the slave markets,black children were separated from their parents and never allowed to see them again.Slave owners had the right to punish the slaves who broke the law or was against the system.Slaves were often beaten or even killed by their owners.After the Civil War,one free slave reported that his owner killed an older slave who was teaching him to read.In theory an owner who treated a slave badly could be punished.In practice,however,the law meant nothing.

Opposition to slavery began very early in the history of the US-in 1671-but little progress was made until the beginning of the nineteenth century.By 1804 slavery was illegal (非法的) in the northern states.But it continued,and even grew,in the southern states,which depended on cotton for their economic wealth.Slavery,ended in the South only after the Civil War.For blacks,however,the end of slavery was only a beginning,the late beginning of a long and difficult struggle for true justice.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn about the USA.

2.Do some listening.

3.Practise describing places to train the students’ speaking ability.

Teaching Important Points:

1.Train the students’ listening ability.

2.Improve the students’ speaking ability by practising describing places using the following useful sentence patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help the students carry out the task of speaking.

Teaching Methods:

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

2.Discussion to help the students learn about the US.

3.Individual,pair or group work to make every student have a chance to work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：Now,let’s begin our class.First,I’ll give you some information about the history of a country.Please guess which country it is.Listen carefully.It is a very young country in the world,which has only a history of 200~300 years.Most people in the country are immigrates The head office of the UN was set up there.Two World Wars didn’t take place there.Now it is the strongest country of the world.Can you guess it?

Ss:Yes.The USA.

Step Ⅲ Warming-up

T:You’re right.Today we’re going to learn Unit 16 The United States of America (Bb:Unit 16 The United States of America).Now,let’s have a quiz to see how much you know about the USA.(Teacher shows the following on the screen.)

Decide if the following sentences are true or false.Write“T”or“F”in the brackets.

1.New York is the largest state in the US. ( )

2.Most state names come from Spanish or English. ( )

3.Atlanta is known as the“Big Apple”. ( )

4.The Constitution was written in 1779. ( )

5.There are 52 stars on the American flag. ( )

6.George Washington was the first American President. ( )

7.The first settlers arrived in North America about 30 000 years ago. ( )

8.The Mississippi River is the longest river in the world. ( )

T:Well,please do it by yourselves.After a while,I’ll check your answers.Is that clear?

Ss:Yes.

(After a few minutes,teacher checks the students’ answers.)

T:The first one,true or false?

S1:False.

T:Please correct it.

S1:New York is the largest city in the US.

T:Good.The second one?

S2:True.

T:What about the third one?

S3:False.New York is known as the “Big Apple”.

…