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篇1：高二英语模块5-8教案集(新课标版高二英语必修五教案教学设计)
Unit1 Module 5 Great Scientists
本单元教学内容分析:
本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。本单元所涉及的要点是：
（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、希望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.
The 1st Period
Teaching Aims:
1. Learn some new words and expressions.
2. Know some great scientists and their achievements.
3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.
Difficult and Important Points:
1)Word study
2)Discuss in groups the stages in examining a new scientific idea.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Word Study according to the situations given (Do exercises)
Teaching Procedures:
Step I Warming up
1. What do you know about great scientists?
Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)
2.Check the answers with the whole class.
1).Archimedes (an ancient Greek mathematician & physicist)
2).Charles Darwin (British, author of The Origin of Species )
3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )
4).Gregor Mendel (Czech)
5).Marie Curie (Polish and French, won two Nobel Prizes)
6).Thomas Edison (an American inventor)
7).Leonardo da Vinci (a famous Italian artist)
8).Sir Humphry Davy (British)
9).Zhang Heng (Chinese, invented seismograph)
10).Stephen Hawking (a British astronomer)
Step II. Word Study
1.Read the new words after the tape.
2.Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I will tell him the good news ____________ I see him. (immediate, immediately)
8) I suggest _______(to have, having) a rest after working for such a long
time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.
1.Who _______________ a theory about black holes?
2.What ______________ did you draw?
3.The car went out of ___________ and crashed.
4.SARS is a terrible _____________ disease.
5.He _____________ a difficult argument skillfully.
6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7. Everyone was silent as he ___________ the winner of the match.
8._____________ visiting the zoo, we went to the museum.
Step III. Practice (using inductive method)
Use the correct form of the words to fill in the blanks.
Infection
examination=exam
Science /scientist
Conclude
Analysis
Defeat
Value
announcement /announcer
Instruction
Calculate
contribution /contributor contributive
Instructor/instruction
Move
Rejection
Create
Completion
Persuader Persuade
n. adj. adv.
Certain certainly
co-operation X
Revolution X
Privacy隐私；隐居 Private
X backward
Enthusiasm enthusiastically
Logic logically
Step IV. Pre-reading
Discussion:
1.What five most important qualities do you think a scientist should have? Give the reasons.
generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful
2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary
After reading the following passage, put the correct stages into the reading about research into a disease.
Step V. Summary
Step VI. Homework Assignment
1.Read the passage John Snow Defeats “King Cholera”.
2. Learn the new words by heart and prepare for tomorrow’s dictation.
The 2nd Period
Teaching aims:
1. Learn some new words and expressions .
2. Improve the students’ reading skills.
3. Know how to prove a new idea in scientific research.
Difficult and Important Points:
1）Reading comprehension
2）What did John Snow do to prove a new idea in scientific research?
Teaching Methods:
1. Group work
2. Competition
3. Illustration
4. Deductive Method
Teaching Procedures:
Step I Warming up
Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)
Step II. Pre-reading
1.Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.
Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.
2.Make up a questionName of illness cholera (霍乱)
Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)
Aftereffect Die quickly from a loss of liquid
What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)
Step III. New words study
Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.
Step IV. Reading
Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854 Another outbreak hit London.
500 , 10
More than 500people had died in 10 days.
16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.
7
These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
Careful reading
Read each paragraph and find out what evidence or approach is John
Paragraph Stages in an experiment Example in this investigation
1 Find a problem What causes cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where they got their water.
4 Collect results Plot information on a map to find out where people died or did not die.
5 Analyze results Analyze the water to see if that is the cause of the illness.
6 Repeat if necessary Find other evidence to confirm your conclusion.
7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.
Snow used in the stage of experiment, then fill in the chart below.
Step V. Discussion
1.What’s the significance of Snow’s famous cholera map ?
2.If you were John Snow, how would you investigate the cholera?
Step VI. Summary
Step VII. Homework assignment
1.Finish Ex.1 on P42.
2. Retell the story.
3. Prepare for tomorrow’s dictation.
The 3rd Period
Teaching Aims:
1. Learn expressions & phrases
2. Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “suggest & in addition”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
Check the answers of yesterday’s homework (P42.Using Words and Expressions)
Step III. Expressions & phrases
Expressions & phrases (1)
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth. 对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将….和….联系起来 (be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth. 阻止某人干某事
29. deal with… 处理……30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……4.apart from… 除…..之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:by the way 顺便说 、
by way of … 通过……的方法，经，由
lose one’s way 迷路
no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事
on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
May I put your name forward as our monitor?
我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造
put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.)
deadly
adj. (1).dangerous; likely to cause death 危险的;致命的
a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的
a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的:
a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发
He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:
I will give the letter to him immediately I see him.我一见到他就把这封信给他.
I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
Use the cloth to absorb the spilled ink. 吸干撒的墨水
We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Mary kept her valuables in a safe.
玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
The 4th Period
Teaching Aims:
1. Teach grammar (The Past Participle as the Predicative & Attribute)
2. Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2.Please classify the words that you identify into groups and explain why you divide them into these groups.
angry beautiful young
worried excited terrified
3. Now use a different past participle/adjective in each sentence to change the mood of the sentence.
4. Discovering Useful Structures P4
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known doctor in London. (Attribute)
2) John Snow told the astonished people in Broad Street. (Attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (Predicative)
(2). Complete the table with phrases that have the same meaning
Step III. Listening P5 Using language
Step IV. Discussion
In pairs discuss what scientific job each of you would like to choose in the future.
(Refer to the questions &expressions on P6 that may help you)
Step V. Exercises
Finish Ex. 2 on P42. (Translation)
Finish Ex.1&2 on P44.(Using structures)
Step VI. Summary
Step VII. Homework assignment
The 5th Period
Teaching Aims:
1. Improve the students reading skills.
2. Learn something about Copernicus and his Revolutionary Theory
3. Learn how to accomplish a persuasive writing.
Difficult and Important Points:
1)Reading Comprehension
2)Persuasive writing.
Teaching Methods:
Comparative method
Teaching Procedures:
Step I Warming up
1.Do you know what is the center of the solar system?
2.Can you name the nine planets in the solar system?
Mnemonics (记忆术)
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.
Step II. Reading
Title of the passage: Copernicus’ Revolutionary TheoryFast reading
Listen to the tape, and find out the answers to the questions.
1. What did Copernicus think was the center of the solar system?
2.When did Copernicus publish his theory?Careful reading
Why didn’t Copernicus publish his theory before he died?
Step III. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its centre
Step IV. Persuasive writing (Please refer to P8 Learning Tip)
Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.
First you need to collect your ideas. For example:
He believes his new theory is true.
There are problems with the present theory.
He has done many years of observations to prove his new theory is true.
Science can’t develop unless people publish their ideas.
Time will show if his theory is true or not.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
Zhang Hua
Step V. Summary
Step VI. Homework assignment
1. Surf the Internet and get more information about Copernicus.
www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from www.library.rdg.ac.uk/colls/special/featureditem/copernicus
The 6th Period
Teaching Aims:
1. Improve the students’ listening skills.
2. Improve the students’ speaking skills.
Difficult and Important Points:
1)Listening
2)Help Ss overcome the difficulties in listening material.
Teaching Methods:
Class activities to help motivate the Ss’ interest of learning English.
Teaching Procedures:
Step I Warming up
1.Which plant and animal do you like best? Can you classify them into a system ?
2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.
Step II. Listening P41
1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.
A. This is about a man who wants to name a flower.
B. This is about a man who finds a flower and wants to own it.
C. This is about a man who finds a flower and wants to know if it is a new species of flower.
2. Listen to the tape again and try to complete the following passage.
To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals.
Step III. Talking P41
Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call)
How will I recognize you?
What special features do you have?
What will you wear?
How will I know you?
What do you look like?
You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…
Step IV. Play a game: Can you guess who he/she is?
One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.
Step V. Summary
Step VI. Homework assignment
The 7th Period
Teaching Aims:
1. Improve the students listening and reading skills.
2. Learn something about topology.
Difficult and Important Points:
Reading
What is Euler path?
Teaching Methods:
Use Puzzle & Diagram to make the passage clear and easily understood.
Teaching Procedures:
Step I Listening
Listening task P44
Step II. Play a Puzzle game
Can you go over it without missing any points or going over a line twice?
A A A
D D E
B C B C B C
Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”
Step III. Reading ( P45 ) Finding The Solution
1. Background
Leonhard Euler (1707-1783)
Born: 15 April 1707 in Basel, Switzerland
Died: 18 Sept 1783 in St Petersburg, Russia
Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.
2.Reading
What is Euler path?
Step IV. Work out the following Puzzles on P45&46.
Step V. Summary
Step VI. Homework assignment
The 8th Period
Teaching Aims:
Improve the students’ writing & speaking skills.
Difficult and Important Points:
1)Writing & “Peer response”
2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)
Teaching Methods:
Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.
Teaching Procedures:
Step I Warming up (5mins)
Talk about “Great”.
What thing or person do you think is great? Give an example.
Step II. Writing Task (P47) (20mins)
Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.
Step III. Peer Response
Group work: Peer Response (3 pluses and 1 wish) (15mins)
Peer Response
Class ________ Name:________ Date:________
Peer 1. Name:_________ Title:_______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? _____________________________________________
Peer 2. Name:_________ Title:______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? ______________________________________________
Step IV. Homework assignment
(1) Revise the composition and hand it in tomorrow.
(2) Review for tomorrow’s test.
Unit2 Module 5 The United Kingdom
教学内容分析:
本单元主要话题是“英国”。 通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
本单元所涉及的要点是：
（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。
（2）了解伦敦的一些著名景观。
（3）学习过去分词作宾语补足语的句型。
（4）掌握与人交流语言理解有困难时请求别人重复的几 种表达方式。
The 1st Period ( Reading )
Teaching Aims:
Enable the students to know the UK in geography and history.
Teaching Important Points and Difficult Points:
How to understand the geographic puzzle of the UK.
Teaching Methods:
Skimming and task-based activities.
Teaching Procedures:
Step I Warming up
1. Background knowledge:
Name: The United Kingdom of Great Britain and Northern Ireland
Countries: England, Scotland, Wales, Northern Ireland
Capital: London
Location: Western Europe
Population: 60,441,457 (July )
Language: English, Welsh, Scottish
Ethnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,
Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8%
Area: Total 244,820 sqk.
Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcast
Natural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)
Task 1: Describe briefly the UK according to the map.
1.The UK is surrounded by water in all sides.
2. On the west of the Great Britain lies the Irish Sea .
3. On the south of England lies the English Channel .
4. On the northeast lies the North Sea .
5. On the north is the North Atlantic Ocean .
Task 2
Ss do the quiz on page 9.
Step II. Pre- reading
Task 3. Ss discuss and answer the following questions.
1. Can you name the capital cities of the countries of the UK?
2. England can be divided into three main areas. Do you know what they are?
3. What do you know about any cities or towns in the UK?
Step III. While-reading
Task 4. Read the title and predict what the text will tell you.
Task 5. Talk about the different flags of the countries of the UK
Task 6. Skimming
According to the text, join lines to the right answer.
Para. 1. Explains the joining of England and Wales.
Para. 2. States topic to be examined in the reading.
Para. 3. Explains the importance of London as a
cultural and political centre in the UK.
Para. 4. Explains what the term “Great Britain”
means and how it came about.
Para. 5. Explains differences in the four countries.
Para. 6. Explains how England is divided into three zones.
Task 7. Answer the questions
1. The Union Jack flag unites the three flags of three countries
in the United Kingdom. Which country is left out? Why?
__________________________________________________
2. What three countries does British Airways represent?
1. ________ 2. ________ 3. __________
3. Which group of invaders did not influence London?
________________________________________________
Task 8. Ss read and get the general idea of the parts
Step IV. After-reading
Write a short summary of the passage.
The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.
Step VI. Homework assignment
1. Read the whole passage and retell.
2. Go to the net to get more information about UK.
The 2nd Period (Language points)
Teaching Aims:
3. Learn expressions & phrases
4. Learn language points
Teaching Important Points:
Language points
Teaching Difficult Points:
Have /get sth. Done
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Retell the passage.
Step II. Expressions & phrases
Expressions & phrases (1)
1. consist of 由…组成
2. divided into 分开
3. There is no need (for sb.) to do…
4. debate about sth. 为…争辩（争论）
5. refer to 提及，谈到
6. connect to /link to 连接
7. as well (as ) 也，还有
8. to one’s (great) surprise 使…吃惊
9. find sb./ sth. done (doing) 发现某人（物）处于某种状态下
10. get sb. / sth. done
11. break away (from) 挣脱
12. break down （机器、车辆）坏
13. for convenience 为了方便
14. be known as/ for /to /by
15.keep one’s eyes open 睁大眼睛
16.make sth. worthwhile 使… 值得
17.leave out 省去；遗漏；不考虑
18. find out 发现
19. on the phone 在电话里
20. be on holiday 在度假
21. in memory of 为了纪念
22. leave for 动身去某地
23. ring out 发出响声，响起
24. make a list of 列出…的清单
25. pass through 通过
26. be on show 在展出
27. take the place of 代替，取代
28. remain doing 仍然在做…
29. on (special) occasions 在（特殊） 场合
30. feel / be proud of 为…而自豪
31. fall asleep 睡觉
Step IV. Language Points
1. consist of ＝ be made up of 由….组成 (没有进行时）
eg: The UK consists of Great Britain and Northern
Ireland.
＝Great Britain and Northern Ireland make up the UK.
The soup consists of tomatoes, meat and peas.
consist in = lie in 存在与；在于(无被动形式)
eg: The beauty of air travel consists in its speed
and ease.
consist with: 一致
The report consists with facts.
2. 区别:
separate …from (把联合在一起或靠近的人或物分离出来）
divide…into 把…分开 （把整体分为若干部分）
eg: The teacher divided the class into two groups.
eg: The Taiwan Strait separates Taiwan from Fujian.
As we joined the big crowd, I got ______ from my friends.
A. separated B. spared C. lost D. missed
3. There is no need to do sth 没必要做某事
eg: There is no need for you to help him.
There is no need to worry at all.
4. debate about sth.
eg. They debate about the proposal for three days.
debate /argue/ quarrel
5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了
eg. I hope what I say will clarify the situation.
Can you clarify the question?
6. be linked to = be connected to /be joined to
This wire connects _____ that one.
A. with B. to C. of D. on
7. refer to
1) 提及，指的是…
eg: When he said “some students”, do you think he
was referring to us?
2) 参考；查阅;询问
eg: If you don’t understand a word you may refer to
your dictionaries.
Please refer to the last page of the book for
answers.
3) 关系到；关乎
eg: What I have to say refers to all of you.
This rule refers to everyone.
It was foolish of him to _____ his notes during that
important test, and as a result, he got punished.
A. stick to B. refer to C. keep to D. point to
reference: n. reference book
8. join A to B /link A to B 把A和B连接
eg: The Channel Tunnel will join Britain to Europe
by road.
9. included /including
10. name: n. v.
11. to one’s surprise
(prep)
“to one’s +名词” 表 “令某人…”
常见的名词有 “ delight, disappointment, enjoyment;
astonishment 等
eg: I discovered, to my horror, that the goods were
entirely unfit for sale.
To John’s great relief they reached the house at
last.
12. …found themselves united peacefully
“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；
不定式）”
eg: A cook will be immediately fired if he is found
smoking in the kitchen.
You’ll find him easy to get along with.
They found themselves trapped by the bush fire.
When I woke up, I found myself in hospital.
I called on him yesterday, but I found him out.
13. get sth done =have sth done 使某事被做
eg: I'll just get these dishes washed and then I'll
come.
get + n. + to do
get + n. + doing
eg. You’ll get her to agree.
l’ll get the car going.
get done: 用于意想不到、突然或偶然发生，意为“被….”
Be careful when you cross this very busy street.
If not, you may _____ run over by a car.
A. have B. get C. become D. turn
14. break away (from sb / sth) 脱离；破除…
eg: It is not easy for him to break away from bad
habits.
The man broke away from his guards.
break down (会谈)破裂，失败；(汽车等)出故障;
(人的健康状况)变得恶劣；（情感）失控
eg. His car broke down on the way to work this
morning.
His health broke down under the pressure of work.
He broke down and wept when he heard the news.
Talks between the two countries have completely
broken down.
区别：break in 闯入;打岔 break off 中断，折断
break into 闯入 break out 爆发;发生
break up 驱散;分散,拆散
News reports say peace talks between the two
countries_____ with no agreement reached.
A. have broken down B. have broken out
C. have broken in D. have broken up
15. as well as 不仅…而且; 既…又…
eg: He is a teacher as well as a writer.
The children as well as their father were seen
playing football in the street.
16. relation: 关系；亲戚
eg. The cost of this project has no relation to the
results.
He is a close relation of mine.
17. convenience: n.方便；便利
We bought this house for its convenience.
convenient: adj.
be convenient to sb.
come and see me whenever ___________.
A. you are convenient
B. you will be convenient
C. it is convenient to you
D. it will be convenient to you.
18. be known as 作为…(身份)出名
be known for 因…而出名
be known to 为…所知
be known by 根据… 得知
eg: Fu Biao is known to everyone as a good actor.
He was known for his frankness.
19. attraction:
un. 1). 吸引；引力
cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目
Eg. attraction of gravitation 重力
He can’t resist the attraction of the sea on a hot
day.
A big city offers m
篇2：新课标高二必修5教案集(新课标版高二英语必修五教案教学设计)
设计教师：黄敏丽
Unit 1 Great Scientists
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2.Discussion methods to make the Ss understand what they’ve learned in class.
3.Pair work of group to get every student to take part in the teaching-and-learning activities.
4.Competition and role-play method to arouse the Ss’ interest
Teaching process:
Period 1 Word study, Warming up, pre-reading
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2 Word Study
1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair
2. Practice Use the correct form of the words to fill in the blanks.
n. v. adj.
infection Infect Infectious
examination=exam examine X
science /scientist X scientific
conclusion conclude X
analysis analyse X
defeat defeat X
value Value(估价，评价) valuable
instructor/instruction instruct Instructive(有益的，教育性的)
contribution /contributor contribute contributive
creation create creative
calculation calculate X
movement move movable
completion complete completive(完成的，完全的)
enthusiasm X enthusiastic
Step 3. Warming up (Group competition and introduce the great scientists)
1.Check the answers to the quiz to find out which group know the most .
2.Introduce the great scientists.
1) Archimedes (287-212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
“Give me a place to stand on, and I can move the earth.” ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822-1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.
Step 4 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex2, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question
1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary
Step 5. Summary
Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.
learning without thought is a labour lost; thought without learning is perilous(危险的)
3. To know the disease is half the cure. 找出病根等于医治了一半。
Step 6 Homework
1. Preview the reading passage John Snow Defeats “King Cholera”(p2)
2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
3. Read notes ①--⑨ to Unit 1, p76-77
4. Listening exercise P41,Ex 1&2
Period 2 Fast Reading (P2)
Step 1 Homework checking p41 Listening
Step 2 Lead in
1.Invite 2-3 Ss to introduce the scientists they admire most to the class
2. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.
3.Give information of the deadly disease cholera
1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)
2) What kind of disease is it ?
Name cholera
Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)
Aftereffect(后果) die quickly from a loss of liquid
Step 3 Fast Reading：
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.
1）What was the cause of this disease ? 2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 4 Discussion
1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.
Para. Stages in an experiment Examples in this investigation
1 Find a problem What cause colera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where to get water
4 Collect results Plot information on a map to find out where people die or didn’tdie
5 Analyse results Analyse the water to see if that was the cause of the illness
6 Repeat if neccessary Find out evidence to confirm you conclusion
7 Draw a conclusion The water is to blame
2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.
Step VI. Homework
1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one’s way to, make up one’s mind, make sure, make room for)
2)Find out the phrases according to the Chinese (part 1 on the paper for language points)
3)Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1
4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text
Period 3
1.Learn expressions & phrases
2.Learn.language points ：Difficult and Important Points:
1）Language points 2）The usage of “suggest & in addition”
Teaching Methods: Presentation & Practice
Teaching Procedures:
Step I Homework checking.
Step II. Expressions & phrases
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes
提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea
验证一个新的科学思想
9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth.对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事
20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将…和…联系起来
(be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…
26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth.阻止某人干某事
29. deal with… 处理……
30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……
4.apart from…除…之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb.专致于.; 关心;挚爱…
17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
2)Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Eg.Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
Eg.I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说 by way of … 通过……的方法，经，由
lose one’s way 迷路 no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.) deadly (adj.)
adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.
如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发 eg.He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.
每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,
eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.
2)I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水
2)We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
eg.I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…
eg.The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
2. Ss raise Qs on some difficult points they found while reading the text
Deal with the Language points exercises with the help of the notes on the paper
Step 3 Homework
1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1
2. Finish P4, “Discovering useful structures” Ex1 (explain)
3. Preview the notes of Grammar on the paper for language points
4. Review the words for tomorrow’s dictation.
Period 4
Step1 Dictation
Step 2 Homework checking
P42, Ex 1, P43, Ex 3, P44 Ex1
Step 3 Grammar
1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Discovering Useful Structures ( P4 )
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (attribute)
2) John Snow told the astonished people in Broad Street. (attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (predicative)
(2).Teach how past participle used 过去分词(The past participle)用法总结
1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。
3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.
5)People from all countries are respected and different views and opinions are tolerated.
2.作定语：1）Polluted air and water are harmful to people’s health.
2）A broken cup is lying on the ground.
3）This is one of the houses built last year. =which was built last year.
4）I want to write about people addicted to drugs.
5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.
3.作宾语补足语：可以带过去分词作宾语补足语的动词有：
1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词
1） He found his hometown greatly changed when he came back from abroad.
2）He once heard the song sung in German.
3）Every thought the match lost.
4）Frnk Lloyd Wright found himself inspired by Japanese seashells.
2) make, get, have, keep 等表示“致使”意义的动词：
1. He’s going to have his hair cut.
2. She had her foot injured in the fall.
3. When you talk, you have to at least make yourself understood.
4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)
5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.
3）表示“希望” “要求”等意义的动词：
1） He won’t like such questions (to be ) discussed at the meeting .
2） I want this letter (to be ) typed now.
3）They ordered the film banned.（禁演）
4） They want their buildings constructed in a way to look unnatural.
4.作状语：
The trainer appeared, followed by six little dogs.
Once seen, it can never be forgotten. =Once it is seen,
Seen from the hill, the park looks very beautiful = When it is seen from the hill,
Given more time, we could do it much better. = If we were given more time,
Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.
Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.
(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning”(in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)
(4) Exercises
Period 5
Step 1. Warming up
1.Get 1-2 Ss to report to the class information of Copernicus
( Who is he? What achievement did he make? When? …)
2. Background Supplementary: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.
3 Get Ss to give the names of the nine planets of the solar system .
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?
My Very Easy Method: Just Set Up Nine Planets
Step 2 Reading ----Copernicus’ Revolutionary Theory (P6-7)
1. Fast reading: Listen to the tape, and find out the answers to the questions.
1). What did Copernicus think was the center of the solar system?
2). When did Copernicus publish his theory?
3) Why didn’t Copernicus publish his theory before he died?
2. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its center
Step 3. Homework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow’s quiz.
Period 6 Exercises & Summary
Unit 2 The United Kingdom
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Period 1
Step 1. New words study.
Get Ss read the new words from P93-94 by themselves.
Ss read the new words together.
T correct some mis-pronounciation for the students.
Step 2 Introduction of the UK.
Area: 244,820sq.km.
Population: 59,113,439
Languages: English, Kymric, Gaelic
Religion: Catholicism
Composing countries: England Wales Scotland Northern Ireland
Capitals: London Cardiff Edinburgh Belfast
Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.
Step 4 Pre-reading.
Q: England can be divided into three main areas. Do you know what they are?
The south, the Midlands and the north
Step 5 Fast reading.
Ss read the passage within 4 minutes to find the answers to comprehending 1.
1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?
The country left out is Wales. It is usually assumed to be part of England
2 What three countries does British Airways represent?
1 England 2.Scotland 3 Northern Ireland
3 Which group of invaders did not influence London?
The Vikings didn’t influence London, it influence the vocabulary of the North.
Period2
Step1: Intensive Reading.
Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.
Part1(Para.1-4): what England includes; about Great Britain; the UK.
Part2 (Para.5):the geographical division of England into zones; their similarities and differences.
Part3(Para.6): the cultural importance of London.
Step2. Teaching new words and structures
1.consist vi.组成；在于；存在于
常用搭配：consist of =be made up of 由……组成；由……构成
Eg. The team consists of four Europeans and two Americans.
The committee consists of seven members.
consist in=lie in在于； 存在于
eg.What does happiness consist in?
The beauty of Venice consist in the style of its ancient buildings.
2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）
a Chinese puzzle（中国玩具）【比喻】复杂难懂之事
a cross-word puzzle（纵横填字游戏）
常用搭配：be in a puzzle about对……大惑不解
I am in a puzzle about the matter.我对这件事大惑不解。
2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解
The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。
3)vi. puzzle over苦思……
I puzzled over the question for quite a while.这个问题我想了好半天。
3.clarify vt., vi.解释；澄清；阐明
clarify matters澄清真相
The government has time and again clarified its position on equal pay for women?
政府已经反复阐明政府对男女同工同酬的立场。
His mind suddenly clarified.他的头脑突然清醒了。
4.convenience n.适合；方便
We bought this house for its convenience.
我们买下这所房子为的是它方便。
When and where will it suit your convenience for our next meeting?
“我们下次见面什么时候,什么地点对你方便?”
Please come at your convenience.请在你方便的时候前来。
常用搭配：for one’s convenience为 ……方便
for convenience’s sake为方便起见
at one’s convenience在……方便的时候
拓展：convenient adj. 方便的；便利的
Our house is convenient for the shops.
常用搭配：be convenient to sb. 对……方便
It is convenient for sb. to do sth.某人做……是方便的
Is it convenient for you to come tomorrow? 你明天来方便吗？
5.attraction n.吸引, 吸引力;吸引人的东西;引力
The idea of working for state-owned enterprises has little attraction to young people nowadays.
现时去国营企业就职的想法对年青人没有多大吸引力。
The tides are caused by the attraction of the moon for the earth.
潮汐是由月亮对地球的引力引起的。
A big city offers many and varied attractions.大城市有多种多样吸引人的东西。
拓展：attract v. 吸引
attractive adj. 有吸引力的
常用搭配：have attraction for sth. 对……有吸引力
attract one’s attention吸引某人的注意力
be attracted to sth.被……所吸引
6.influence 1) n.（常与on连用）影响力；感化力
My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。
Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。
2) n.（常与over, with连用）权力；势力
Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？
3).vt. 影响
My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。
常用搭配：under the influence of受到……的影响
influence on/upon对……的影响
注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.
I was deeply affected by the news
我深深被这消息所感动.
7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。
解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。
He found the room open.他发现房间是开着的。
The rain made the ground wet.雨使地面浸湿了。
2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。
I don’t think it is worthwhile.我认为不值得做这件事。
It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。
注意：worth, worthy 和worthwhile的区别
worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。
worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或 be worthy to be done 结构。
This book is well worth reading.这本书很值得一读。
This dictionary is worth ten yuan.这本字典值10元。
The place is worthy of a visit/ being visited.这个地方是值得参观的。
This suggestion is worthy to be considered.这个建议是值得考虑的。
Step5.Exercise
单句改错
The foreigner tried his best to make his point be understood.（删去be）
They found a piece of rope with one end tying in a circle.（tired）
They both spent t he night locking in the room.（locked）
What kept you so exciting? （excited）
I noticed the traffic holding up after a bad accident.（held）
It is a great c_______ to have a cell phone.
Generally speaking, students are i__________ by their teachers in world ands actions.
Don’t interrupt me！I am doing a word p________.
I must _________（澄清） my reasons for not having attended the meeting.
To be honest, I can’t tell what the a________ of this famous painting has.
convenience2.influenced3.puzzle4.clarify 5.attraction
Step6.Homework
Write a short summary of the passage.
Period 3 learning about language and Grammar
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1. What impresses you most in the passage ?
The fact that impresses me most.
2. What have you already known before reading the passage ?
I have known the fact that
3. Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
Period 4 Using language (Reading: Sightseeing in London)
Step1 Revision：What is London famous for?
Big Ben , London Tower Bridge, Hyde Park, etc
Step 2 New words study.
Step 3 Read the passage and answer these questions
1 Who built the Tower of London? When was it built?
2. Who guarded the Queen’s jewels? What kind of clothes did they wear?
3.What interested her most? What kind of line is it?
4.which places did she visit on the last day?
5.What seemed strange to her?
Step 4 Make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.
sites of London comments
Day 1 1. Tower delight
2.St Paul’s Cathedral splendid and interesting
3.
Westminster Abby interesting
4 Big Ben famous and very loud
Day 2 Greenwich
famous and interesting
Day 3 Karl Marx’s statue
famous and interesting
British Museum
thrilled
Step 5 Language points
1. sightseeing n.& a.观光的 go sightseeing 观光 游览
sightsee v. 观光 sightseer n.观光客 游客
2. available adj.
1) (sth.)that can be used 可用的；可得到的
This was the only available room.
2)(sb.) be free to seen 可会见的
I am available in the afternoon.
He was not available for the interview.
3. delight n.&v. 愉快，乐趣，快乐
to one’s delight 令…感到愉快的是 delight sb. with sth. 用某物使某人高兴
delight in 喜欢，嗜好 take delight in 乐于，爱好
delighted adj. be delighted to do
1)I took delight in books.
2)To his delight, he passed the driving test.
3)She delights inbeing surrounded by admirers.
4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。
It looked splendid when first built!
当第一次建的时候它看上去很辉煌！
When first built=When it was first built
When asked why he was late , he went red.
Unless invited to speak, you should remain silent at the conference.
5.in memory of=in honor of 为了纪念
in celebration of 为了庆祝
eg: The museum was built in memory of the great writer – Lu Xun.
6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）
e.g:You can’t imagine that a well-behaved gentleman (should) be so rude to a lady.
It is strange that he know so much about me.
7.display n. & v. 陈列，展示，表露
on display 展览 on show 展示 =on exhibition
eg.The seller displays all kinds of fruits in the shop.
display one’s true feelings 表露自己真正的感受
8.thrill vt excite The film thrilled the audience
thrilling exciting a thrilling experience
thrilled excited
9.feel/be proud of 自豪（褒义） feel/be proud about 骄傲（贬义）
do sb proud 给人面子，待人客气 take pride in 以……为自豪
He takes a pride in his success.
He is proud of his success
Unit3 Life in the Future
Teaching Goals:
1. Predicting the good and bad changes in the future.
2. imagine the alien creatures.
Functions：
1. 做出预测（Making predictions）
Do you suppose that…?
Suppose that… I wonder if…
Do you imagine that…? I imagine that…
2. 猜测未来（Making conjectures about future）
Is it likely/ unlikely that… Possibly …
It is possible that … Most likely …
I’m sure… Probably…
Suppose that … Perhaps … Maybe …
Grammar:
1.过去分词作定语（The past participle as the attribute）
I followed him to collect a hovering carriage driven by computer.
Tomorrow you will be ready for some visits organized by computer.
2.过去分词作状语（The past participle as the adverbial）
Worried about the journey, I was unsettled for the first few days.
Confused by the new surroundings, I was hit by the lack of fresh air.
本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report
本单元所涉及的要点有：
1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。
2）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
（4）学习写好“report”,以训练学生的逻辑思维及写作能力.
Period 1
Teaching Aims:
1. Learn some new words and expressions.
2. Help the students to talk about life in the past, at present and in the future.
3. Enable the students to describe the life in the past, at present and in the future.
Difficult and Important Points:
Compare life in the past, at present and in the future
What is life in the future like? What changes will take place?
Teaching Methods:
1. First and careful reading,
2. Asking and answering question activity
3. Individual, Pair work & group work
Teaching Procedures:
Step 1 warming up
Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years
Step 2: pre-reading
1.Can you tell what problems people are facing today?
2.what problems do you think people in the future will have overcome?Which ones will still be there or even
worse in AD3005?
Key: 1The problem of population will be solved,have begun to Control the birth rate.
2The problems will be still there,and will even worse.
3I don’t think so.Now scientists are trying their best to
develop new resources that human beings can make use of ,such as solar energy.In my opinion……
step 3： fast reading
Read the text for the first time and tell what the text is about?
It’s an e-mail written by a man Who has taken up a trip to the future.
2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping’s home and everything in his house made me surprised.
C.I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
Step 4 careful reading
1.why did I have the chance to travel to the year AD3005?
2. What is a “ time lag”?
3. How did I feel when I was in the capsule?
4who guides my trip?
5.why did my guide give me some tables?
6.who transported us to the future?
Key 1. I took up the prize I won the year before.
2. “Time lag”means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain
6. Wang Ping’s parents’ company transported us to the future.
1How did I feel as soon as I was transported to the future?
After the writer was transported to the future,he was hit by the lack of fresh air.
2.how did Wang Ping solve this problem?
Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.
3.what do you think has caused this kind of problem?
Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.
1 What did Wang Ping’s house look like?
His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .
2 What was the green wall made of? What’s the purpose of building this kind of green wall?
The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.
3 How can you produce a TV set in Wang Ping’s house?
You can just flash a switch on the computer screen and a TV set will rise from the floor.
Good changes
Bad changes
Time travel Can travel to
Different times
as you wish After-effects of travel
transport .can move swiftly Disorganized, difficult to
find way
houses save living space Short of space
Towns Busy, look like
markets Easy to get lost
Air quality Own family
oxygen supply Poor quality in public places
Sample answers Ex.2
I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,
The 2nd period
Teaching aims:
Learn expressions & phrases
Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “take up and sweep”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
1)eck the answers of yesterday’s homework (P42.Using Words and Expressions)
Step three language point
1. I still can’t believe that I am taking up my prize that was won last year
Take up 开始做，占用， 选修
a.When does the manager take up his job?
b.he has take up art in college
c.He decided to take p photography as his career.
开放思维：
Take off 脱下， 起飞 Take over接管
Take to 喜欢上， 对…产生好感
a. Helen always helps her mother even though going to school____most of her day
A.Takes up B.makes up C.saves up D.puts up
2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005
我得不断擦拭自己的眼睛来提醒自己， 我已到了公元30
Remind: to make someone remember something that they must do
Remind sb about sth提醒某人某事
Remind sb to do sth
Remind sb that/ where/how
3. As a result, I suffered from ‘time lag”
As a result: because of something that has happened结果，由于…的结果
e.g He worked hard, and as a result, he got promoted quickly.
Suffer from: to experience 患有…为…所苦。
he suffer from headache.
发散思维：
suffering n. 痛苦，劳苦 sufferance n.容忍， 忍耐
4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.
这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样， 所不同是是， 它意味着你的脑海里不停地从以前的时间断地直往回闪去
Similar /Be similar to: 与…相似
A cat is similar to a tiger in many respects.
similarity n.类似，相似 similarly: adv 相似地， 同样地
b. Keep doing something: 继续做某事
It kept raining for a week
c. Flashback:闪回， 倒叙
The event in his happy family life are shown in flashback.
5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.
Sweep up:本意是打扫， 清扫，经常引申为“横扫， 掠过”等意思
The leaves were swept up into the air by the wind
6.Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.
王平的妈妈出现了， 电脑荧屏上的开头闪了一下， 于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来
Switch:n 开关 where is the light switch?
vi. 转换， 改变：
he got tired of teaching and switched to writing stories
开放思维： switch off 把…关掉， 不听， 不理睬
switch on: 接通， 把开关打开
Switch out: 关上
As if by magic= like magic
He jumped so high as if by magic
发散思维： magical: adj 魔力的， 不可思议的
Magically adv 迷人地， 不可思议地 magician n:魔术师
7. You may find it difficult as this is your first time travel trip
当你第一次做这样的时间旅行时， 可能会感到有些困难
Find it difficult: 结构为 “ find+宾语+宾补”
宾补可以是形容词， 不定式， 动名词， 从句
I found him to be much younger than I expected
Do you find him very bright?
I find it hard to talk with him
I find it very easy to learn English well.
Sentence patterns
Worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
Confused by the new surroundings, I was hit by the lack of fresh air
Arriving home, he showed me into a large bright, clean room.
Exhausted, I slid into bed and fell fast asleep
Homework
Do ex 1 in page 19 in the book
Do ex 2 in your exercise book
The 3rd period
Teaching Aims:
Teach grammar (The Past Participle as the adverbial and attribute)
Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
Grammar
past participle used as adverbial and attribute
Complete the following sentences with the words given, using their proper forms.
1, I like reading the novels______ (write) by him
2. The girl ________(write) a letter is my cousin
3. There is something wrong with my bike and I have to get it __________(repair).
4.He spoke loudly in order to make himself ____ (hear)
Sentence patterns
Worried about the journey, I was unsettled for the first few days
As I was worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
His parents’ company was well known for their expertise …
3. Confused by the new surroundings, I was hit by the lack of fresh air
When I was confused by the new surrounding, I was…
Arriving home, he showed me into a large bright, clean room.
When he is arriving home, he showed me into…
Exhausted, I slid into bed and fell fast asleep
As I was exhausted, I slid into bed and fell fast asleep.
过去分词作状语，意义上相当于状语从句， 表示时间， 条件，原因， 伴随状况等
Whenever praised, he blushed
United, we stand, divided, we fall
Written in a hurry, the book is full of errors
Although born in Germany, John lives and works in U.S.A
PAGE 20, EX 2
1. Frightened by the loud noise, I went to see what was happening.
2. Hit by the lack of fresh air, he got a bad headache,
3. Tired after the long journey, I still enjoyed meeting the aliens on the space station
4. Frightened by the noise outside, the little girl dared not sleep in her bedroom.
5. Built in 1910, the museum is almost 100 years old.
6. Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
Pick out two more sentences from the reading with pp used as the attribute.
1. His parent’s company named “future tours” transported me safely into the future in a time capsule.
2. Tomorrow you will be ready for some visits organized by the company
3. He became inspired when he thought about helping ordinary people exposed to cholera.
Ex 4
1.Soon we lost sight of that famous astronomer called Li Qiang
2.I am going to buy a painting copied from Vincent van Gogh
3.I like that old private house built of wood and mud
4.The room connected to the rest fot he house by a long passage is completely empty
5. The queen was sitting in a royal carriage drawn by four horses.
6. The vehicle mentioned in the book is unknown to me
7. The castle built in 1432 is under repair
Page Ex1
1.Well-known for his books about South, JM Coetzee won the Booker Prize
2.A princess once owned a magical chair made of gold and silver
3.On his birthday he received a mysterious present wrapped in gold silver
4. Interrupted by the bell, he was unable to finish his speech
5. Awakened by a noise at midnight, she saw a thief in her room
6.Supposed to be locked, this door is now wide open and the room is empty.
Ex 2.
Called
Endangered pointed
Known
Fallen
Supported
Terrified
The 4th Period
Teaching Aims:
Improve the students reading skills.
Learn something about I have seem amazing things
Difficult and Important Points:
1)Reading Comprehension
2) write a report
Teaching Methods:
Comparative method
Teaching Procedures:
Step1 xtensive reading
Name of creature Mu-mu Dimpods
Size Tall and thin Small
appearance
Black and white face,
a pointed head,
shell-covered leg Like a little cat
colour Black and white face Blue or purple
personality Very friendly Interesting and lively
Numbers of arms Six Too many to tell
Numbers of legs One long leg
covered by shell To many to tell
How it moves Slowly and
from side to side Skip around fast
voice Whisper shout
Food Mixture of carrot
juice and cocoa Lemonade with herbs
Step2 group work
Create a new alien and fill in the blanks then draw it out
Name of creature Moddock
Size Small child when grown
Appearance Very large nose and hairy body
Color grey
Personality Slow and shy but friendly once approached
Number of arms Six
Number of legs six
How it moves Rolls over and over like a ball
Voice Uses sign language
food oil
With your partner, draw a picture of your alien.
Then write a description based on your drawing and the notes in the chart.
Step 3 extensive reading 2 Rising to a challenge
Paragraph 1
Silver adventure:
Advantages:
Paragraph 2:
Problem existed in the past:______________________________________________
____________________________________________________________________
Now solved by________________________________________________________
____________________________________________________________________
What can Saturation City provide?
Paragraph 3:_________________
Paragraph 4:_________________
Paragraph 5:_________________
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb 告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework 留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb 利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own 属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on 专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup . (一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
篇3：高二英语必修五教案
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
Wb Lesson 65, E. 1 - 4.
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both E. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Do Ex. 1 and part of Ex. 4 as written work.
篇4：高二英语必修五教案
教学目标
Teaching Aims and demands 本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。 Teaching important and difficult points 1.单词 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited 2.词组 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交际用语 There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法 学习as if和no matter的用法。
教学建议
课文建议 在Lesson 38课，建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
对话分析 本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。
教学重点难点 1.serve的用法
1)serve(sb.) as sth.表示“为(某人)工作，(尤指)当佣人”。 He served as a gardener and chauffeur.他做园艺工人兼司机。 2)serve还可表示“供职，服役”。 He has served his country well.他为国尽职。 3)serve sb. (with sth.). 表示“将(饭菜)端上桌。” Four waiters served lunch for us.有四位服务员招待我们吃午饭。 4)serve 还可用于“(在商店等处)接待(顾客)或为顾客取货物”的意思中。 Are you being served?有售货员接待您吗? He served some sweets to the children.他为孩子们拿来了他们想要的糖。 5)serve 还指“(一份饭)够……”。 This packet of soup serves two.这包汤料够两个人食用。 2.judge的用法 1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。 We judge that they have finished.我们估计他们已经干完了。 We judge them to have finished.我们估计他们已经干完了。 She judged him about fifty.她估计他在五十岁左右。 The committee judged it better to start the investigation at once.委员会认为立即开始此项调查。 From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。 2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。 I can’t judge whether she was right or wrong.我不能断定她是对还是错。 3)judge还可表示“评判，评价”，可说judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…(从……来看，据……来判断)是惯用短语，可用来引导独立分句。 Judging from his looks ,he may be sick.从外表看，他或许生病了。 Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。 3.get off的用法 1)get off意为“脱下”。 It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。 2)注意：get off还可作“下车”;“离开”;“出发”;“起飞”解。 As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。 We must get off at once or we' II be late我们必须马上走，否则要迟到了。 We got off immediately after breakfast.我们一吃过早饭就出发了。 The plane got off on time. 飞机准时起飞。
4.favor的用法 1)in favor (of )表示“赞成、主张”，常用作表语或后置定语。 The students were in favor of reform. 学生赞成改革。 2)do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是 “给某人以恩惠，帮某人的忙”。 Would you do me a favor? 帮我一下好吗? Do me a favor by turning off the radio. 帮我把收音机关掉。 Do me the favor to come. 务请光临。 注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。
5.put down的用法
1)意为“写下;记下”。 Put down your name and your telephone number.写下你的名字和电话号码。 Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。 2)可作“;扑灭”。 The fire was finally put down by the firemen.大火最后终于被员扑灭了。 6.as if的用法 as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中： It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。 It looks as if it is going to show. 看来，要下雪。 It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。 除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。 The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。
7. no matter 的用法 no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。 由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。 No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。 No matter之后可用what以外的关系代词或关系副词。例如： No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。 No matter which…无论哪一个…… No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。 No matter where…无论何处;不管在哪里…… No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。 No matter when …无论何时，不管什么时候…… I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。 No matter how..不管……如何;无论……多么…… No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。 8.drop in, drop in on 与drop in at的区别 drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。 drop in on 后接人意为“顺便拜访某人”。 She dropped in on me yesterday. drop in at后接表示地点的名词意为“顺便来(去)某处看看”。 Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。 Jane used to ____ the tailor’s on her way home from work. A. drop in B. drop in on C. drop in at D. drop at 詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。
9.run的用法 1)表示“跑，奔跑，赛跑”。 The boy ran off as soon as we appeared.我们一来，孩子们都跑了。 She used to run when she was at college.在大学时她经常练跑步。 2)run还可表示“(火车、汽车、轮船等)往来行驶” Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。 The trains don’t run on Christmas Day.圣诞节火车停驶。
3)run可用业表示“(液体)流动”。 Could you run me a hot bath?你给我放盆热水洗澡好吗? Your nose is running.你又流鼻涕了。 4)run表示“(衣服上的染料或颜色)掉色，扩散”。 I’m afraid the color ran when I washed your new skirt.很遗憾， 我洗你那条新裙子的时候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太热，黄油开始化了。 The wax began to run. 蜡开始融化了。 6)run还可表示“负责、经营、管理”。 He has no idea of how to run the successful business.他不知道把企业办好的方法。 Stop trying to run my life for me.我的生活用不着你来管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。 句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如： Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。 本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如： Here is your change. 这是找给你的零钱。 change还可以用作及物动词，作“零钱”，“换钱”解。 Could you change a 10-yuon note, please? 你能换开10元钱吗?
篇5：高二英语必修五教案
Teaching goals 教学目标
1. Target language 目标语言
重点词汇与短语
suggest, persuade, observation, contributions, achieve, devote ... to
2. Ability goals 能力目标
Enable the students to learn the way of persuasive writing and descriptive writing.
3. Learning ability goals 学能目标
Learn how to write a persuasive writing and a descriptive writing.
Teaching important points教学重点
Help the students to learn to write a persuasive writing and a report.
Teaching difficult points教学难点
How to write a report about a scientist and his / her job.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Presentation
Task 1: Summarize the way of writing a report.
T: Now class, if we want to write a report about a scientist, what contents should we include?
S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.
T: Yes. You are right. And how do we make an outline about it?
S2: We should put the collected information under three headlines: life, achievements and key to success.
Task 2: Remind the students of the writing techniques and writing features of a report.
Show the following to the students.
Report
Formal language with few adjectives
No speech except quotations
Not emotional
Only one main character
Factual structured according to experimental method
Past tense and passive voice
Task 3: Summarize the way of persuasive writing.
T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?
S1: I think the first is to give your opinion and idea.
S2: The second is to give the reasons and evidence to support your idea.
S3: The third is to make a conclusion.
Show the following to the students.
A persuasive writing
Formal or informal, vivid use of language
Speech to show feelings, reactions, etc
Emotional or not emotional to describe feelings and facts
Only two main characters
Factual or imaginative based on fact
Reason and persuade step by step
Present tense
Then ask the students to write a short letter as required in Exercise 3.
A sample version:
Dear Nicolaus Copernicus,
I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you can publish your new theory.
Step Ⅱ Writing
Ask the students to write a report about a scientist.
Sample versions (见附件3, 4, 5)
Step Ⅲ Homework
Ask the students to do the Project on page 47.
附 件
1. How to do a science research
A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to un derstand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the “tool” that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the following steps: doing research, identifying the problem, stating a hypothesis, con-ducting project experimentation, and reaching a conclusion.
Research
Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. Your first research is used to select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.
After you have selected a topic, you begin what is called project research. This research is to help you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments — experiments designed to test the hypothesis. An example of project research would be to place a fresh loaf of white bread in a bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you the needed information for the next step — identifying the problem.
Problem
The problem is the scientific question to be solved. It is best expressed as an “open-ended” question, which is a question that is answered with a statement, not just a yes or a no.
Hypothesis
A hypothesis is an idea about the solution to a problem, based on knowledge and research. While the hypothesis is a single statement, it is the key to a successful project.
All of your project research is done with the goal of expressing a problem, proposing an answer to it (the hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis.
Do state facts from past experiences or observations on which you base your hypothesis.
Do write down your hypothesis before beginning the project experimentation.
Don’t change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign the experiment to confirm your results.
Project Experimentation
Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled variables.
The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables.
Do have only one independent variable during an experiment.
Do repeat the experiment more than once to verify your results.
Do have a control.
Do have more than one control, with each being identical.
Do organize data.
Project Conclusion
The project conclusion is a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis.
If your results do not support your hypothesis:
DON’T change your hypothesis.
DON’T leave out experimental results that do not support your hypothesis.
DO give possible reasons for the difference between your hypothesis and the experimental results.
DO give ways that you can experiment further to find a solution.
If your results support your hypothesis:
You might say, for example, “As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the ‘no light’ containers that were placed in a dark closet. If I were to improve on this experiment, I would place the ‘no light’ containers in a light-proof box and / or wrap them in light-proof material, such as aluminum foil.”
2. On women scientists : A speech in the International Women’s Day
Women thou hast encircled the world’s heart with the depth of thy tears as the sea has the earth.
Women in your laughter you have the music of the fountain of life.
The message is clear; it is inspiring and presents a deep philosophy. Women would be the change agent in this fast moving world’s socio-economic scenario.
We have assembled here today to celebrate the International Women’s Day and also the Year of Empowerment of Women.
...
Madam Curie who got the Nobel Prize just after two years of establishment of the Nobel Foundation — first in 1903 in Physics when she shared it and then the second one in 1911 in Chemistry, created a history by winning two Nobel Prizes in a span of 8 years. I am sure, the group here is aware of the difficult conditions and laboratory arrangements under which she worked and yet, she excelled.
Biotechnologists can never forget the work of Dorothy Crowfoot Hodgkin on Crystallography leading to the structure of the important biological crystals. She won the Nobel Prize in Chemistry in 1964. The work of Barbara McClintock, a geneticist won her the Nobel Prize in 1983.
Just as someone said: “Developing countries that have made remarkable social progress, have done so primarily through the empowerment of women, which has had enormous impact in terms of literacy, health and economic well being of families.” What we need to do is to ensure the valuable contribution from 50% of our human resource.
...
It is a matter of great pleasure for all of us to see that the women are not only confined to biology, a subject in which they have been contributing significantly, they are also joining the areas of physical sciences and engineering and performing equally well.
Somehow, in many parts of the world today, science and technology interventions have treated women primarily as recipient of knowledge and have under estimated their importance as generators of innovations and as a dynamic agent of economic and social change. In empowering the women with scientific and technological skills, women scientists and technologists have a major role. Biotechnology and biosciences including medical, agriculture and basic research have opened up new opportunities. The involvement of women scientists and technologists in physical sciences, especially in the National Aeronautics and Space Administration (NASA) dates back to 1903, they worked as explorers, pioneers and innovators. By the end of the 20th century, at least 25% of the astronauts at NASA were women, 16% scientists and engineers.
Of course, it is extremely important that women scientists and technologists are appreciated for their dual role in the society while pursuing scientific research as a career. They should also nurture and cherish their qualities of culture, compassion, courage and creativity. And above all, the cooperative spirit. The five ‘Cs’ are personified in women’s personality.
3. Charles Drawin Origin of Species
The English scientist, Charles Darwin was born on February 12, 1809, the same day that Abraham Lincoln was born. Darwin caused a change in thinking about evolution, whereas Lincoln caused a change in the role of the black slave, allowing the black man to be a free man in American society.
Darwin’s father tried to influence his son to become a worthy student in school. However, Charles did not like to study Latin or Greek, which was required for a classical education. Instead, he made a secret laboratory in his father’s garden where he could experiment in chemistry and physics.
His headmaster had a very low opinion of his scholarly abilities. So his father decided to send him to Edinburgh, Scotland, to medical school. However, Charles couldn’t bear the sight of surgical demonstrations. One time, a child was being operated on without any painkiller or anesthesia. The child began to scream in agony and Charles ran from the room. Those screams haunted his mind for many years.
Since he failed at medical school, his father sent him to study theology at Christ’s Church at Cambridge University. However, in his own words, he said his time was sadly wasted “in playing, drinking, singing, flirting and card playing.” But he found a science professor there who recommended he sail as a naturalist on the ship called hte Beagle. This ship would travel for 5 years exploring South America and the Galapagos Islands off the coast of Ecuador in the Pacific Ocean.
On these islands, he observed the world’s largest turtles, the iguana lizards, and finches, a type of bird. These birds were on different islands and varied from each other, especially in their beaks.
Darwin took many notes on this long adventure. When he returned to England, his body was broken and he was essentially ill for the rest of his life. However, he came to the interesting conclusion that certain finches adapted better to their environment in a process called natural selection. Those species more fitted to their environment would be the ones most likely to breed and succeed in producing the next generation.
In 1859, he wrote On the Origin of Species, which became the most significant book ever written on the theory of evolution. His ideas have had more influence than anyone concerning how living species developed over time.
高二英语必修五教案
篇6：unit 12 phrases(新课标版高二英语必修五教案教学设计)
science fiction科幻故事 What’s the distance from….to….从…到…的距离是多少?
make a sketch of…画草图 expect to do sth 期待做某事
develop one’s love for sth.对某事产生了爱好或兴趣 make/earn a living 谋生
take sth one step further把….推进一步. lay foundation of ….奠定了….的基础
long before 很久以前 before long 不久以后
set out to do sth. = set about doing sth.出发做某事 in one’s efforts to survive 在某人努力求生时
make an/ every effort to do sth.尽全力做某事 spare no efforts to do sth. 不遗余力做某事
without efforts 毫不费力 turn out (to be)结果是//prove
take sb on board 带某人上船/机 from that day on 从那天开始
take sb on a voyage across the ocean带某人去越洋旅行 give a view of …给人提供一个…的景观
dress sb in….给某人穿…衣服 sb be dressed in某人穿着…衣服
diving suit 潜水服 by the lamps of 在灯光下
ever since自从…起 keep sb as a prisoner// keep sb prisoner囚禁某人
cry about 为…而哭泣 go on an adventure 去冒险
contrary to ….与….正好相反 // on the contrary 相反 sink to the bottom of the sea沉入海底
become a permanent pain in one’s heart成为某人心中永久的痛
be driven by a desire to learn被学习的渴望所推动 look for/ search for/ hunt for 搜寻,寻找
look for a road without having a map自己摸索 dream of doing sth 梦想做某事
throw/ cast light on/ upon 阐明, 给….以说明 pioneer a new way 开创一条新路
unfold sth to sb把某事揭示给某人 the principle of life 生命的原理
the cause of life生命起源 nothing but= only 只有，仅仅
slow down 减速,减慢 eight feet in height/length/width 8尺高/长/宽
result in结果:导致 light the flame of life燃起生命的火花 a lighted candle
burn sth out 燃尽 come into one’s mind想到
make a choice of选择 turn sth upside down起大变化，颠倒, 混乱
have a strong belief in sth对…有坚定的信仰 wash sth up on the shore冲上岸
look down on// upon看不起… be about to do … when
cut off切断 be free from the pull of gravity摆脱地心引力
be proud of sth// to do sth为。。。感到骄傲
篇7：高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about science fiction.
2.Learn to express beliefs and doubts.
3.Learn about Word Formation2.
4.Practise creative writing.
The First Period Warming up& Listening& Speaking
Teaching Aims:
1.Learn about some scientific facts by doing a small science quiz.
2.Train the students’ listening ability.
3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
Teaching Important Points:
1.Train the students’ listening ability.
2.Master the useful expressions for beliefs and doubts.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to finish the task of speaking.
Teaching Methods:
1.Free talk to arouse the students’ interest in science fiction.
2.Listening-and-answering activity to help the students go through the listening material.
3.Discussion to make the students finish the task of speaking.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: Do you like reading novels?
Ss: Yes.
T: What kind of novel do you like best?
S1: I like reading detective novels.
T: Why do you like novels of this kind?
S1: Because this kind of novel is full of suspension and the end of it is often surprising.
T: Very good. Does anyone have a different opinion?
S2:I enjoy reading about science fiction.
T: Tell us why, please.
S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.
T:A good job. Sit down, please. Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy)
Step Ⅲ Warming up
T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)
T: Have you read them?
(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)
S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.
S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.
T: You’re wonderful! Have you read any of his books besides these two books? What are they about?
S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.
T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.
(Teacher uses the multimedia to show the following.)
1.What is the highest mountain on earth and how high it is?
2.What is the deepest point in the ocean and where is it?
3.Which is the longest river on earth and how long is it?
4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?
6.How high are the temperatures near the centre of the earth?
7.What is the longest distance around the world?
8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?
T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?
Ss: Yes.
T: Now check your answers. (Show the answers on the screen.)
Step Ⅳ Listening
T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?
Ss: Yes.
T: Now, let’s listen to the tape carefully and finish the task.
(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)
T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?
Ss: Yes.
(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)
T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.
(Students do as the teacher says.)
Step Ⅴ Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?
Ss: Yes.
T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m(not) certain… I can’t imagine… It could be…but…
It’s likely… It would like… I’m sure that…
T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)
T:(A few minutes later) Are you ready?
Ss: Yes.
T: OK. Which group would like to act out your dialogue?
(Two students stand up and act out their dialogue before the class.)
T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?
(Another two students stand up and their topic is about life in 3098.)
(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)
Step Ⅵ Summary and Homework
T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Second Period Reading
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn about the French writer Jules Verne and his two famous science fictions.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the useful phrases.
Teaching Difficult Points:
1.How to make the students understand the passage better.
2.How to help the students finish all the exercises in Post-reading.
Teaching Methods:
1.Discussion before reading to make students learn more about some scientific facts.
2.Fast-reading method to get the general idea of the passage.
3.Careful-reading method to get the detailed information in the text.
4.Discussion after reading to help the students finish the tasks in Post-reading.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
StepⅠ Lead-in and Pre-reading
T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.
(Show the following pictures on the multimedia.)
T: Here are three great inventions. Who can say when the inventions in the pictures were made?
S1:Electric railway was invented in the early years of the 20th century.
S2:Thomas Edison invented the light bulb in 1879.
S3:Steam-powered boat was made in 1807.
T: You’re quite right
StepⅡReading
T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?
Ss: Jules Verne.
T: Good. Do you remember the books written by him and talked about by us in the last period?
Ss: Yes.(Students say out the titles of the books together.)
T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?
Ss: Yes.
(Students begin to write eight key words. After they finish, teacher says the following.)
T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.
(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)
T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.
(Show the following on the multimedia.)
1.To make a living, what did Jules Verne have to do?
2.What will many of the instruments in his novels remind the readers of?
3.How did Verne lay the foundation of modern science fiction?
4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?
5.How does the story “Journey to the Centre of the Earth” begin and end up?
(A few minutes later, teacher asks some of them to answer the questions one by one.)
Suggested answers:
1.To make a living, Jules Verne had to write and sell stories.
2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.
3.By taking the scientific developments of his day one step further.
4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.
5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.
Step Ⅲ Language Points
T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.
(Show the following on the multimedia.)
1.make a living(=earn one’s living)
e.g. She made a living by singing in a nightclub.
2.lay the foundation of
e.g. Four-year college life laid solid foundations of his career.
3.come true
e.g. The boy’s wish to become a PLA man has come true.
4.set out
e.g. They set out to look for the lost child.
5.turn out(to be)+adj./n.
e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.
To everyone’s surprise, the fashionable girl turned out to be a thief.
6.defend…against/from
e.g. We should defend our country against attacks.
7.be dressed in
e.g. The girl was always dressed in red.
Dressed in uniform, he looks handsome.
Step Ⅳ Post-reading
T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.
(After a while, teacher checks their answers with the whole class.)
Suggested answers:
2.During the time they do all they can to continue to live…
3.They realize that they come to the surface of the monster
4.his long-term guests
T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.
(After a while, teacher checks their answers. Students may have various answers.)
T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.
Suggested answers:
Differences SUBMARINE SPACESHIP
Speed slow fast
Landscape under water landscape space landscape
Number for people a lot of people a few people
Food common food special space food
Clothes diving suits space suits
Similarities Demand for skills is high.
They’re both exciting.
Tourists must be trained by experts.
They’re expensive.
T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)
Suggested answers:
Preparation: Tools and things to bring Risks: Dangerous and things that could happen
food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured
Step Ⅴ Summary and Homework
T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.
The Third Period Grammar
Teaching Aims:
1.Review the new words appearing in the last periods.
2.Learn to use the rules of word formation to guess the meaning of the word.
Teaching Important Points:
1.Learn to choose proper words according to the contexts of the given passage.
2.Learn to guess the meaning of the words by the meaning of some stems and affixes.
Teaching Difficult Points:
1.Master the meanings of the following stems and affixes:
mis-=wrong extra-=outside inter-=between sub-=under
under-=below over-=too much dis-=not -marine=sea
2.How to guess the meanings of the words according to these stems and affixes.
Teaching Methods:
1.Review method to consolidate what we’ve learnt.
2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)
T: Very good. It seems that you’ve read the passage again and again.
Step Ⅲ Word Study
T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?
Ss: Yes.
T: OK. Let’s begin.
(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)
T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?
Ss: Yes.
T: OK. Who’d like to make a sentence using the first word “collision”?
S1:The plane crashed after a collision with a tall building, killing all the passengers on board.
T: Very good. Next word “permanent”.Who will try?
S2:Love is a permanent topic for us all.
S3:Next month, he is going to go on a voyage across the English Channel.
S4:A thief robbed the young lady of her handbag and escaped.
S5:All passengers on board are not from the same country.
S6:He is fond of science fiction.
S7:Not all fantasy can be realized in the future.
T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.
Step Ⅳ Word Formation
T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.
(Teacher shows the following on the screen.)
rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical
mis-=wrong
extra-=outside
inter-=between
sub-=under
under-=below
over-=too much
dis-=not
-marine=sea
T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?
S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…
(Teacher writes these words on the blackboard.)
T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.
T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.
Step Ⅴ Consolidation
T: Look at the screen, please.(Teacher shows the following on the screen.)
Add a proper affix to each of the following words to form another word.
1.______curricular 2.______ dependent 3.______patient
4.______stop 5.______judge 6.______tired
7.______heading 8.______clothing 9.______advantage
Suggested answers:
1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-
Step Ⅵ Summary and Homework
T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.
Ss: See you next time.
The Fourth Period Integrating Skills
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Review some word formation.
3.Train the students’ writing ability by practising creative writing.
Teaching Important Points:
1.Consolidate word formation learnt yesterday.
2.Help the students finish the creative writing.
Teaching Difficult Points:
1.How to help the students practise creative writing.
2.How to improve the students’ reading ability.
Teaching Methods:
1.Revision method to help the students consolidate the useful expressions.
2.Question-and-answer activity to help the students understand the reading passage better.
3.Discussion method to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?
S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.
T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.
(Teacher shows the following on the screen.)
1.submarine=______+______
2.disappear=______+______
3.overturn=______+______
4.Internet=______+______
5.underwater=______+______
6.prisoner=______+______
(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)
T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.
Suggested answers:
1.潜水艇 sub+ marine sub-=under
2.消失 dis+ appear dis-=not
3.打翻 over+ turn over-=too much
4.因特网 Inter+ net inter-=between
5.在水下的 under+ water under-=below
6.囚犯 prison+er -er=person who carries out the action of the verb
Step Ⅲ Reading
T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.
(Show the following on the screen.)
1.What did Dr Frankenstein want to do when he was young?
2.After he was sent to university, what did he think of the things taught at university?
3.What attracted his attention?
4.Did he discover the cause of life?
5.Although he knew how to create life, what remained a difficult work for him?
6.Why did he decide to create a larger human being than man about eight feet in height?
(Teacher gives them five minutes to read them. After that, check their answers.)
Suggested answers:
1.He wanted to learn the secrets of heaven and earth when he was young.
2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.
3.The structure of the human body and any animal that was alive attracted his attention.
4.Yes.
5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.
6.Because the small size of the parts slowed down his speed.
T:Now,let’s do an exercise.(Teacher shows the following on the screen.)
1.The boy ______ becoming a pilot.
2.______ before you reach the crossroads.
3.He shouted to ______.
4.The fire ______.
5.Can you ______ the problem?
6.He ______ meat with a sharp knife.
7.Her skin is ______.
T:Fill in the blanks using the proper phrases on the blackboard.
Suggested answers:
1.dreams of 2.Slow down 3.draw people’s attention 4.burn not
5.throw any light on 6.cut up 7.as white as snow
Step Ⅳ Listening and Reading Aloud
T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.
(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)
Step Ⅴ Designing and Writing
T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.
(Teacher shows the following on the multimedia.)
1.How does your doctor create a life form that looks like a human being?
2.Describe your doctor’s efforts to do that.
3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.
(Teacher goes among the students to help them finish the word web.)
Suggested answers:
1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.
2.My doctor takes the following steps to create the human:
First, choose the cells of human body and fur and features of animals as materials.
Second, use the test tube and medicine to cultivate cells in the lab.
Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.
Fourth, a superman is born.
3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.
(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)
The Fifth Period Word Formation
Teaching Aims:
1.Review all the methods of word formation the students have learned and summarize them.
2.Do some exercises to enable the students to master what they’ve learnt.
Teaching Important Point:
How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.
Teaching Difficult Point:
How to apply what they’ve learned about word formation to guess the meaning of an unknown word.
Teaching Methods:
1.Explanation to make the students understand what they’ve learned clearly.
2.Practice to enable the students to master what they’ve learned.
3.Pair work or group work to make every student active in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Greet the whole class as usual.
(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)
Step Ⅱ Lead-in and Discussion
T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.
Complete the following sentences:
1.These gold rings are ______ while those glass ones are ______(value).
2.We all like the report given by the famous scientist yesterday. It is ______(encourage).
3.Mary’s daughter is old enough to ______ and ______ herself.(dress)
4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.
5.______(self) is a virtue of the Chinese people.
6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)
7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).
8.That plan was a waste of money. We ______(agree) with it.
(Teacher goes into the students and has a discussion with them. After a few minutes.)
T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.
S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?
Ss: Yes, you are right.
S2:The second answer is “encouraging”,I think.
S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.
S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?
S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.
T: Which is right,S4or S5?
S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.
T: Is he right?
Ss: Yes, he is right.
T: Please go on!
…
Suggested answers:
5.Unselfishness
6.careless;careful
7.unfair
8.disagreed
Step Ⅲ Further Discussion
T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?
S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.
S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN
T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?
Compare the following sentences:
1.a.It has not much taste.
b. The bread tastes delicious.
2.a.They had a quarrel yesterday.
b. They quarrelled for half an hour last night.
3.a.I’ve got an interview with National Chemicals.
b. We interviewed 20 people for the job.
S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.
T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation
Step Ⅴ Test
T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.
Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.
1.The hall can seat a thousand people.
2.The train slowed down.
3.They helped us bridge over the difficulties.
4.We must better the life of the people.
5.His holiday was ruined by a series of misadventures.
6.There is often subzero temperature in winter here.
7.I disbelieve every word Tom says.
8.He is extra-thin.
9.The article has a subtitle.
Suggested answers:
1.坐 2.慢了下来
2.度过 4.改善
5.不幸事件 6.零度以下
7.不相信 8.相当瘦
9.小标题
Step Ⅵ Summary and Homework
T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!
Ss: Good-bye!
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
篇8：高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about water and the ocean.
2.Practise communicative skills.
3.Review Modal Verbs.
4.Write an explanation paragraph.
The First Period Warming up& Listening & Speaking
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, entertainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2.Learn something about water by doing experiment.
3.Do some listening.
4.Improve the students’ speaking ability by talking.
Teaching Important Points:
1.Make the students be free to talk about water.
2.Improve the students’ listening ability by listening.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to improve the students’ listening ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening material.
2.Individual, pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.an empty glass, a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T: Hello, everyone.
Ss :Hello, teacher.
T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it. (a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3:I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)
T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.
S: The part above is vegetable oil and the part below is water.
T: Good. Do you know why?
S: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?
Ss :Because oil can’t dissolve in water, but milk can.
T: Very good. Would you like to watch another experiment?
Ss: I’d love to.
T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2.come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1.How is the water being used?
2.Is this a good way to use water?
3.Why do we use water in this way?
4.Who benefits from using water in this way?
5.What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
The Second Period Reading
The Properties of Water
Teaching Aims:
1.Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do
2.Improve the students’ reading ability.
3.Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the following phrases:
all the way, that is, mix with, take advantage of, manage to do
Teaching Difficult Points:
How to make the students understand the reading passage better.
Teaching Methods:
1.Discussion before reading to make the students interested in what they will learn.
2.Fast reading to get a general idea of the text.
3.Discussion after reading to make students understand what they’ve learned better.
4.Careful reading to get the detailed information in the text.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?
S1:I learned that water is very important to all the living things on the earth.
T: OK, can you give me the reason why it is important?
S2:Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.
T: Anything else?
S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?
Ss: No, we don’t know.
T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1.What is/are ______?
2.What does ______ look like?
3.What are different parts of ______?
4.What can ______ be compared to?
5.How does ______ work?
6.What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)
1.What are the properties of water?
2.What does the earth look like?
3.What are different parts of the ocean?
4.What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6.What are some examples of species in the ocean?
T: Well done. Who can tell me the general idea of the text?
S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T: Very good. What about the questions on the blackboard?
S5:I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.
S6:In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.
T: Do you agree with them?
Ss: Yes.
T: What about other questions?
S7:I think plankton, sharks and whales are examples of species in the ocean.
S8:The answer to the second one is that the earth looks like an ocean planet.
T: You are quite right. Any volunteers?
S9:Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?
T: Maybe it means that there are some similarities between air-conditioner and the ocean.
S9:Thank you. I got it.
T: Then, who can answer the question?
S10:Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)
T: Do you think it is a question that the text can’t answer?
Ss: Yeah. We think so.
T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.
Ss: Because there is not any information about the different parts of the ocean.
T: Then, are there any questions you would need to add to “cover” all the information in the text?
S11:I have a question. Why is the water in the ocean always moving?
S12:Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.
1.incredibly adv. (extremely or unusually)
e.g. The water is incredibly hot.
2.available adj.(that can be used or obtained)
e.g. Tickets are available at the box office.
The book is available to all the students.
3.range vi.
range from A to B
e.g. Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g. I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5.that is (to say) (which means)
e.g. A week later, that is, May 1 is her birthday.
He is a local government administrator, that is, he is a Civil Servant.
6.take advantage of (make use of something well/make use of somebody unfairly)
e.g. They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7.be sensitive to something (affected easily by something)
e.g. She is very sensitive to other’s words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step Ⅳ Listening and Reading Aloud
T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)
Step Ⅴ Summary and Homework
T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?
Ss: Yes.
T: See you tomorrow!
Ss: See you tomorrow!
The Third Period Grammar
Teaching Aims:
1.Review Modal Verbs.
2.Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5.Soil can a______ water, so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb
5.absorb 6.relationship 7.freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7:I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8:I think the first sentence expresses some necessity and the second one expresses guess.
S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Can you tell from the letter what John’s problem is?
2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Fourth Period Integrating skills
Teaching Aims:
1.Review the useful expressions learnt in this unit by practising.
2.Improve the students’ reading ability by reading the material.
3.Improve the students’ writing ability.
4.Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Inductive method to help students write a paragraph successfully.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike? -Yes, of course you ______.
3.The ground is wet. It ______ have rained last night.
4.A machine ______ think for itself. It ______ be told what to do.
5.Tom,don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1.can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3:An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4:Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases. Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2.have an opportunity to do something
e.g. I had no opportunity to discuss the problem with her yesterday.
3.a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4.contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Why does an ice cube float?
2.What will happen to a piece of metal if you put it in water?
3.Why do so many species live in estuaries?
4.Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______（也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1.range from 5 to 15 2.The way she deals with the problem
3.that is 4.took advantage of
5.is very sensitive to temperature 6.made him respected
7.managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
The Fifth Period Modal Verbs
Teaching Aims:
1.Review the important usages of modal verbs.
2.Sum up the different situations of modal verbs.
Teaching Important Point:
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:
1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
Ss: Yes.
T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1.Would you like to answer the phone? It ______ be your sister.
2.The part of the country ______ be very warm in September.
3.______ it be Lily?
4.It ______(not) be true.
5.You ______ be right.
Suggested answers:
1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss: Yes. But we are not sure about how to use them.
T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?
Ss: Yes.
T: Then try to finish the following exercises, please.
(Teacher shows the exercises on the screen.)
1.-______I use your phone?
-Yes, of course. You ______.
2.______ you come into the meeting room without showing a passport?
3.Mary said that I ______ borrow her car.
Suggested answers:
1.Can/Could/May/Might;can/may
2.Can
3.might/could（“Might” and “could” can be used after a past verb.）
T: Next, which modal verbs do you think are necessary to review?
Ss: The modal verbs expressing “necessity”.They are very important.
T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.
(Teacher shows the sentences on the screen, and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T: From the sentences, who can tell me the difference between “must” and “have to”?
S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.
T: Congratulations! Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T: Please give me an example. OK?
S2:I know the reason why you were late. You needn’t try to explain.
T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?
Ss: Yeah.
T: Now look at the blackboard.(Write the following on the blackboard.)
1.It must have rained last night, for the ground is wet.
2.You can’t have seen him yesterday, for he is still in Australia.
3.You could have told me he was coming.
4.She is very late. She may have missed the bus.
T: These sentences have something in common. Who can tell me what it is?
Ss: The modal verbs in these sentences are used together with perfect infinitives.
T: Very good. Then let’s review the modal verbs used together with perfect infinitives.
S3:When should we use modal verbs together with perfect infinitives?
T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss: Yes. Thank you.
T: Now let’s do some exercises to consolidate the usage of the structure.
1.I told Sally how to get there, but perhaps I ______for her.
A. had to write it out
B. must be have written it out
C. should have written it out
D. ought to write it out
2.You didn’t let me drive. If we ______ in turn, you ______ so tired.
A. drove; didn’t get
B. drove; wouldn’t get
C. were driving; wouldn’t get
D. had driven; wouldn’t have got
3.-I want to know why she is late.
-She ______ the early bus.
A. could miss
B. can have missed
C. may have missed
D. might miss
4.-I stayed at a hotel in New York.
-Oh, did you? You ______ with Barbara.
A. could have stayed
B. could stay
C. would stay
D. must have stayed
5.The light is still on. He ______ to turn it off when he ______ the room.
A. may forget; leave
B. must have forgotten; left
C. may forget; have left
D. could have forget; left
(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1.C 2.D 3.C 4.A 5.B
T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?
Ss: Yes.
T: Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5:People ought to vote even though they don’t agree with any of the candidates.
T: Well done. What about “should”?
S6:Let me try. You should see “Hero”-it’s a great film.
T: Thank you for your good performance. Do you know how to use “had better”?
Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.
T: Please make up a sentence using “had better”.
S7:You’d better hurry up, if you want to get to the factory on time.
T: Good example!
Step Ⅳ Summary and Homework
T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
篇9：Unit 11 全单元教案(新课标版高二英语必修五教案教学设计)
I． 单元教学目标
技能目标Goals
▲ Talk about science and scientific achievement
▲ Practise expressing intentions and wishes
▲ Learn about Word Formation (1)
▲ Write a persuasion essay
II． 目标语言
功
能
句
式 1．Talk about science and scientists
2. Practise expressing intentions and wishes
If I got the money, I would……
My plan is to…….
I hope that…….
I want/ wish/hope/intend/plan to……
I’d like to……
I’m thinking of……
词 汇 1. 四会词汇
Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer
2. 认读词汇
Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid
3. 词组
set foot (in), rely on, put forward,
4．重点词汇
significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,
breakthrough, announce
结构 Word formation
重
点
句
子 1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
The First Period Warming up &Listening& Speaking
Teaching Aims:
1.Learn and master the following.
(1)New words: engineering, solar, significant, mankind, constitution
(2)Everyday English:
If I got the money, I would…
My plan is to…
I hope that…
I want/wish/hope/intend/plan to…
I’d like to…
I’m thinking of…
2.Train the students’ listening and speaking abilities.
3.Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.
Teaching Important Points:
1.Finish the task of listening to train the students’ listening ability.
2.Practise expressing intentions and wishes to train the students’ speaking ability.
Teaching Difficult Points:
1.How to help the students talk in English about science and scientific achievement freely.
2.How to help the students finish the tasks of listening and speaking smoothly.
Teaching Methods:
1.Listening and speaking to train the students’ ability to use English.
2.Individual,pair or group work to make every student take an active part in class.
Teaching Aids: a tape recorder, a projector and a computer
Teaching Procedures:
Step I Warming up
Show the pictures of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.
T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)
1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?
2. What are some other scientific achievements that you think are important?
3. Do these achievements have anything in common? If so, what?
Five minutes later ask some students to speak out their opinion.
T: Ok. Please stop here. I’d like to listen to your opinions.
S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.
S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.
S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment…
T: Good! Do these achievements have anything in common?
Ss: These great achievements have changed the world.
S8: And all these great achievements were made by westerners/ foreigners.
T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.
Step II Listening
T: The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success. Can you follow me?
Ss: Yes.
T: Well, now look at the chart in Exercise 1 at the top of Page 2 quickly. Then I’ll play the first part of the tape for you to complete it. After that, I’ll check your answers.
(After checking the answers to Exercise 1,teacher goes on to deal with Exercise 2)
T: Well done. Now, listen to Part 2 and complete the sentences in Exercise 2.If necessary, I’ll play it twice for you to finish or check your answers. OK?
Ss: OK.
T: I’ll play it. Listen carefully!
(At last, teacher deals with Exercise 3.)
T:OK. So much for the tape. Now imagine you were the first person on Mars, or the first cloned human being or the first person to travel in time, what would you say? Any volunteer?
S1:If I were the first person on Mars, I would say “I’m here from the earth.”…
S2:…
T: Wonderful. If you want to do research about something, besides hard work, what else do you need?
Ss: Modern equipment and money, especially money. You get enough money, and then you get the equipment you need. Funds are essential for doing research.
T: You are right. Now, please look at the Speaking part.
Step III Speaking
T: Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, I’ll put you in groups of five to have a discussion. Four group members represent scientists; one member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why. Is everything clear?
Ss: Yes.
T: And following the situation, there are some useful expressions. You can use them to express your intentions and wishes. Let’s go through them together before your discussion.
(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class.)
Step IV Summary and Homework
T: In this class, we’ve mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we’ve learnt more about science and scientific achievement. Moreover, we’ve learnt some useful expressions to express intentions and wishes, such as “If I got the money I would…;My plan is to…;”(Teacher writes them on the blackboard.)After class, try to practise using them and preview the reading part. So much for today. Goodbye, everyone.
Ss:Goodbye, Mr/Ms…
The Second Period Reading
Teaching Aims:
1. Target Language:
a. 重点词汇和短语
likely zone, private, grasp, master, perfect, arrange, rely, failure, locate, valley, set foot in, rely on
b. 重点句型
①Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
②Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
2.Ability goals: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.
3. Learning ability goals: Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points
The development of Zhongguancun and great achievements China has made in recent years.
Teaching difficult points
How to analyze the text and grasp the main idea of the text.
Teaching methods Listening, reading, discussing
Teaching aids a tape recorder, a projector and a computer
Teaching procedures:
Step I Revision
Check the homework..
Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.
Ask some students to read words and expressions in Unit 11.
Step II Pre-reading
Deal with the questions in the pre-reading part.
T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?
S1: I think I will need support from academies of science.
S2：I think I will need support from the government, i.e. special policy to support my company.
S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.
S4:……
T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?
S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.
S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.
S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.
S11: Scientific achievements also change our way of thinking…
T: So scientific achievements are very important. Then you will good answers to this question:
Why do scientists spend so much time trying to achieve something?
S15: Because they like to do something valuable.
S16: Then they turn their wishes into reality.
S17: They are doing something to strengthen the social development.
T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.
Step III Leading in
Help students to learn something about the symbol of Zhongguancun..
T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the PowerPoint.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.
Step IV Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.
T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.
Show the form on the PowerPoint.
Zhongguancun is located in Northwestern Beijing
What is it? China’s Silicon Valley
In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone
Zhongguancun is home to A growing number of overseas Chinese;
A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More that 8,000 hi-tech companies
Its effect On business& science
Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.
Zhongguancun is located in Beijing’s Haidian District Northwestern Beijing
What is it? New center for Chinese science and technology China’s Silicon Valley
The science center got started In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry
Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies
Its effect positive On business & science
T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.
Skimming
Ask students to skim the text and then finish the post-reading questions.
T: Look at the post reading questions first. Then skim the text to find the answers.
Then check the answers with the whole class.
Suggested answers: 1. A.B.C.D 2. D 3.C.D 4.B 5. C.D
Sum up the main idea of each part.
Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.
In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.
(Cooperative learning)
T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.
After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.
T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.
(Show the suggested answers on the PowerPoint.)
The main idea of each part
Part1 (Paragraph1-2)
General introduction of Zhongguancun.
Part2 (Paragraph 3-7)
Why Zhongguancun attracts more and more overseas Chinese.
Part3 (Paragraph 8-9)
The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.
T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.
Step IV Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape for you .Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.
T: Do you have any difficulties with the text？
S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?
T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.
E.g. The train is likely to be late.
She is not likely to come next month.
S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?
T: No, “not all” means” some”.Do you have any other questions?
Ss: No.
T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.
Step VI Homework
Surf on the internet and find more about Chen Chunxian and Zhongguancun.
The Third Period Grammar
Teaching Aims:
1. Learn the Grammar--- Word formation (I)
2. Study the ways of forming a word and enlarge students’ vocabulary.
3. Enable students to use context clues and what they know about word parts to guess the meaning of new words.
Teaching important points:
The ways of forming a word.
Teaching difficult points:
How to guess the meaning of a new word.
Teaching methods: Explaining and practising
Teaching aids: 1. a projector 2. a computer
Teaching procedures:
Step I Lead in
T: Good morning afternoon, class!
Ss: Good morning afternoon,Mr/Ms…
T: This week we are learning Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?
S1“Scientific”is the adjective form of” Science”.
S2:“Achievement “ is the noun form of “achieve”.
T: Observe them carefully; can you explain how they are formed?
S3:” Science” is a noun, if we add –fic to it, then we get its adjective.
S4: “achieve” is a verb. If we add –ment to it, we get its noun.
T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)
Step II Grammar
Ask students to observe the given words carefully and find out how words are formed.
T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)
affix
infix
prefix
suffix
Teacher explains the following.
T: What do these words (nouns) have in common?
Ss: All of them contain the root “fix”.
T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get
af + fix
in + fix
pre + fix
suf + fix (These will be shown on the PowerPoint)
T: What does 'fix' mean?
Ss: Fix means attach to, fasten, stick, glue.
T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?
'in' a room, 'in' a sentence, 'in' a word.
'pre' means before like in pre-war, pre-school, premature.
So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)
What about 'af' and 'suf'?
That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.
'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).
Why have the d in 'ad' and the b in 'sub' changed into f?
The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .
So what do affix and suffix actually mean?
Ss: affix - to attach something to (a word)
suffix -to attach something at the end of (a word)
T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word
There are three kinds of affixes:
added inside the word - infix
added at the beginning of the word - prefix
added at the end of the word – suffix
Ss: What's this good for then?
T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.
The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.
If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.
Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)
ab
(away) abstain, absent, absolve
ad
(to) adverb, advertisement, advance, adjoin
in /il-/im-/ir-
(not) incapable, indecisive, intolerable , illegal, impossible, irrugular
inter
(between, among) international, interaction interdependent, interprovincial
pre
(before) prerecorded, preface prefer
post
(after) postpone, postscript, postwar
sub
(under, not quite) subsoil, subscription, suspect ,subway, subnormal
trans
(across, to a changed state) transfer, transit, translate, transport ,transform
Step III Practice
T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).
international= inter-+national telephone= tele-+phone
mankind=man+kind broadband= broad+band
extremely=extreme+-ly manned= man+ -ed
hi-tech= high+technology email= electronic mail
IT= information technology CSA= Chinese Space Agency
S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.
T: Good! What about the others?
S2: Mankind and broadband are formed in the same way. Each is made up of two words.
S3:Extremely and manned are formed by adding a suffix.
S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.
S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.
T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.
Deal with the rest of exercises in the same way.
Step IV Exercises( workbook)
T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.
Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.
The Fourth Period Integrating Skills
Teaching Aims:
1. Target language
a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward
b. 重点句型In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.
2. Help students to learn about scientific achievements in different fields made by Chinese.
3. After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.
Teaching important points
Help students to learn about scientific achievements in different fields made by Chinese.
Help students to realize scientific achievements rely on science and education and knowledge will
help them to achieve their goals.
Writing: Write a persuasion essay.
Teaching difficult points
How to write a persuasion essay.
Teaching methods: Task-based teaching method
Teaching aids: 1. A recorder 2. A projector 3. A computer
Teaching procedures:
Step I Leading in
T: Though the scientists had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.
Step II Integrating skills
Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.
T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.
Field Achievements Importance
Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight
Genetic research A new kind of rice which allow farmers to increase production；
Completed part of the international human genome project in A leader in the field of genetic research;
Proving that Chinese scientists are among the world’s best
Computer engineering A new high-speed broadband network was recently started;
Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.
Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.
After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.
Step III Writing
T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.(After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.)
Step Ⅳ Homework Finish writing your essay.
篇10：高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)
Teaching plans of Unit One--- Getting along with others
Period One Welcome to the unit
Teaching aims:
To deepen Ss’ understanding of friendship
To practice Ss’ oral English by getting them involved in the discussion of friends and friendship
To learn the way to describe the characteristics of a true friend
Teaching procedures:
Ⅰ.Lead-in
1. Listen to the song called Auld Lang Syne(友谊地久天长)
2. Show students some pictures about friends
3. Brainstorming questions:
1) Have you enjoyed the song? Can someone name the song ?
2) Can you guess the relationship between the ones in the pictures?
3) Do you have any good friends? How many are they?
4) Do you think it is important to have a good relationship with others? Why?
5) Do you know the concept of “friendship”? Try to explain.
6) In your opinion, what does a real friendship consist of ?
Ⅱ. Picture talking:
Talk about the pictures and proverbs with your partner. Try to discuss the following questions:
Picture 1,
1) Where are the two girls?
2) What are they doing ?
3) How long they spend speaking to each other?
4) Do you think they enjoy each other’s company?
5) What do you think ‘Friends are thieves of time.’ mean?
Picture 2,
1) What do you use a mirror for?
2) What are the two girls doing?
3) Do you think the girl on the right is a good friend? Why?
4) Do you have a good friend? Does he/she often give you advice?
5) What do you think the proverb ‘The best mirror is an old friend’ mean?
Picture 3,
1) What is the taller boy doing ?
2) Why does he do so?
3) Do you think it possible for a person to buy friendship?
4) In your opinion, what is the base of a good friendship?
Picture 4,
1) Do you think friends should be the same age and share the same hobbies and interests?
2) What does the proverb ‘True friends have hearts that beat as one.’
Ⅲ. Story-telling
Tell a story happened between you and your best friend.
Ⅳ. Discussion
1) What a true friend should be like?
A friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) Try to think of more proverbs related to friendship.
For example,
A life without a friend is a life without a sun.
A man who has friends must show himself friendly.
Ⅴ. Extending
More proverbs about friendship
Ⅵ. Conclusion
What else can be our friends besides human beings?
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…
As long as we have love
Ⅷ. Homework
1. Smile to your friends.
2. Finish the passage in Part B.
3. on page 95 in Workbook..
4. Preview the reading part.
Period Two Reading (One)
Teaching aims:
To deepen Ss’ insight into problems between friends
To practice Ss’ reading comprehension skill
To identify feelings and emotions in a text
Teaching procedures:
Ⅰ.Lead-in
1. Show students a picture about a gang of friends.
It’s a picture of me. Can you find me out and guess who are the others. (My friends)
2. Brainstorming questions:
1) Do you have a friend? How do you get along with your friends?
2) Have you ever fallen out with a very good friend?
3) If you had a quarrel with a friend, how would you deal with it?
4) How would you mend a broken friendship?
3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. Fast-reading
Ask the students to go through the two letters quickly and answer questions in Part A
1. Are the writers of the two letters feeling happy or sad?
2. What did Sarah get for the surprise Maths test?
3. Is Matthew usually a quiet boy?
Ⅲ. Detailed-reading
1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) Why other children say we are no fun?
2) What did Sarah think about the surprise Maths test?
3) What did Hannah sense?
4) What did Sarah tell Hannah in the girls’ toilets?
5) Why did Sarah tell Hannah that they weren’t going to be friends any more?
6) The analysis diagram:
She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’
angry she thought Sarah didn’t keep her word.
2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) Why did Andrew shout at Mathew after the match?
2) What did Matthew think about losing the match?
3) How did Andrew think of football?
4) What kind boy is Matthew?
5) How is Matthew recently?
6) Fill in the table:
How Andrew felt Why she felt so?
He had a dilemma. His best friend Matthew has stopped talking to him.
He felt really guilty. He said some really cruel things to Matthew.
He was angry with Matthew. They lost the game because of Matthew’s carelessness.
Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. Consolidation
Complete two letters written by Agony Aunt back to the two students with the proper words.
Ⅵ. Role play
Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.
Ⅶ. Discussion
What is a friendship?
Read a poem--- The ABC’s of Friendship
Ⅷ. Homework
1. Retell the two letters.
2. Write an article about the friendship in your mind.
Period Three Reading (Two)--- Language Points
Teaching aims:
To deepen Ss’ understanding of the two letters.
To help Ss master the important words and phrases in the text.
To introduce a few sentence structures to Ss.
Teaching procedures:
Ⅰ.Lead-in
1. Revision
Retell the main idea of the two letters.
Discussion: Will they be good friends again?
Ⅱ.Words
1. Match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. Complete the sentences with the words on the left
Though he is a popular student, he is not very academic.
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately.
Ⅲ. Phrases
Explain the underlined words and make a sentence according to the picture given.
1. I was determined to be cheerful…(Line 14)
do something with a firm desire
eg. Though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)
do what one has promised
eg.
She is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(Line 38)
because of
eg. As a result of his careless study, he failed the Maths test.
4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)
cannot take control of oneself and do…
eg. When thinking to the jokes, I can’t help laughing.
5 … I must have sounded very proud of myself after the test.(Line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
More sentences in the text:
… Hannah must have deliberately told everyone about my mark...(Line 21)
How they must have laughed behind my back!
She said that someone must have heard us in the toilets, but I don’t believe her.
eg.It must have snowed yesterday.
Ⅴ. Sentences
What does the word mean in different sentences?
1. Hannah sensed something was wrong. (Line 14)
He doesn’t seem to have any sense of humor.
There is no sense in getting upset about it now.
One day he will come to his senses and see what a fool he has been.
This article does not make sense to me.
2. He kept on saying really mean things to hurt me. (Line 44)
Watch him. He can be really mean.
Don’t be so mean about money.
This word means a kind of meat in English.
I didn’t mean to hurt you.
3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)
All the audience stood and clapped.
He is too weak to stand.
Stand the bedroom against the door.
There is a fruit stand in the street.
Ⅵ.Sturctures
1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.
If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
She said (that) she would fly to Paris and that she would bring me a present.
2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.
They decided to leave each other even though they loved each other.
3. Various forms of a verb
… how I was sure to get a good mark. (Line 9)
I was determined to be cheerful. (Line 14) to infinitive
I made her promise not to tell anyone. (Line 16)---- bare infinitive
I was so upset that I felt like crying. (Line 20)
My best friend Matthew has stopped talking to me. (Line 34)
… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun
Ⅶ. Homework
1. Review the useful phrases and important words in this text.
2. Review the two sentence structures learnt above.
3. Finish Parts A1 and A2 on Page 90 in workbook.
Period Four Word Power
Teaching aims:
To enlarge Ss’s vocabulary about personality.
To help Ss recognize positive and negative adjectives about personality.
To introduce synonyms and antonyms to Ss.
Teaching procedures:
Ⅰ.Lead-in
Questions:
1. Think of one of your friends and make a description.
2. What kind of person is easy to make friends with?
3. What kind of person is hard to make friends with?
Write down the adjectives on the blackboard.
Ⅱ.Read the dialogue
Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.
Go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. Competition
Encourage Ss to come up with more adjectives to describe personality.
Divide the Ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. Synonyms and Antonyms
Introduce the definition of synonyms and antonyms to the Ss.
Go through the second table and do some more exercises.
Ⅴ. Consolidation
1. Figure out the adjectives according to the meaning on the left.
2. Finish the exercises on Page 7
Ⅵ. Game --- Describe and Guess
One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.
Ⅶ. Have a thinking
Have a summary of what we have learnt in this period of class.
Ask Ss to think about two questions:
Do you want to be popular?
Do you want to make true friends?
So we should build a positive personality.
Ⅷ. Homework
Finish the relevant exercises in the Unit Revision.
Period Five Grammar (1)
Teaching aims:
To recognize the basic forms of the to-infinitive and the bare infinitive.
To learn how to use to-infinitives and bare infinitives in different situations.
Teaching procedures:
Ⅰ.Lead-in
Look at some proverbs about friendship and pay attention to the words in red.
1) A faithful friend is hard to find.
2) The only way to have a friend is to be one.
3) It is better to be alone than in bad company.
Ⅱ.Functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. Functions of bare infinitive
1) We use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* Would rather, had better and why not
2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. Consolidation
1. Turn to page 9 and complete the letter.
2. Retell the letter to your partner using your own language.
Ⅶ. Homework
Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision
Some more exercises are prepared if time permits.
Period Six Grammar (2)
Teaching aims:
To recognize the basic form of the verb-ing.
To learn how to use the verb-ing form as a noun in different situations.
Teaching procedures:
Ⅰ.Lead-in
Show Ss some proverbs and ask them to pay attention to the words in red.
Saying is one thing and doing another.
Seeing is believing.
Constant dripping wears away a stone.
Reading enriches the mind.
Ⅱ.1. Functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. Some common phrases are used with verb-ing forms.
Would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. Consolidation
Complete the letter on page 11
Ⅵ.Discussion:
State your opinion on visiting Internet chat rooms.
Ⅶ. More exercises
Ⅶ. Homework
Period Seven Task (1)
Teaching aims:
To practice Ss’ listening ability by taking notes.
To practice Ss’ oral ability by express agreement and disagreement
Teaching procedures:
1. Lead-in
1) Interview
One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.
Give some hint about how to take notes.
2) Watch a video about an interview, and try to take notes about the answers.
Ⅱ.Skills building1: writing down the answers
Think about what questions to ask and write them down in advance.
Write brief notes only, not whole sentences.
Make meaningful notes.
Use contractions and abbreviations whenever possible.
If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as:
Could you say that again?
Could you repeat that, please?
Did you say… or…?
Ⅲ.Listen to the tape and answer the questions on page 12.
First read the instruction in the box and try to answer two easy questions
Then listen to the tape and answer the questions.
Ⅵ.Step1 calling Teen Talk for advice
Read the leaflet about Teen Talk.Then complete the notes.
Listen to the tape and finish part B
Ⅶ. Discussion
1.Interview the classmates and fill in the chart.
2.According to the result of the interview, try to discuss some statements on friendship with classmates.
3.Expressions of agreeing or disagreeing.
Ⅶ. Homework
Review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
Keep the ideas on Page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
Period Eight Task (2)
Teaching aims:
To practice Ss’ listening ability by listening to others’ composition.
To practice Ss’ proofreading ability by checking each other’s composition.
Teaching procedures:
1. Lead-in
Review what we have learnt in Skills building 1 and Skills building 2
Listen to the composition of one student and the others try to find out his mistakes.
Ⅱ.Skills building 3 : proofreading
What careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
Tip: instruct students of how to make corrections.
Ⅲ.Practice
Proofread the article on page 16
Ⅵ.Further practice
Proofread a few sentences and one more piece of writing.
Ⅶ.Consolidation
proofread your composition by yourself.
Exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. Presentation
Present the article you have proofread to the class.
Ⅷ. Homework
Proofread the composition you have written recently.
Finish the relevant exercises in Unit Revision.
Period Nine Project (1)
Teaching aims:
To practice Ss’ reading ability by reading the article from the school magazine.
To get Ss’ know the differences between teenage boys’ and girls’ friendship.
To instruct Ss on how to design and conduct a survey.
Teaching procedures:
1. Lead-in
1. Ask Ss to finish a questionnaire on friendship.
2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. What’s your definition of friendship? (ask boys and girls to answer separately)
Do you think boys and girls have different attitudes towards friendship?
Ⅱ. Reading
Read the school magazine article carefully and try to answer the following questions.
What puzzles Robert?
What’s the difference between boys and girls in their attitudes towards friendship?
What are boys’ and girls’ friendships each based on?
Ⅲ. Language points
1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)
be lost in
2. What in the world do they have to talk about? (Line, 6)
on earth, used to emphasize a statement
3. Girls who have been asked can usually answer the question without hesitation. (Line 18)
without pausing before doing something
4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)
used when comparing different facts or ideas
在另一方面，从另一方面来说
5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28)
without being affected by different situations, problems, etc. 不管，不顾
Ⅵ. Assignment of the project
1. Planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. Preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. Producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. Presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. Homework
Finish the project
Period Ten Project (2)
Teaching aims:
To practice Ss’ oral ability by anticipating in the oral report.
To improve Ss’ team work spirit by finishing and presenting the project..
To improve Ss’ emotional sense of friendship.
Teaching procedures:
Ⅰ. Lead-in
Revision
Retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. Presentation.
Ⅵ. Summary
We should cherish our friendship
Ⅶ. Homework
B1,B2 on page 91 in Workbook
D1,D2on page 93 in Workbook
Relevant exercises in Unit Revision
Period Eleven Self-assessment
Teaching aims:
To check Ss’ understanding of the two letters and the reading strategy of the two letters
To check Ss’ master of the adjectives to describe personality.
To consulate Ss’ understanding of the infinitives and Verb-ings.
Teaching procedures:
Ⅰ.Revision
Ask students to retell the two letters in the reading part. Share what he/she has learnt with the others.
Ⅱ. Exercises.
1. Fill in the blanks with correct words
Though he is a popular student, he is not very academic .
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately .
I was determined to be cheerful, but Hannah sensed something was wrong.
He kept on saying really mean things to hurt me.
I cannot help wondering if he wants Peter to be his best friend instead of me.
But I can’t stand seeing out team lose.
When asked they usually hesitate before responding.
Girls who have been asked can usually answer the question without hesitation .
Friendships between girls are usually based on shared feelings and support
There are some things about Amanda and her friends that puzzle Robert.
2. Write down the synonyms and antonyms.
Synonyms
Brave---courageous
Loyal---faithful
Passionate---enthusiastic
Smart---clever
Diligent---hardworking
Antonyms
Open-minded---narrow-minded
Introvert---extrovert
Selfish---selfless
Generous---mean
Talkative---quite
3. Fill in he blanks with correct words, the first letter is given to you.
In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in an all-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.
In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
To sum up, a student should be brilliant in his study and have a good personality.
4. 根据中文补全句子。
1) 想找到一个最好的朋友是困难的。
It is difficult to find a best friend.
2) 我每天需要8小时睡眠。
I need to sleep for eight hours every day.
3) 我有一个重要的会议要参加
I have a very important meeting to attend.
4) 他的目的是使我开心起来
His intention was to cheer me up.
5） 爸给我安排了一些游泳课以给我一个惊喜。
My dad arranged some swimming lessons to surprise me.
6） 让我承诺每天写作。
He make me promise to write every day.
7） 最好打扫一下你的房间。
You had better tidy your bedroom.
8） 游泳池里有一只鞋。
There is a shoe in the swimming pool.
9） 我通过每天早上跑步来保健。
I keep fit by running every morning.
10) 我将永远不会忘记我赢得的第一枚金牌。
I will never forget winning my first gold medal.
11）我那样说不是故意想伤害你的。
I didn’t mean to hurt you by saying that.
12) 在中国摇手表示说再见。
In china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿Sunday, the students are at home.
A.Being B.To be C.It is D.It being
2.The boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
A.set； looked B.set； looking
C.setting； looked D.setting； looking
3.All the thing＿＿＿＿，his proposal is of greater value than yours.
A.considered B.considering C.to consider D.consider
4.＿＿＿＿who she was, she said she was Mr.Johnson’s friend.
A.Asking B.Asked C.To be asked D.When asking
5.He hurried to the station,＿＿＿the 9：30 train had already left.
A.to find B.found C.only to find D.only finding
6.Which do you enjoy ＿＿＿your weekends, fishing or watching TV?
A.spending B.to spend C.being spent D.spend
7.＿＿＿all my letters, I had a drink and went out.
A.Finished B.Having finished C.Finishing D.To finish
8.She had no money ＿＿＿a birthday present for her children.
A.to buy with B.buying C.bought D.with which to buy
9.From the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
A.marking B.marked C.to be marked D.having been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
A.To save B.Saved C.Saving D.Having saved
11.O’Neal works hard.He is often seen ＿＿＿heavily before his teammates start.
A.sweated B.to be sweated C.sweating D.being sweated
12.I can hardly imagine Peter＿＿＿across the Atlantic Ocean in 15 days.
A.sail B.to sail C.sailing D.to have sailed
13.Such＿＿＿the case, I couldn’t help but ＿＿＿＿＿ him.
A.being； support B.is； to support C.has been； supporting D.be； supported
14.Does the way you thought of＿＿＿the water clean make any sense?
A.making B.to make C.how to make D.having made
15.In order not to be disturbed, I spent three hours＿＿in my study.
A.locking B.locked C.to lock D.being locked
16.You will find the word “psychology” ＿＿＿＿under “P” in your dictionary.
A.have listed B.list C.listed D.listing
17.Sandy could do nothing but ＿＿＿to his mother that he was wrong.
A.admitting B.admits C.admit D.to admit
18.When I caught him cheating me, I stopped ＿＿things in his shop.
A.buying B.buy C.to buy D.bought
19.A doctor can expect＿＿＿at any hour of the day or night.
A.calling B.to call C.being called D.to be called
20.Nearly every great building in Beijing was built＿ south.
A.to face B.facing C.to have faced D.being facing
21.With his son＿＿＿, the old man felt unhappy.
A.to be disappointed B.disappointing C.being disappointed D.to disappoint
22.It was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
A.to have played B.playing C.played D.having played
23.And there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
A.having lost B.losing C.to be lost D.lost
24.As I will be away for at least a year, I’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
A.hearing； tell B.to hear； tell C.hearing； telling D.to hear； to tell
25.The students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
A.to stay out B.from staying out C.staying out D.not to stay out
26.I worked so late in the office last night that I hardly had time＿＿＿ the last bus.
A.catching B.to catch C.having caught D.to have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
A.Exposed B.Having exposed C.Being exposed D.After being exposed
28.Mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
A.knowing B.to know C.know D.to have known
29.-- Why was a special meeting called?
-- ＿＿＿a new chairman.
A.To elect B.Electing C.Our electing D.Elected
30.-- Why did Bob weep?
-- He couldn’t bear＿＿＿like that before the whole class.
A.making fun of B.being made fun of C.to be laughed at D.being made fun
31.The students expected there＿＿＿more reviewing classes before the final exams.
A.is B.to be C.being D.have been
32.I don’t mind＿＿＿by bus, but I hate＿＿in queues.
A.traveling； stand B.to travel； to stand
C.traveling； to stand D.traveling； to standing
33.We are looking forward to＿＿＿the film＿＿＿＿at the Grand Cinema.
A.seeing； to show B.see； shown C.seeing； shown D.see； to show
34.At the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
A.to buy； leave B.to be bought； left C.to buy； left D.was to buy； leave
35.The policeman put down the phone, ＿＿＿with a smile on his face.
A.satisfied B.satisfying C.to be satisfied D.having satisfied
36.＿＿＿, your composition is full of mistakes.
A.Writing carelessly B.Written carelessly
C.Having written carelessly
D.Being written carelessly
37.She made a candle＿＿＿us light.
A.give B.gave C.to give D.given
38.-- What do you suppose made her worried?
-- ＿＿＿a gold ring.
A.Lose B.Lost C.Losing D.Because of losing
39.I know it’s not important, but I can’t help ＿＿about it.
A.to think B.and think C.thinking D.being thought
40.＿＿several times, the young scientist still kept on making his experiments.
A.Having been failed B.Having failed C.Though failed D.Because of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
A.To grow B.Growing C.Grown D.Grow
42.--Who are you going to have＿＿this letter for you?
-- My secretary.
A.type B.typed C.been typed D.been typing
43.The food＿＿＿at the moment is for the dinner party.
A.cooked B.to be cooked C.is being cooked D.being cooked
44.A kind old gentleman offered＿＿＿my bags to the taxi stand.
A.his help carried B.carrying C.me to carry D.to help me to carry
45.You can hardly imagine the difficulty the woman had＿＿＿her children.
A.brought up B.to bring up C.bringing up D.to have brought up
46.He was＿＿＿today, but was asked to stay for＿＿＿week.
A.to have returned； another B.returning； one more
C.returned； another D.to return； other
47.-- Where should I send my form?
-- The Personnel office is the place＿＿＿.
A.for sending it B.to send it to C.to send D.to send it
48.I could feel the wind＿＿on my face from an open window.
A.to blow B.blowing C.to be blowing D.blown
49.-- Lucy, why didn’t you come last Sunday?
-- I＿＿＿, but my father was in hospital.
A.would B.had C.was going to D.did
50.--What terrible weather! I simply can’t get the car＿＿＿.
- - Why not try＿＿＿＿the engine with some hot water?
A.starting； filling B.start； filling C.started; to fill D.to start; fill
参考答案及简析
1.D。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。It being Sunday相当于As it is Sunday。
2.B。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。
3.A。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。
4.B。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.C。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。
6.B。本题考查不定式作目的状语,本题极易误选A。其实 enjoy的宾语为fishing or watching TV。
7.B。因finish这一动作发生在I had a drink and went out之前,所以必须用现在分词的完成式。
8.D。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.B。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。
10.A。不定式作目的状语。
11.C。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。
12.C。Peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。
13.A。can’t help but为固定短语, but后面接不带to的不定式；Such being the case为独立主格结构，the case为逻辑主语。
14.B。
15.B。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。
16.C。单词psychology被列在 “P”之下,有被动关系。
17.C。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.A。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。
19.D。expect后面接不定式。由题意可知,doctor与call之间是被动关系。
20.B。现在分词在句中表示状态。
21.B。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”
22.B。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。
23.D。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。
24.C。appreciate后直接接-ing形式作宾语。
25.A。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。
26.B。
27.C。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.B。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。
29.A。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。
30.B。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。
31.B。expected there to be的形式相当于expected there would be...。
32.C。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.C。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。
34.C。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。
35.A。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。
36.B。write所表示的动作与其逻辑主语有被动关系。Being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选B。
37.C。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。
38.C。参见注29。
39.C。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.B。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.B。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。
42.A。who为have的宾语。
43.D。根据句子意思可知该动作正在进行,所以用being done形式。
44.D。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.C。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。
46.A。be to＋have done结构,表示本应该做某事,但事实上却没有做。
47.B。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案B。
48.B。blow这一动作是wind发出的,所以为主动,因此选择blowing。
49.C。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选C。
50.A。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。
Ⅲ. Homework
Review what we have learnt in this unit.
高二牛津版（5）Unit one Getting along with others
高考链接：
1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark.（P2,line8）
[考点] must + have done( p.p) 意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。
[考例] ----The woman biologist stayed in Africa studying wild animals for 13 years before she returned. （NMET 05， 江苏）
-----oh, dear! She ______ a lot of difficulties!
A. may go through B. might go through
C. ought to have gone through D. must have gone through
[点拨] 根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。故选D。
2. We went to wash our hands in the girls’ toilets before lunch and I admitted how badly I had done…( P2, line 16)
[考点] admit 表示承认,接纳。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] They were clearly long-standing customers, and I suppose they must have stayed faithful to him because he had promised to sell good quality fruit. He had a way with them----I had to ____that. （NMET 05，江西完型填空第44空）
A. admit B. expect C. announce D. promise
[点拨] 根据上下文，表示“我不得不承认那点-------他有…”故选A。
3. He seemed absent-minded and as a result of his careless playing, we lost the game.( P3 ,line38)
[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。
[考例] My friend Martin was very sick with a strange fever; _____, he could neither eat nor sleep.(NMET 05, 江西)
A. as a result B. after all
C. any way D. otherwise
[点拨]After all 毕竟， any way 无论如何， otherwise否则。上句说“马丁患了奇怪的发烧，病得很厉害。”下句说“他不能吃也不能睡。”一词连接词应意为“结果”。故选A。
4. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose.( P3, line 46)
[考点] stand vt.承受；经受；承担，常用以下搭配can't stand sth /doing sth 例如：
He wants to marry me but I can't stand the sight of him. 他要娶我，但我一见他就受不了。
I can’t stand being treated like this.我受不了别人这样对我。
[考例]Modern plastics can ____ very high and very low temperatures. ( NMET 05, 山东)
A. stand B. hold C. carry D. support
[点拨] hold 持有，拥有，carry携带，传送，support 支撑，支援，而stand 的意思是“经受”。本句意思是：现代的塑料可以经受非常高和低得温度。
5. Each player should play to their strengths. (P5, line 22) （NMET 05，天津）
[考点] strength 名词，表示力量， 力气， 实力。
[考例] Bill was doing a lot of physical exercise to build up his________.
A. ability B. force C. strength D. mind
[点拨]这儿考名词的搭配。Ability 能力，force 武力，势力， mind 头脑，智力。build up one’s strength 表示“使自己强壮”，故选C。
6. Don’t let a small disagreement ruin your friendship. Do not delay. （P5, line27）
[考点] delay及物动词表示“耽搁， 拖延， 推迟”。可以用于被动语态。
[考例]John was late for the business meeting because his flight had been ____ by a heavy storm. ( NMET 04, 辽宁)
A. kept B. stopped C. slowed D. delayed
[点拨]这儿考动词delay的用法。 题干中be late for 意思是迟到，因此根据句意， 航班应该是受到“耽搁， 延误”， 故选D。
7. I have a very important meeting to attend. ( P8, line14)
[考点] 不定式做后置定语的用法。 通常我们有些特殊的句式。例如 have something to do。
[考例] The professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(2000.6)
A. to be based on B. to base on C. which to base on D. on which to base
[点拨] 该句是不定式坐后置定语的一种用法。意思是：这位教授难以找到能够有利于新理论的充足理由来支持他的观点。故选D.
8. We had nothing to do but watch TV. (P8, line 39)
[考点] 非谓语的一种用法。 but其后要接带to不定式，但有三个结构例外。 do nothing but， can't but， can not help (choose) but， 它们后面要接不带to的不定式。
[考例] There was nothing they could do______.
A. but wait B. except waiting
C. only to wait D. unless they waited
[点拨] do nothing but do sth. , nothing前有do，后面的to要省略,故选A。
9. I’m glad I persuaded you to talk to Rachel. (P9, line 7)
[考点] persuade 是及物动词，表示说服，劝说，可用于被动语态。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]The number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( NMET 04, 上海)
A. persuade B. will persuade C. be persuaded D. are persuaded
[点拨] 根据句意应该用被动语态，排出A、B两项。而且用If 引导的条件从句中用“一般现在时”表示将来的概念。故选D。
10. I’ve met some nice people here in London and I think we might become close friends.（P9,line10）
[考点] 情态动词might表示说话者对所说的事情不太肯定的推测，通常表示“不确定，拿不准”。
[考例] ---- Excuse me. Is this the right way to the Summer Palace? ( NMET 04, 湖北)
-----Sorry, I am not sure. But it____.
A. might B. will C. must D. can
[点拨]can 通常表示肯定推测，查功能用于疑问句或否定句中。本题由下句“I am not sure.”推知，发话人对此事拿不准。故选A。
11. These things can make you feel anxious. （P12，line20）
[考点] anxious做形容词使用，表示“焦急的，焦虑的，渴望的”。
[考例] My mother always gets a bit ___if we don’t arrive when we say we will. ( NMET 05, 浙江) A. anxious B. ashamed C weak D. patient
[点拨] ashamed 羞耻的， weak虚弱的，无力的， patient耐心的，忍耐的
anxious表示担忧的。根据所提供的情景，“If we don’t arrive when we say we will” 可以判断出 由于说将要回来，但没有回来，所以母亲会感到担忧。故选A。
12. Do you feel sad and lonely? Do you have no one to talk to? Don’t suffer in silence.
（P13，line6）
[考点]suffer既可用作及物动词，表示遭受，经历，忍受。又可用作步及物动词，表示受痛苦，受损害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(NMET 01)
A. Having suffered B. suffering C. To suffer D. suffered
[点拨] 由already 一词可知， 要用现代分词的完成式。全句意思是：由于已经受到如此严重的污染， 现在清理河道可能太晚了。故选A。
13. We will listen to your problems and offer you practical advice. (P13, line8)
[考点] 形容词Practical表示实用的，实际的。
[考例] When we plan our vacation, mother often offers ____suggestions. ( NMET 04, III)
A. careful B. practical C. effective D. acceptable
[点拨] 据句意应为“提供实用的建议“，而careful仔细的， effective有效的，acceptable可以接受的”。故选B。
14. Our lines can get very busy but please keep trying and you will eventually
get through.( P13, line12)
[考点]get through 表示电话等接通，常用于动词搭配使用。
[考例]I couldn’t ____. The line was busy. (NMET 05 , 浙江)
A. go by B. go around C. get in D. get through
[点拨] go by 依照， go round 四处走动， get in 收获， 而get through 指打通电话。根据所提供的情景“The line was busy.”可以判断出“I”一直没有打通电话。故选D。
15. I agree with you on/ that…..(P14,line 4)
[考点] 日常交际用语中考点之一，表态性用语，表示同意。或者用否定用法，不同意。
[考例]----Go for a picnic this weekend, OK?
---- ______. I love getting close to nature. ( NMET 04, 福建)
A. I couldn’t agree more B.I afraid not.
C. I believe not D. I don’t think so.
[点拨] 此题考查交际用语，根据下文的回答可知，回答的人非常同意第一个提议的人的建议。其他选项部各题意。
I couldn’t agree more 表示“我非常同意。”故选A。
Unit 1
Ⅰ.单词拼写
1. He a_______ to his teacher for not having finished his homework.
2. When asked what he wanted to be, he answered without h_____.
3. His mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. He was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. You have put me in a very a_______position and now I don’t know how to deal with the matter.
6. She said she was sorry, but her eyes b______ her secret delight.
7. Tobby is always looking forward to being f______ by his parents after he does something wrong.
8. Peter is popular with his classmates for we always find him w_____ to help others.
9. We are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
10.You are already grown-ups; you are required to take r_______ for what you do.
11．In order to avoid the p______________ for the wrong that he had done, he went to a European country in 1981.
12．He was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．I am sorry that I was a____________ just now and didn’t quite catch what you said.
14. Although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. She _______( 发誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. People are trying to make the once ____________ (污染) river clean again.
17. Nearly all children are c about new fantastic things.
18.He always b her by telling the same story.
19．The curtain m the wall well .Do you like the color ?
20．In the a of the teacher , Fang Lan will be in charge .
21.What do you think I should do to (解决) this problem?
22.Many （志愿者）are needed to help in Beijing Olympic Games.
23. I wrote a letter to the manager of that company and wanted to a___________ for the job.
24. He gets along well with his classmates because he is an______________（外向的）boy.
25. Ordinary people could ___________(假装) to be rich and important.
26. Many crimes went ___________________(未受惩罚的).
27. At school she founded a close f___________ with several other girls.
28. I don’t d_______ he’ll come. I’m sure he will come.
29. Your invention is ingenious, but not p__________.
30. The woman shows a very passive a__________ towards her work.
31. They p___________ about what to do next.
32. It’s ___________(荒唐) of you to suggest such a thing.
33. She ____________(答复) to my letter with a phone call.
34. everyone should be ____________(忠诚) to their friends.
35. A m__________ person is someone who has moods that change quickly.
36. She is so t________ that she doesn’t dare to speak in public.
对话填空。
A: Can you tell me something about the Earth Summit?
B: Yes. It’s a meeting held by the UN to discuss e (37) issues. A: When and where was the l (38 ) Earth Summit held?
B: In Johnnesburg in .
A: What main subject of the summit was r (39)?
B: Sustainable and s (40) development.
A: What did e (41) from all over the world discuss in Johnnesburg?
B: They discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共卫生设施）and air p (43)
A: What else did many speakers speak about at the meeting?
B: They also showed great c (44) about poverty, war and violence.
A: Why are conferences like the Earth Summit of i (45)?
B: Because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
Answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted 17.curious 18.bores 19．matches 20．absence
21. solve 22. volunteers 23. apply 24. outgoing 25.pretend
26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude
31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
Unit 2 The environment
Reading: The economy or the environment----must we choose?
Reading 1
The general idea of this period
The main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.
Teaching Aims:
Check and enhance students’ reading abilities.
2.Train students to gain an overall understanding of the article and learn to read a debate.
Teaching important points:
1.How to make the students fully understand the text.
2.How to get students to read a debate.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 lead-in
1.Ask students the title of the text and ask students which one to choose: the economy or the environment.
Step 2 Comprehension of the text
Ask Ss to skim the article and answer the following questions.
Who are the three speakers?
What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?
By how many times has the world’s population increased since 1800?
According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.
What society does Lin Shuiqing belong to?
What does Lin Shuiqing start his speech by talking about?
What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?
Ask Ss to read Qian Liwei’s debate and answer the following questions.
Why does Qian Liwei think production should not be cut back?
What does Qian Liwei say we should produce more of?
What does Qian Liwei say we need more of?
What does Qian Liwei say many people are willing to do?
Ask students to fill in a table on the screen according to the text.
Ask students how to read a debate by asking them to answer the following questions.
What is the order of a debate?
What is the order of the debate?
What is important in a debate?
What should we pay attention to when we read or listen to a debate?
Ste3 Role play
Three groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.
Step 4 Homework
1.Read the text.
2. Preview the language points in the debate.
Period 2 Reading 2: Language Focus
The general idea of this period
The main purpose of this lesson is to make Ss better understand the text and master some important language points.
Teaching aims:
Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some important words and expressions.
3.Get the students to practice mastering the language points.
Teaching important points:
1.How to make the students have a better comprehension of the text.
2.How to help the students be familiar with the language points.
How to help Ss apply these points into practice.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step One Revision and lead-in
Do the blank-filling .
Step Two Language points
Ask the students to read the debate and find the right words or phrases according to the meanings.
1.tell,express
2.something that cannot be used any more and is thrown away
3.terrible ,shocking
4.besides
5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies
7.come near to,get close to
8.make less,reduce
9.be helpful,useful,favourable to
10.be involved in or be affected by11.a constant,steady economy
12.speak freely
Explain important language points to Ss .
1.In addition, many sea creatures are being wiped out by fishing boats.(line16)
2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)
3.The world’s population has grown to more than six times what it was in 1800.(line20)
4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.
6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29)
Step Three Practice for consolidation
Ask students to Fill in the blanks with the following words or phrases.
Step Four Homework
1.Finish A1 and A2 on page 90.
2. Read the text.
Module 5 Unit 2 The environment
Word power
Teaching aims 1. Enlarge Ss’ vocabulary related to the environment.
2. Help Ss use the words about the environment as possible.
Teaching important points How to learn the new words effectively.
2. How to use the new words freely.
Teaching difficult points
1. How to make Ss describe environmental problem briefly.
How to solve the environmental problems rapidly.
Teaching methods
1.Students-centered. (Discussion to make every student work in class.)
2.Teacher & students’ interaction. (Talking to improve the students’ speaking ability.)
3.Multimedia way. ( Practice to get the students to master what they’ve learnt.)
Teaching aids The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Tell Ss that they will go traveling in Shangri La. What would they like to do?
Let Ss make a discussion.
Questions:
What are we interested in?
What type of hotel will we stay in?
What kind of energy does the hotel Ecoville use?
How does the hotel wash the sheets?
What other characteristics does the environmentally hotel have? 3. Ask several Ss to report their idea to the class.
Step2 Vocabulary Learning
Read this brochure about a new, environmentally friendly hotel which is opening. (help Ss to learn the new words.)
Doing exercise.(help Ss to consolidate them.)
Ask Ss to label the pictures in part B and try to describe them in a few simple words if possible. (Help Ss improve their speaking abilities)
Step 3 Vocabulary Extension
Ask Ss to focus on Part C on page 27. (help Ss strengthen understand the new words. )
Ask Ss several questions. (check Ss’ understanding of the passage. )
Who thought of the idea to build in environmentally friendly hotel?
Where did he get his inspiration (idea) ?
What are the differences between Ecoville and other hotels?
Ask Ss to work in groups & have a competition on words that include the prefix ‘eco-’. Use dictionary if necessary.
Ask Ss to first complete the note in Part A on page 104 in WB, and then to complete the article in Part C on the same age.
Step 4 Homework
1. Try to write an article on some environmental pollution and how to solve the problems.
2. Write a guide on how to be an ecotourist.
Task:
Ge Weimei, NO. 66 High School , Nanjing
Teaching plan:
Teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
Teaching procedures
Sep1 Skills building 1 :
In this part , students will learn how to draw conclusions from listening to something .Explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 Ask the students to read the guidelines and the dialogues in skills building on Page 32 , Ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 Ask students to read the instructions in Part A . Then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . Ask them why they have drawn this conclusion . Then play the recording once more and check the answers as a class .
3 Tell the students to listen to the tape and complete Part B . Ask them to choose which of the conclusions are logical and to state their reasons .
Step 1 : Listening to a lecture
1. Ask students to listen to the tape
2. Encourage the students to fully participate in the situation and express their opinions freely .
3. Play the tape once .
4. Ask several students to read one answer each .
5. Ask students to finish Part B . Ask them to consider what conclusions can be drawn from the statements .
Skills building 2 :Reading for information
1 Ask students to read the guidelines on Page 34 .
2 Organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A .
Ask students to read the newspaper article in Part B and answer the four questions listed below it .
Step 2 : Reading a scientific article
1 Help students to review what they have learnt about desertification in Step 1 on Page 33 . Encourage them to list the things they know about desertification.
2 Ask students to read the scientific article about desertification . Make sure that they understand the article .
3 Organize students into groups of four and tell them to study the scientific article together.
4 Ask students to list their solutions on Page 35.
Skills building 3 : Presenting your point of view
1 Ask students to read the guidelines in this part . Make sure that they understand each point.
2 Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class.
Step 3 : Designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37 . They need to discuss which viewpoint they agree with and which one they will focus on.
2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class.
3. Tell students that a good poster includes good content and a good layout . Ask students to read the instructions on Part C on Page 37 .
4. Ask each group to create their own poster . remind them to refer back to Step1 and 2 .
Homework: Ask students to read the article in part A on Page 105 in Workbook. Then let them do Part B on the same page .
-9-12
Module 5 Unit 2 The environment
Project
Teaching aims 1.Help Ss learn and use English by doing a project.
2. Encourage Ss to use they have learnt to complete a project.
Teaching important points Help Ss how to plan and do research for the report.
Teaching difficult points
Help Ss how to cooperate each part of work together.
Teaching methods
1.Students-centered.
2.Teacher & students’ interaction.
3.Multimedia way.
Teaching aids 1. The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Show some pictures of the Yangtze River and tell Ss the purpose of the class.
Step 2 Learning the text
1) Divide Ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
P1 The environmental problems of the Yangtze River have raised concern.
P2 Many people have recognized the importance of protecting the Yangtze River and many environmental organizations and projects have been set up.
P3 Two special government projects are under way to protect the river. One is the water and soil preservation project.
P4 The second project is a nature reserve for white-flag dolphins.
P5 The environmental situation of the Yangtze River is improving.
2) Encourage Ss in other groups to raise as many questions as possible.
3) Ask Ss to read the report carefully and answer the questions.
4) Ask Ss to form into groups and discuss the following questions.
A.Why have the environmental problems of the Yangtze River raised concern both nationally and internationally?
B.What does the Green River organization do?
C.What problems do the two government projects focus on?
D.What did farmers have to do under the water and soil preservation project?
E. What does the second project concern?
Extension questions:
F. Do you think the environmental situation of the Yangtze River is getting better? Why?
G. What else can we do to protect the Yangtze River?
5) Ask Ss to read the article again and analyse the structure of it.
6) Ask Ss to do close test.
7) Have Ss do Part B1 & B2, D1 & D2.
Step 3 Writing a report
Planning
● Work in small groups. Discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. Have it approved by your teacher.
What do you think are the biggest environmental problems in China?
The topic for your report will be ___________________________.
● Discuss the tasks listed below and decide which group members will be responsible for each task. Write the names beside the work each member is going to do. (Remember, two or three people can work on the same task!)
Research __________________________________________________
Write the outline ____________________________________________
Write the report ____________________________________________
Preparing
● Members responsible for doing research need to find information from various sources on the topic you have chosen. The group should discuss the information found, and decide what to increase include in the report and what to leave out.
● Those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. The outline should be approved by the whole group.
Producing
● Group members who are writing the report will have to write it based on the outline.
● All group members should edit the report before it is passed on to another group for editing. Your group will be editing another group’s report at the same time.
● While editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● During the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. Ask for comments on your report as well.
Presenting
● The report should be written and checked once more for mistakes.
● Present your report to the class.
● Put your rep
篇11：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)
Unit 2 The United Kingdom
A general review of Unit 2
Period 1 Word study, Warming up, pre-reading
Period 2 Reading I (P9-10)
Period 3 Reading II: Using language（P13）& Listening(P15)
Period 4 Language points
Period 5 Grammar
Period 6 Learning about language, Listening (p48, P52-53) & Reading(P51)
Period 7 “English Weekly”
Period 1
Pre-class task:
Preview new vocabulary of Unit2, and especially pay attention to the pronunciation of the new word 2. Finish the quiz in Warming up( p9) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p16 in order to have a general idea of the learning goals of Unit 2
Step 2 Word Study
(Pair work) Get Ss to read aloud the new words and phrases on p93-94 within 3-4 mins; then get Ss to read aloud the words in pairs by turns.
2. Practice Use the correct form of the words to fill in the blanks.
(education)
convenience
X
(history)
attraction
collection
influence
(construction)
(constructive)
debate
arrange
(wed)
delight
suggestion
thrill
Fill in the blanks using the correct form:
It was a thrilling story of violence and murder. (thrill)
The railway is under construction at the moment. ( construct)
We have been invited to their daughter’s wedding. ( wed)
Her marriage was arranged by her parents.(arrangement)
The dustmen collect the rubbish once a week. (collection)
I hope that what I say will clarify the situation. (clarification)
Fill in the blanks using the new words in this unit
Don’t let me i__________ your decision. I know you’ve made up your mind. (influence)
Her story p_______ me; I find it hard to believe. (puzzles)
A mistake in the map led the traveler into e______. (error)
He showed me his stamp c_______. (collection)
During the summer holiday, they did a lot of _______ in Guilin.(sightseeing)
In the park there is a s_______ of a king, made of stone not of metal. (statue)
The a_____ of the moon for the earth causes the tides.(attraction)
Step 3 Warming up
Check the answers to the quiz( P9 ). Introduce the UK by showing pictures while Ss giving the correct answers.
Step 4 Pre-reading
(Pair work) What are the four countries of the UK ?
What are the capital cities of the countries of the UK?
What are the three main areas in England?
Get Ss to come up to tell their location on the map ( showed on screen)
See the map on P9
Talk about the different flags of the countries of the UK
( the flags are showed on the screen)
The flag of England is a cross, the flag of Scotland and Ireland are both like a fork, the flag of the Union Jack is the flag of the UK, which is the combination of the three flags.
Step 5. Summary and Speaking
To get Ss to summarize the general knowledge they learned about the UK in class by using given sentence pattern:
A brief introduction of the UK
The official / full name of the UK is The United Kingdom of the Great Britain and Northern Ireland, but it’s usually known as the United Kingdom or the UK or Great Britain or Britain.
The United Kingdom is made up of four countries, they are England, Wales, Scotland and Northern Ireland. The national flag of the UK is called the Union Jack.. The official language is English. The capital city of the UK is London. Tony Blair is the Prime Minister and his office is located in Downing Street .
Step 6 Homework
Preview the reading passage Puzzles In Geography”(p9), try to do Ex.1, 2 on P11
Read notes 1-10 on p79-80
Go over the new words(“unite”-“leave out”)
Speaking task: a brief introduction or background knowledge of the UK(check in next class)
Period 2
Step 1 Revision
Revise the new words. ( Get the Ss to speak out the words while the Chinese meaning given out)
Step 2 Lead in
Invite 1-2 Ss to give their brief introduction to the UK
Step 3 Reading
Fast reading :
Q1: What’s the main idea of the text? ( D )
A brief introduction to the United Kingdom about its geography and history.
A brief introduction to the United Kingdom about its foundation and development.
A brief introduction to the United Kingdom about its politics and culture.
All of above.
Q: How many groups of invaders influenced London? What are they?
( Four; They are the Romans, the Anglo-Saxons, the Vikings, the Normans)
Careful reading:
Q1: Which part of Ireland broke away to form its own government? ( C )
the northern part B. the middle part C. the southern part
Q2: Are the four countries of the United Kingdom the same in educational and legal system as well as the football team? ( B )
Yes B. No
Q3: Where can you find out Britain history and culture in England? ( C )
the Midlands and south of England B. the South of England
C. the Midlands and north of England D. the North of England
Q4: What can we learn from this text? ( B )
Great Britain was peacefully united while Ireland broke away to be independent by war.
England, Wales and Scotland made up Great Britain, which united Northern Ireland into the UK.
Great Britain used to being Ireland under control by war.
The Union Jack, a new flag, doesn’t stand for Northern Ireland in the world today.
Q5: The writer is trying to tell us __________. ( A )
England is the biggest of the four countries and consists of three rough zones.
Great Britain and Northern Ireland have different systems as well as international relations.
London is well-known for its groups of invaders instead of its historical treasures.
The invaders should be remembered for influencing and constructing London.
Step 4 comprehending
P10, Ex. 1
The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?
( Wales is left out. It’s usually assumed to be part of England.)
2). What three countries does British Airways represent?
England 2. Scotland 3. Northern Ireland)
Which group of invaders didn’t influence London?
( The Vikings)
Divide the passage and the main idea of each part
Part 1 ( Para. 1): states the topic to be examined in the reading text
Part 2 ( Para. 2-5): explains how the UK came out, the differences between the four countries and between three zones of England.
Part3 ( Para 6): explains London plays an important role as a cultural and political center of the UK
A short summary of the text
The passage clarifies how the UK developed as an administrative union and shows how England is divided into three zones. It explains how London was influenced by four groups of invaders and why London became the cultural capital of England.
Step 5 Difficulties
Get the Ss to raise questions on the text or point out the sentences that they don’t understand.
*P9 Para1 Line3 You can easily clarify any problems if you study British history.
(Explain: clarify-become clearer and more easily understood 澄清；阐明)
P9 Para 2 Line2 Now when people refer to England you find Wales included as well.
(Explain: Now when people mention or talk of England, Wales is included in it, too.)
P9-10 Para3 Line3 To their surprise, the three countries found themselves united peacefully instead of by war.
( Explain: They were surprised to find that the three countries united themselves as one peacefully rather than violently. find oneself done （不知不觉）发现被… )
P9-10 Para3 Line4 However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.
( Explain: they were going to make Ireland become part of the UK, the southern part of Ireland broke away to set up its government.)
P10 Para4 Line1 Although the four countries do work together in some areas…
( Explain: work together 合作（习惯用语）
P10 Para6. Last line You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
( Explain: keep one’s eye open 睁大双眼 make…worthwhile 使…值得做的 a trip to…去…旅游)
Step 6 Speaking
(Group work) Choose 2-3 groups to tell how Great Britain was formed by the map of the UK
be linked to…
be joined to…
get…connected to…
break away
Step 7 Homework
Finish P11-12, Ex 1,2(on SB)
Pre-read Reading II on P13
Read notes on p80-82 and go over the new words for dictation
“Best English” P18 “文脉理解” P23 “词汇专练” “短语专练”
Period 3
Step 1 Homework checking and Dictation
Dictate the new words
P11-12, Ex 1,2 (on SB)
Step 2 Lead in
Talk about London with the Ss
the famous sites: the Tower of London, Buckingham Palace, Westminster Abbey, St. Paul’s Cathedral, Big Ben, British Museum, Greenwich and Karl Marx’s statue, Windsor Castle etc.
Famous river: the Thames
Famous park: Hyde Park, Kensington Gardens
London’s fog : it’s often foggy and called “fog city”
Step 3 Reading
Fast-reading:
Q1: How long did Zhang Pingyu visit London? ( For 3 days.)
Q2: To circle the sites mentioned in the text.
( Tower, St Paul’s Cathedral, Westminster Abbey, Greenwich, Big Ben, Highgate Cemetery, Windsor Castle)
Careful reading:
*Get the Ss to study the structure of the text:
Day1: 1) the Tower of London 2) St Paul’s Cathedral 3) Westminster Abbey
4) Big Ben 5) Buckingham Palace
Day2: Greenwich
Day3: 1) Highgate Cemetery 2) The Library of the British Museum 3) Windsor Castle
Step 4 Difficulties
*P13 Para1 Line 5
To her surprise, Zhang Pingyu found the Queen’s jewels guarded by special royal soldiers who, on special occasions, still wore the four-hundred-year-old uniform of the time of Queen Elizabeth I.
( Explain: find…guarded 发现…被守卫 on special occasions 在特殊的场合
the time of Queen Elizabeth I伊丽莎白一世时代)
*P 14 Para.3 Line5
What interested her most was the longitude line.
( Explain: “what interested her most” 是主语从句)
*P14 Para.4 Line1-2
It seemed strange that the man who had developed communism should have lived and died in London.
(Explain: develop communism 发展共产主义
句子意思：这似乎是一件怪事：这位发展共产主义的人竟然在伦敦生活过，并在伦敦去世）
Step 5 Listening
Get the Ss to read Q1 carefully so that they are familiar with the new names and relationship. Get them to read aloud the names so that they can recognize them when they hear them on the tape.
1st time: do Ex.1 and Q1&2 in Ex.2
2nd-3rd time: finish Ex.3-6 in Ex.2
Step 6 Homework
Finish “ Language points”
Go over the rest of the new words for dictation
WB. P49-50 Ex.1, 2
Period 4
Step1 Dictation
Step 2 Language points ( Seen in handout)
*consist of
*there is no need (for sb.) to do sth.
*as well & as well as
be linked to…, be joined/connected to…
** find oneself done
find oneself doing
find oneself +prep.-phrase
*divide & separate
*break away ,break down &…
take the place of…, take place, take one’s place
Step 3 Practice
Step 4 Homework
“Discovering useful structures” on P12-13 Ex.1-3
“Best English” P22-23 语法专讲，语法专练
3．Underline the phrases in Language points, prepare for the dictation
Period 5
Step 1 Dictation
Step 2 Lead in
Eg, 1)Yesterday I had my hair cut.
(Get the Ss to tell “cut” is the object complement, and notice its position-after the object)
2) 上个月，我姐姐的钱包在汽车上被偷了。
My elder sister had her wallet stolen on a bus last month.
3) 他再次向学生解释问题以便让他们明白。
He explained the problem to the students again to make himself understood.
Step 3 Grammar
Get the Ss to conclude the rules from the groups of sentences
The old man had one leg lost in the war.
He got his TV set mended.
He raised his voice to make himself heard.
Conclusion: 表示“使…”的动词，如have,get,make,help,leave
When I got there, I found him seated at the desk.
He was about to enter the hall when he heard his name called.
We would like to see the plan carried out next year.
Conclusion: 感官动词(see, hear, watch, listen to, observe etc.)和表示心理状态的动词(think, find..)
I want this work finished by Friday.
She likes the hair cut short.
They wish a bridge built in their hometown one day.
Conclusion: 表示“希望，要求”等意义的动词，如want, like, wish, order, expect…
With trees planted around the building, our school looks more beautiful.
The murderer was brought in, with his hands tied behind his back.
Conclusion: with的复合结构
Step 4 Practice
(SB) P12 Ex.1, 2
“Best English” P23 语法专练
Step 5 Test
1. We must get the house _____ during the holidays.(A)
A. painted B. painting C. paint D. to paint
2. Five books on the shelf are found _____.(D)
A. tear B. tearing C. tore D. torn
3. He watched the whole house _____ down.(C)
A. burn B. burning C. burnt D. to be burnt
4. He said he never heard this word ______ in spoken English.(B)
A. use B. used C. using D. to use
5. She felt herself _______ by her friends.(C)
A. misunderstand B. misunderstanding C. misunderstood D. to misunderstand
6. We had a photo ______ with the foreign friends.(D)
A. take B. took C. taking D. taken
7. The result of the test was rather _____ He was very ______ at the result.(D)
A. disappointed, disappointed B. disappointing, disappointing
C. disappointed, disappointing D. disappointing, disappointed
8. There were two roads ______ to the station.(C)
A. lead B. led C. leading D. to lead
9. I observed two men in raincoat ______ the hall. (B)
A. enter B. entering C. entered D. to enter
10. A man was seen _______ to break into the house.(B)
A. try B. trying C. tried D. to try
Note: No.9 & 10 should be explained to the Ss, and simply tell the different usage between ved &ving
Step 5 Homework
P50 Ex.3 (翻译) P50-51 Ex.1-2
P51-52 Reading Task
Period 6
Step 1 Homework check
Step 2 Learning about language
P11 Ex.1, 2
Step 3 Reading Task ( P51)
Explain the following difficult sentences or phrases:
*practise Christianity in their own ways (Para.2 Line7) 用他们自己的方式进行基督宗教活动
the Houses of Parliament (Para.3 Line4) 国会大厦
*take flight (Para.3 Line9) 逃走，逃亡
*bonfire(Last Para. Line2) 野火
*(Para.3 Line3) Fawkes, disappointed at the government’s behaviour, agreed.
*(Last para. Last line) They remember a time in England when people were not as tolerant of each other’s ideas as they are now.
Step 4 Listening ( P48 & P52-53)
Listening (P48)
Get the Ss to familiar with the following words:
a multicultural country Caribbean
the old British Empire India
a British citizen Kenya（肯尼亚）
independent Pakistan Bangladesh(孟加拉国)
1st time: finish Ex.1
2nd time: finish Ex.2
Listening ( P52-53)
Get the Ss to familiar with the following words:
a Catholic supporter（天主教支持者）
practise their religion（进行宗教活动）
the Protestant church（新教教堂）
as they wish
attack
Teaching suggestion: play tape 1-2 times to get the Ss to understand the main idea and finish Ex1.only.
Step 5 Homework
Finish “English Weekly”
Period 7
To check answers to “English Weekly”
To summarize Unit2
Homework:
Writing Task: “ the United Kingdom”
Pre-view the new words in Unit3
篇12：高二英语必修五知识点精选
【重点短语】
1. fall ill 生病
Hearing the bad news, he fell ill. 听到坏消息后，他病了。
联想拓展
fall behind 落后
fall sick 生病
fall asleep 入睡
fall down 掉下;倒塌
fall in love with ... 爱上……
fall off 脱落;减少;从……上掉下
fall into the habit of ... 养成……的习惯
fall over 跌倒;翻倒;落到……上
fall silent 沉默
2. in place
在适当的位置;适当
I like everything to be in place.
我喜欢所有的东西都放在原来的地方。
With everything in place, she started the slide show.
一切就绪，她开始放幻灯片。
联想拓展
be in/out of order 有条理/无条理;坏了
be in/out of control 正常/失控
be in/out of danger 有危险/脱离危险
in place of...=take the place of... 代替;取代
give place to 被……取代;让位于……
out of place 不在适当的位置; 不合适
3. make a difference
有很大差别;有很大不同;有很大的关系/影响
Whether he could get the support from his parents made a great difference to the plan.
他是否能得到父母的支持对这个计划的影响很大。
Does it any difference whether he?ll attend the meeting?
他出不出席会议有什么区别吗?
联想拓展
make a difference between ...and ... 区别对待……
make some difference to对…… 有些关系
make no difference to 对……没有关系
make all the difference 关系重大;大不相同
★ 高二历史教学计划
★ 高三英语教学计划
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