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UNIT 1 WELCOME BACK!重点难点解析(人教版八年级英语上册教案教学设计)

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篇1：初二英语上册UNIT 1 WELCOME BACK!

重点难点解析：

1. Welcome back to school! 欢迎返校！==You are welcome back to school.

例如：（1）Welcome to China!

（2）You are a welcome guest. 你是一位受欢迎的客人。

（3）We received a warm welcome. 我们受到了热烈欢迎。

2. We are going to have fun learning and speaking English this term.

这学期我们将在学说英语中得到乐趣。

例如：（1）Have fun! 尽情玩吧！

（2）We have fun（in）climbing the mountain. 我们去爬山很开心。

（3）a fun hat可笑的帽子；a fun party有趣的聚会。What fun!真有趣！

3. It doesn’t matter, but tomorrow, please be on time. 没关系，但是明天请一定准时。

例如：（1）The bus arrives on time. 公共汽车准时到达。

（2）We were just in time for the match.

（3）Time is money.We have no time to have a rest.

4. Here is a card for you with our best wishes.

送给您这张带着我们美好祝愿的贺卡。

例如：（1）We all give our wishes for your health. 我们都祝你健康。

（2）Her wish to the key high school is coming true.

她考上重点高中的愿望就要实现了。

（3）I wish you a long life. 祝你长寿。

（4）I wish I were ten years younger. 但愿我能年轻10岁。

5. I think this is different from Chinese names. 我想这与中国人的名字不同。

例如：（1）My plan is different from yours.

（2）Her look is different from / than before.

（3）Do you know the difference between the two words?

6. My name is James, but Jim is short for James.

我的名字叫詹姆斯，但吉姆是詹姆斯的简称。

例如：（1）TV is short for television.

（2）PE is short for physical education.

(3) PRC is short for the People’Republic of China.

7. Philip tells them “ph” sounds like an “f”.

例如：（1）This sounds beautiful.

（2）I can hear a strange sound.

8. He is asking his friends to help him think of a name.

他正在请求他的朋友帮他想个名字。

例如：（1）Our teacher asked us to go over our lessons.

（2）He often helps me（to）learn English. = He often helps me with my English.

（3）I think of my hometown when I see the photo.

9. “It means a waste of time.” says Sun Yu with a laugh.

“它意味着浪费时间”，孙宇笑着说。

例如：（1）Mother told me not to waste money.

（2）Don’t waste time watching TV every day.

篇2：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇3：unit 1 phrases(人教版高一英语上册教案教学设计)

Phrases:

1. the then director of the Guiness Brewery

2. settle an argument

3. conclude that-clause

make/draw a conclusion

4. be popular with

5. hire sb to do sth

=employ sb to do sth

6. ever since

7. send in

8. set down the records

9. keep track of

10. in other ways

11. sth be put into different categories

12. amazing feats

13. live to be 100 years

14. reach a length of 10 meters

15. 10 meters long

16. blance a thing weighing 100 kilogrammes on his head

17. with an area of about 10 hectares

18. the most remote city

19. celebrate Hong Kong’s return to China

20. stand out

stand for

21.a moving life story

22.the fastest average speed

23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.

24.the then No.1 cyclist in the world

25.be diagnosed with cancer

26.mean the end of one’s career

27.go on to do sth

28.six years in a row

three times in a row

29.the same … that…

the same … as…

eg. This is the same pen as I lost.这只笔跟我丢的那只一样。

This is the same pen that I lost.这是我丢的那只笔。

30.lead sb to do sth导致/带领/使某人做某事

31.in the first place

32.be entertained by…

33.deeds and facts

34.be out to do sth 决心/企图做

35.make for interesting reading算的上是有趣的读物

make for good health对健康有好处

36.set a record创下一个记录

37.be dangerous to sb

38.contact sb

39.if all goes well,…

40.apply for the record

apply to sb for the job

41.inspect your attempt

42.a world record holder

43.try new tricks 尝试新的花样滑板

44.on the park’s skating ramp 在公园溜冰场

45.head down to sp 朝某地方走去

head for sp 前往某地方

46.hang ten玩滑板

47.a skilful skateboarder

48.give sb one’s permission

49.hold a grand opening 举行一个盛大的开幕式

50.see what it was all about 看个究竟

51.be around

52.sb be familiar with sth

sth be familiar to sb

53.be willing to do sth

54.overcome one’s fears

55.certer on

56.have fun

It is fun for sb to do sth 对于某人来说做某事是有趣的

57.fly through the air 在空中穿梭

58.wear helmet

59.enjor every minute 每分钟都很开心

60.a strong feeling of friendship

61.start a club 创办一个俱乐部

62.a new generation of sports 新一代的运动项目

Unit 1

1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)

2. 钢丝(n) 45.突然猛烈地发出(p)

3. 八字胡(n) 46.将某人当中心(p)

4. 结束时说；达成；结束(v) 47.专心致志于(p)

5. 运动员的；体格健壮的(a)

6. 叙述；帐目；帐户(n)

7. 合适的；恰当的(a)

8. 长度；长(n)

9. 检查；视察(v)

10. 证实，确认(v)

11. 证明书(n)

12. 逐渐的；渐变的(a)

13. 空白；空隙(n)

14. 吸引；俘获；占领(v)

15. 熟悉的(a)

16. 因素；要素(n)

17. 头盔；安全帽(n)

18. 精力充沛的；充满活力的(a)

19. 外向的；爽直的(a)

20. 小心的；谨慎的(a)

21. 登记；注册；记录(v)

22. 航行者(n)

23. 峡谷(n)

24. 版本；版次(n)

25. 啤酒厂(n)

26. 租用；雇佣(v)

27. 技艺；功绩；伟业(n)

28. 公顷(n)

29. 凋谢；褪色；变弱(v)

30. 尝试；努力；试图(v)

31. 热情的；热心的(a)

32. 十年(n)

33. 委员会(n)

34. 迷住；使神魂颠倒(v)

35. 地球仪；球体(n)

36. 斜坡弯道(n)

37. 熟练的(a)

38. 滑板(n)

39. 管理；行政（机关）；经营(n)

40. 许可；同意(n)

41. 寄送某处进行处理(p)

42. 记下，写下；让某人下车(p)

43. 一个接一个地；连续不断地(p)

篇4：Unit 14 Festivals(人教版八年级英语上册教案教学设计)

Teaching aims:

(1) Learn to use functional sentences, key structures, and words.

(2) To know something about the festivals of different countries and try to express their ideas about them by listening, speaking, reading and writing.

Teaching contents:

1. Topic: Festivals.

Talking about festivals and customs.

2. Functional Sentences: Expressing and supporting an opinion.

(1) In my opinion, we should….

(2) I believe we should…

(3) I don’t think it’s necessary to…

(4) We must decide…

(5) I hope we can make a decision…

(6) If we do this, we can…

(7) I think that…should…

3. Vocabulary:

(1) Words: theme parade holy Easter symbol conflict argument opinion major probably honour ancestor principle nation purpose creativity faith commercial joy light similar generation salute kiss cheek nod celebration respect gift cycle fool invitation.

(2) Phrases: dress up in one’s opinion play a trick on sb. take in

4. Grammar: modal words--- must, have to and have got to

Period 1 Warming up and listening

Teaching aims:

1. To get students to know something about festivals, customs and habits.

2. To train students listening ability for catching specific information.

Teaching aids: multimedia, recorder, and tape.

Teaching procedures:

Step1 Pre-task (Warming up)

Look at the pictures of these festivals on page 8 and answer the questions:

(1) Do you know the Chinese names of the festivals?

(2) Do you know which countries the festivals come from?

(3) What are the people in the pictures doing? Why are they doing this?

If students can answer these questions, that’s OK. If not, ask the students to read the following description and match.

On October 31st westerners celebrate Halloween which children like best, because they can enjoy themselves on that day. When night comes, they wear all kinds of strange costumes and masks as bad men, witches, ghosts or goblins, then they ask for candies from door to door, shouting: “Treat or Trick? Happy Halloween…”

The Day of the Dead is an ancient festival celebrated in Mexico. The festival honors both the living and the dead. On this day, people light candles for prayers to the dead and give sugar skeletons to each other as gifts. It is not a sad day, but rather a time to celebrate the cycle of life.

Obon is an ancient festival celebrated in Japan. The Japanese float paper lanterns in memory of the dead.

Step2 While task (Listening comprehension)

(1) Before listening, ask the students to have a competition to match the festivals with the given information.

1. Mardi Gras A. It’s much like Halloween in the US.

2. Ramadan B. People celebrating the festival will not eat or smoke.

3. Easter C. The name of the festival is “Fat Tuesday”.

(2) Martin Gras

1. Go through the three items with the students and make sure what to listen before the teacher plays the tape.

2. Play the tape for 3-4 times and finish the multiple choice.

3. Let students check their answers in pairs and then with the whole class.

(3) The teaching procedure of Ramadan and Easter: the same as Martin Gras

Step3 Post task (Comparative study of Chinese and foreign festivals)

1. Show some pictures about the Chinese festivals to the students and have them try to identify the festival. Whether they can identify the festival or not, ask them to read the short description in English and share it with class.

(1) The Spring Festival

The Spring Festival is celebrated on the 30th day of the 12th lunar month. It’s an ancient Chinese festival and it is the most important one for Chinese. On that day, people will get together to have a reunion dinner on Chinese New Year’s Eve no matter how far he is. And children often get new clothes and money from their parents or relatives

(2) The Dragon Boat Festival

Chinese celebrate the memory of a great poet Qu Yuan on the 5th day of the 5th lunar month. On this day, the people eat some pyramid-shaped dumplings which are made of glutinous rice wrapped in bamboo or reed leaves and they often have a dragon boat race and throw some pyramid-shaped dumplings into the Yangzi River so that the fish or animals in it wouldn’t eat Qu Yuan.

2. Brainstorm: How many foreign and Chinese festivals do you know through today’s study? Can you compare them in details? Please work in pairs and compare a Chinese festival with one from another country.

A Chinese festival A foreign festival

The name of the festival

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, for example “family” and “peace”?

How old is the festival?

Step4 Homework:

Task: Comparative study of Chinese and foreign festivals.

Period 2 Speaking

Teaching aims:

1. To train students’ speaking ability through practicing their expressing and supporting an opinion.

2. To train students’ creative ability.

Teaching procedures:

Step1 Pre-task (Leading in)

1. Instruction: This class we will learn four new holidays, which new holiday do you like best and why? Please read and decide what a new holiday should be about.

2.Ask the students to read the message about the four new holidays on page 10 and decide what a new holiday should be about.

Step2 While task

1. Brainstorm: Ask the students to try to remember festivals as many as possible.

Instruction: What foreign festivals did we learn from last class? How about Chinese festivals? Among the foreign and Chinese festivals and four new festivals, which one do you like best and why?

2. Activity: Before the students tell their partners which one they like best, ask the students to write down their favourite festival and then have a game according to the instructions on page 30 of the teachers’ book.

3. Instruction: Then I’ll show you how Tom thinks. (Show the sample to the class) What sentences can express and support an opinion in English? Let’s see the useful expressions on page 10.

4. Ask the students to read the useful expressions.

5. Instruction: Please discuss in group of four and tell your group members why your holiday is the best one or why you like it best. (Then have students discuss in groups.)

6. Ask some groups to report in class.

Step3 Post task

(1) Ask the class to finish the following task.

Task: Create a new festival or holiday.

When would you celebrate it? Why would you celebrate it? How would you celebrate it? What theme would you use?

1.Name of the festival (holiday):

2.Date:

3.Meaning:

4.Themes:

5.How is the festival celebrated?

6. What is the symbol of the festival?

Ask the students to discuss and then ask some groups to tell the class why their festival or holiday is the best one.

(2) Divide the class into three groups and each group finish one of the following three tasks.

Situation1: Create a class festival

1. Show the key words to the students: honor, purpose, faith, respect, fix, on the day, in honor of, sing high praise for, in memory of…

2. Show the functional sentences to them.

1) Fix the festival on that day in memory of…

2) Celebrate the festival by…

3)Do this to play respect to…

Situation2: Work in groups. Imagine that you and three of your classmates are going to celebrate a festival. Please decide

1.when you will celebrate the celebrate

2. what you will do

3.where you will celebrate

4.what you will buy

5.what guests you will invite ……

Situation3: Work in groups. Imagine that you and three of your classmates are going to spend a holiday together. Please decide where you will go and what you will do.

*Show the functional sentences to them:

1. I think that we should go to the park and have a picnic because…

2. I think that the best way to celebrate is to have dinner at a restaurant and then go

to a karaoke bar because…

3. I think we should go on a trip to …and …because…

4. I think we should…

Step4 Homework

Project work: Work in group of four to create a new festival or holiday.

Period 3 Reading

Teaching aims:

1. Let students know about the history and culture of the festival.

2. Ask students to understand and respect other countries’ costumes.

3. To train students’ reading ability.

Teaching procedures:

Part I--------Pre-reading.

I. Task : Ask students to search the information about the Spring Festival in groups before the class:

II. Show students some pictures of festivals of China and other countries and ask them to guess what festivals they are.

Part II-------.While-reading

Step 1: I. Show students some pictures of Kwanzaa and ask them if they know this festival.

Show the word “ Kwanzaa” on the blackboard.

II.. Ask students what they want to know if they come across a new festival.

Ask students ideas then write their questions on the blackboard.

What…

When…

Who…

Why…

How…

(T: So today we are going to read an article, then you will get the answer)

Step 2. Ask students to read the passage as quickly as possible and then answer the following questions:

1. What is Kwanzaa?

2. When is the festival celebrated?

3. Who celebrate it?

Step 3. . Listen and read for the detailed information and finish True or False statements.

( 可参考目标练习册)

1. Kwanzaa is a very old festival. ( F)

2. People celebrate Kwanzaa from December 25 to January 1. (F)

3. The word Kwanzaa means first fruit in Swahili. ( T)

4. Kwanzaa is celebrated by all the Americans. (F)

5. Many things of the African first-fruit are the same. (T)

6. People celebrate it by lighting seven candles each day and discussing one of the seven principles of Kwanzaa. (F)

7. The holidays and festivals help us understand who we are, remember where we come from, and share our hopes for a happy future. (T)

Step 4. Dealing with difficulties in understanding the words and sentences.

I Ask students to read the text with the tape on and find out some difficulties in understanding the text.

II . Help students understand the following words and match them.

unity make decisions by oneself

nation strengthen , help (sth. sb.) to continue

self-determination country

support harmony(和睦), arrangement of aims of feelings

purpose that which one means to do.

creativity trust; strong belief; confidence

faith the ability of creating or making things.

III. Help students understand some long sentences:

1. Kwanzaa was born in 1966, when people created a new festival so that African Americans would be able to celebrate their history and culture.

Q: (1) When did African Americans create the new festival?

(2) Why did they create the new festival?

( If students still can’t understand, help them to translate it into Chinese.)

2. The festivals were a way to celebrate history and culture, as well as the new year.

Q: (1) Which festival, only Kwanzaa or all the first-fruit festivals?

(2) What do the festivals celebrate?

( If students still can’t understand, help them to translate it into Chinese.)

3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.

Q: (1) Is Kwanzaa a time for joy? Is it a time for learning?

(2) What does ‘since’ mean here?

(3) What do people do in Kwanzaa?

( If students still can’t understand, help them to translate it into Chinese.)

IV. Ask students to discuss two questions.

1. How did this festival come about ?

2. How to celebrate it?

( Give students some candles and other things. Ask them to act how to celebrate it. During the action, teacher can help students understand the principles.)

Part III. Post-reading

Step 1. Ask students to discuss one question:

What’s the meaning of creating a new festival?

Step 2.

task1: Ask students to fill in the form according to the text and the information they have got about the Spring Festival.

Name of the festival The Spring Festival Kwanzaa

When is the festival

Who celebrate it

Why do people create it

The principles of it.

How to celebrate it?

Step 2. task 2 : Ask students to compare the Spring Festival and Kwanzaa, then show the differences in groups.

Homework:

Task: Ask students to write an article about a festival which they are interested in.

Suggestions:

1. When and where is the festival celebrated.

2. The birth of the festival.

3. How to celebrate it.

Grammar

Teaching aims: Grasp the modal verbs---must, have to, and have got to

************************************************************************

Teaching procedure:

Step 1 Lead in

Fill in the blanks with ought to, should, had better do.

1. You should see a doctor about that.( It’s a good idea.)

2. You had better go to school tomorrow.(If you don’t go, something bad will happen.)

3. Teacher to student: if you want to pass this class, you had better finish all you assignments.

4. Students to teacher: if you come to my country, you should visit Kyoto.

5. You must try to get to work on time. (I want you to.)

When you trying to advise someone something, you can use should ,ought to, had better do. but make sure their degrees of strength are different. In this class, we’ll focus on “must”. It’s more forceful to express ideas.

Weak

(-------- )

(should/ought to )

(had better )

(must )

Strong

Open books

Step2: Ask Ss to look at the examples and find out the differences in meaning. (p12)

I. Summary for affirmative forms

1. You use must when you think it is necessary.

2. You use have to when someone else thinks it is necessary.

3. In informal English, you can use have got to instead of have to.

II. Fill in the blanks.

1.You must be back by 2 o’clock. ( I want you to do some cleaning)

. 2. He had to wait for his wife to come back at the door if he had lost his key.

3. I must phone my parents tonight.(I think they’ll be worrying about me.)

4. His sister is ill, so he had to stay at home to take care of his sister.

5. I’m tired. I must stop working to have a good sleep.

6.His parents have gone to visit his grandfather. He has to make dinner himself.

Step 3. Discuss the forms of must and had to.

1. We must go now.

We must go tomorrow.

2. I have to go to hospital.

Have you ever had to go to hospital?

I might have to go to hospital.

3.What do I have to do to get a driving licence?

Why did you have to go to hospital?

Karen doesn’t have to work on Saturdays.

Step4: Summary for negative forms: must not , do not have to

I. Examples:

You mustn’t tell George.(= Don’t tell George.)

You don’t have to tell George.(= You can if you like but it isn’t necessary).

II. Finish the sentences with mustn’t or don’t/doesn’t have to.

1. I don’t want anyone to know. You mustn’t tell anyone.

2. He doesn’t have to get to wear a suit to work but he usually does.

3. I can stay in bed tomorrow morning because I ___________________go to work.

4. Whatever you do, you _________________touch that switch. It’s very dangerous.

5. There’s a lift in the building, so we __________________ climb the stairs.

6. You_______________ forget what I told you. It’s very important.

7. Sue ________________ get up early. She gets up early because she wants to.

8. Don’t make so much noise. We ________________ wake the baby.

9. I _________________ eat too much. I’m supposed to be on a diet.

10. You _______________ be a good player to enjoy a game of tennis.

Step 5: Finish off the exercises on page 12,13

I. Look at the table and decide which is necessary and which is not. Make sentences using “must, mustn’t, have to, have not to” (p12)

II.Complete the sentences with have got to (p13)

Step6: Homework:

Workbook p79-80

Type of lesson: language study

Teaching aims: help the students to understand and use the following words and phrases.

hear about, believe, light, support, so that, take in gift symbol faith

Teaching aids: work sheet

***********************************************************************

Teaching procedures:

Step 1. Review the whole text.

Listen to the sentences and fill in the blanks. All the sentences are from the text.

1. Have you heard about Kwanzaa?

2. they used to honour their ancestors, celebrate their past, and the group or society they lived in.

3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.

4. We should build and support our factories and shops.

5. Whatever the trick, if a person is taken in, he or she is called “April Fool!”

Step 2. Word study.

1. light

1）Understand the following sentences and find out the different property of the word “light”

a. A soft light came into her eyes as she looked at him. ( n.)

b. He was lighting the candle.(verb)

c. He ‘s lost a lot of weight: he’s three kilos lighter than he used to be.(adj)

d. Marriage is not something to be undertaken lightly.(adv)

e. Her eyes lit up with joy.(verb)

2) Summarize

2. support v&n

1). Read the sentences in Column A and find out the different meaning of the word in the sentence situation in Column B.

Column A.

1) Is this bridge strong enough to support heavy lorries? (d)

2) Will you support me in my campaign for election?(a)

3) This evidence supports my argument that she is guilty(e).

4) I was supported by my parents when I was studying.(b)

5) Such a barren (荒脊的) desert can support very few creatures.

Column B

a. to help sb/sth by one’s approval

b. to provide sb with the necessary money

c. to provide enough food and water to keep alive

d. to bear the weight of sth/sb

e. to help to show that a theory is true

2). Ask the Ss to make up sentences according to the given pictures

3.gift

ask the Ss to read the sentences and sum up the meanings of the word “gift”

1) Officials are not allowed to receive gifts from the public.( )

2) I have no gift for foreign languages. So I have to study English very hard to catch up with other students. ( )

Though John is very lazy in his study, he is a gifted boy, isn’t he? He always gets No.1 in the exams in his class. ( )

4. honour

1)ask the Ss to read the sentences and sum up the meanings and structures of the word “honour”.

it is an great honour to be invited.

May I have an honour to dance with you?

Will you honour me with a visit?

2)summarize

5. take in

1)Read the following sentences and get the different meaning of “take in” in each sentence by discussing with their partner.

a. She was homeless, so we took him in.( allow sb to stay in one’s home)

b. She took me in completely with her story.(deceive, delude or fool sb)

c. Fish take in oxygen(氧) through their gills（鳃）.（absorb sth into the body by breathing）

d. This dress need to be taken in at the waist.(make narrower or tighter by altering its seam)

e. The tour took in six European capitals.(include or cover sth)

f. I hope you can take in what I’m saying.(understand or absorb sth that one hears or heads)

2)Ask the Ss to translate the following sentences into Chinese.

Mrs. Brown is a kind old lady. One day when she was walking along the street, she saw a homeless boy begging(乞讨). Mrs. Brown tried to speak with him, but the boy seemed not to take in ( ) what Mrs. Brown was saying. He was so poor that Mrs. Brown decided to take him in ( ). Then she took the boy back home. Her neighbors advised her not to take in ( ) a stranger or she might be taken in ( ). But Mrs. Brown believes that virtue is its own reward(好人有好报).

6. so that

Rewrite the sentences

1) I got up early today . I could catch the first bus.

A.________________________________________.

B _________________________________________.

2) Mary worked very hard . Her classmate could not catch up with her.

A____________________________________________________.

B____________________________________________________ .

7.hear

1) Understand the following sentences and summarize the structures.

Have you heard the news? ( hear sth )

You are not to go – do you hear me! (hear sb.)

I heard that she was ill. (hear that …)

Through the wall ,I heard someone laughing. (hear sb. doing )

He was heard to groan. (be heard to do )

2) Ask the students discuss in groups and then choose correct prep. to fill in the blanks.

from of out about

I have only just heard about his remove.(听到关于某事的消息)

How often do you hear from your sister?（收到某人的来信）

I have never hear of the place / her.（听到或知道某事某人）

3) Practice: translate the following sentences into English.

1. 我们留心听，但什么也没听见。

We _____but could _____ nothing.

2. 我们还是听听他们要说些什么吧。

We’d better hear __________________.

Step 3. Write a passage

Write a short description of your favorite festival. Or you can create your own festival. You ctan use “hear about, gift, support, take in, faith, share, honour…”

Period 6 Integrating skills

Teaching aims: Get the information of festivals by reading.

Get Ss to know how to write an invitation.

************************************************************************

Teaching procedure:

Step 1. Fast reading

Read about these festivals and choose the correct pictures.

Step2. Detailed reading

Ask Ss to fill in the chart.

Festival Earth Day Martin Luther

King, Jr Day Day of the Dead April fool’s Day

When is the festival celebrated?

Where is it celebrated?

Why do people celebrate it?

How do people celebrate it?

Step3 Post-reading

Discuss these questions with partners.

1) Since most Chinese are more concerned about losing face than most westerners, would April Fool’s Day be so easily accepted? Why or why not?

2) What do you think “ the first of April is the day we remember what we are the other 364 days of the year.”

3) Why do so many festivals honor our ancestors?

4) What do you think “ a day on, a day off!” means?

Step 4 Extension

Ask the students to look at the four pictures and describe what they see in the pictures.

Possible answers:

1. Easter : It is the most important holiday in spring, especially for Christians(n.基督徒). It can be any Sunday between March 22 and April 25. Many people celebrate it by buying new clothes. Children celebrate by hunting for colored eggs that their parents have hidden around the house. People also give Easter baskets filled with candy and other good things to one another to celebrate the day.

2. Thanks Giving Day: It is a national day in the U.S.A. which is celebrated on the fourth Thursday in November. It is a time for remembrance and for giving thanks. The family eats many kinds of delicious food, such as turkey and pumpkin pie.

3. Mother’s Day: About 100 countries in 5 continents now have this festival. In the United States it celebrated on second Sunday in May. Many people follow the custom of wearing a carnation on that day and children honor their mothers with cards, gifts, and flowers.

4. Halloween: At the end of October Americans will celebrate this holiday. The stores have been full of pumpkins, costumes, and candy for weeks. On October 31, children dress up, go to their neighbors' homes, say “Trick or treat”, and receive a lot of candy.

Step5: Writing

I. Give Ss the sample writing.

1.Formal Letters of Invitation

Mr. and Mrs. Andrew K.K. Wang

request the pleasure of your company

at a dinner

in honor of their parents

Fiftieth Wedding Anniversary

on Sunday, the fifth of July

at eight o'clock

New Asia Hotel

100 Deep Water Bay Road

Hong Kong

R. S. V. P. 谨订于七月五日星期日晚八时在香港深水湾道100号新亚洲大酒店为我们父母的金婚纪念举行晚宴，敬请

光临

王楷康夫妇敬约

敬请回复

2. Informal Letter of Invitation

Dear Miss Smith,

I would like to invite you to my house this coming Sunday. My brother Peter will be staying with us for a few days during the Christmas holidays and my wife and I have planned for him a family dinner so that he can meet some of our friends. We should be delighted if you could join us. I hope you will let me know that you can come.

Yours

Peter

II. Ask Ss to list things to include in an informal invitation. (见目标练习)

1. What?

2. When?

3. Who?

4. Why?

5. Where?

6. Pictures and colors.

III. Get the Ss to write their own invitation.

篇5：台州市交流教案Unit 1(人教版高二英语上册教案教学设计)

制作单位：三门中学

制作者：金莉萍吴亚琴赵定翠

叶华王银萍

Ⅰ.Teaching aims and demands

1.Topic:

Talk about science and scientists

2. Function: describing people and debating

That’s correct. It’s clear that…

I doubt that …

There is no doubt that…

It’s hard to say.

Well, maybe, but…

That’s true.

What’s your idea?

Have you thought about…?

3.Vocabulary

undertake analysis within gravity similar paragraph

debate scan boundary incurable engage promise

exploration disable theory seek that(adv.) misunderstand

scientific method observe match predict astronomer

curious microscope telescope punish intelligent patient

be similar to work on go by be/get engaged to sb. use up

go on with dream of turn out be satisfied with

take a look at the other way round on fire

make a difference be curious to do sth./ about sth. / that –clause

4. Grammar

The infinitive used as predictive/ adverbial / attribute / subject/ object

Ⅱ.The analysis of the teaching material

The topic of this unit is “ making a difference”. In this unit, first we can learn about the science subjects and know the importance of each subject. Second, we can get familiar with some great scientists and their famous quotes and achievements, such as Stephen Hawking, Galileo, Albert Einstein, ZhangHeng and so on. Third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. By knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired..

1.Warming up: It offers us five pictures of foreign great scientists with their famous quotes. By learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.

2. Listening: It contains 4 great minds including the students. In fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.

3. Speaking: The students are asked to have a debate about which branch of science is the most important and useful to society. By doing so, students can practice debating skills and use some useful expressions freely. At the same time, they will find that knowledge plays an important part in our daily life.

4.Pre-reading The three questions in pre-reading pave the way for reading.

5.Reading: The text describes Hawking’s disease, dream, achievements and opinions on science and scientific research.

6. Post-reading: The exercises help the students further understand this great scientist.

7. Language study It contains word study and grammar. Students will have a better knowledge of the uses of the infinitive in this part.

8.Integrating skills It includes reading and writing. In the reading passage, students can learn about characteristics of five scientists and their scientific spirit. In the writing part, students are asked to write a paragraph to describe a favourite scientist.

9. Tips Unit One also gives students some advice on how to use the scientific method to learn English.

10. checkpoint

It sums up the uses of the infinitive.

Teaching arrangements

Period 1&2: Warming up, listening and speaking

Period 3&4: reading

Period 5: Language study

Period 6: Integrating skills and writing

Notes:

1. Amending In warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning―make up a column about scientists and their quotes.

2. Replacement In speaking, the text gives the students the debate: Which branch of science is more important and useful to our society?

It’s too difficult and abstract for the students to carry it out. The reasons are as follows:

1) Their vocabulary is not large enough.

2) It’s too difficult to divide each branch of science in our daily life.

In fact, each branch can’t be divided from the others. Only by combining them together, can we make our world more beautiful.

So we change the topic, and ask the students to talk about what has happened in our daily life. That is , should a nuclear power station be built in Sanmen? This topic can give the students lots of space to talk about.

3. Adding This unit doesn’t give a good sample for the students to write about a scientist. So it is also very difficult for the students to do the writing well. Because of this, we add a research task to the students after finishing the reading material No Boundaries. (What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful. The students are asked to finish the task by surfing the Internet.) With the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.

Teaching procedures

Period 1&2: Warming up, listening & speaking

Goals:

1.To encourage the students talk about the science and scientists

2.To develop the students’ ability of listening for information

3.To enable the students to have a better understanding of the importance of science

Teaching procedures

Step1. Warming up

Task 1. Class work

T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!

T: What makes you get together here/ get apart with your former classmates ?

Some of us learn arts/ science while others learn science / arts.

Task2 Class work

1. What are arts subjects? What are science subjects?

Task3. Pair work

Why do you learn arts/ science?

I’m good / poor at…

I prefer … to…

I’m into…

Because I like/ dislike...

I want to be

My parents want me to…

My dream is…

Task4. Individual work

What is your dream? What will you do to make your dream come true?

Step2. Listening

Pre-listening

Having heard your dreams, I am glad to know all of you have great mind. I’m sure one day you’ll become great minds (great men /women).Before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?

Task1. Class work

What great scientists do you know?

scientists

Task2. Individual work

Enjoy the video, listen carefully and find out who are mentioned in the video.

(Copernicus, Galileo, Kepler and Newton.)

Task3 Pair work

Enjoy once more. What are they famous for?

Task4 Individual work

Listen to the three passages , finish the exercises and talk about the scientists.

Enjoy a video and do the listening comprehension on the screen.

Step3. Speaking

Thanks to the discovery of Madam Curie---- Uranium ( show the slide) and the equation of Einstein ( slide ), nuclear power station can be built nowadays. It is reported a nuclear power station is being built in Sanmen. Someone says it is a good thing, while others don’t think so. (Show slides to help the students learn more about the disadvantages and advantages of it.)

Task1 Group work

Debating (Should a nuclear power station be built in Sanmen?)

The following useful expression may give the students help.

That’s correct. It’s clear that… I doubt that …

That’s true. It’s hard to say. Well, maybe, but …

There is no doubt that… What’s your idea? Have you thought about …?

Step4. Homework

1. Finish off the WB listening.

2. Make up a column about scientists and their quotes

Period 3 & 4 : Pre-reading , reading & post-reading

Goals:

1. To get to know something about the famous scientist Stephen Hawking.

2. To learn the spirit of Hawking

3. To develop some basic skills of reading

Teaching Procedures

Step1. Pre-reading

Task1: Class work

During the last period, we talked about a lot of scientists and their great achievements.

Can you use one adjective to describe science?

Do you know any disabled scientist?

Today we are going to talk about a disabled scientist.

Task2. Class work

Enjoy the video and guess who he is.

Does he move his lips while speaking?

Task3. Individual work

Listen and answer:

1). How does he make a speech without moving his lips?

(through a speech computer)

2) What is it that Hawking doesn’t like about his speech computer?

(It gives him an American accent.)

Step2. Reading

T: Do you want to know more about Hawking? S: Yes.

T: What do you want to know about him? S: his family, his achievements…

T: Turn to P3

Task1: Group work

Skim the text and give one word to each paragraph.

Disease----- dream ---- achievements ---- opinions ---problem

Para1. Para2. Para3-4 Para5-6 Para7

Task2: Individual work

1) How would ordinary people feel when they were told that they had an incurable disease?

2) What did Stephen Hawking do when he was told that he had an incurable disease?

3) What is Hawking’s dream?

4) Read Para3 and Para4. Fill in the blanks.

5. What are the steps of the scientific method?

6. How do people misunderstand science?

7. What is Hawking’s opinion about science?

Task3. Group work

Now we know that in Hawking’s opinion even the best theory can turn out to be wrong.

1. Suppose Hawking’s theory of Black Holes was found wrong by himself, would he admit it ? Have a discussion and give your reasons.

2. Show the students the fact with the slide.

Task4. Class work

How do you understand the title “No boundaries”?

Suggested answers:

Unanswered questions have no boundaries.

science

in thinking.

imagination.

There are no boundaries

between truth and falsehood (谬误)

the healthy and the disabled.

Step4.Homework:

Group work research work

What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful.

Use a library or the Internet to finish the research work.

www.generationterrorists.com/quotes/abhotswh.html

news.qq.com/a/0513/000320.htm

www.edu.cn/0926/3069093.shtml

www.luminarium.org/sevenlit/bacon/

www.c-science.com/txt/sc/un/ot/9909unot01-01.htm

www.blupete.com/Literature/Biographies/Science/Copernicus.htm

www.blupete.com/Literature/Biographies/Science/Scients.htm

Period 5 Word Study ＆Grammar

Goals:

1. To get the students to reflect on the useful words and phrases in this unit

2. To enable the students to have a better knowledge of the uses of the Infinitive

Teaching Procedures:

Step 1. Individual work

1.Ask the students to tell the spirits of disabled people and what they can learn from them.

2.Finish the exercises in the SB Page 5

Suggested answers:

1.(A)这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子.

2.(C)大家很容易看出她不高兴.

3.(B)牛顿自言自语: “为什么苹果会落到地上,而不会飘向空中?”。后来，他发现了万有引力定律.

4.(A)科学家预言在未来的十年内,环境污染会更加严重.他们告诫人们如果不采取措施解决这个问题，我们将会毁灭我们的星球.

5.(B)哈利观察这个物体的运动已有多年了,并且预测它每76年回来一次.

6.(A)警察发现这个人的指纹和在犯罪现场提取的不一样后,就放他走了.

Step 2 Class work

A. (Look at the sentences on the screen. Ask the Ss to tell the function of the underlined part in each sentence.)

1. We’re surprised to hear the news. (Adverbial)

2. We have to get up early to catch the first train. (Adverbial)

3. He is considered to be a great scientist. (Object)

4. To see is to believe. (Subject, Predictive)

5. I have a lot of words to say. (Attribute)

6. It’s impossible for him to go there alone. (Subject)

7. She promised to make no mistakes at all. (Object)

8. I find it difficult to understand him . (Object)

B. Summarize the form of the Infinitive:

不定式的简单式由to+动词原形构成,其动作与主要动词同时发生或者发生在主要动词之后.

不定式的进行式由to be +现在分词构成,表示在主要动词的动作发生时,不定试的动作正在进行中.

不定式的完成式由to have+过去分词构成,表示不定式的动作发生在主要动词的动作之前.

Show the video of the explanation of the uses of the Infinitive to the students. Help the Ss master the Infinitive better.

Step3 Class work

Exercises高考回顾:

1. The purpose of new technologies is to make life easier ________ it more difficult. (MET99)B

A. not make B. not to make C. not making D. do not make

2. I’ve worked with children before, so I know what ______ in my new job. (MET)B

A. expected B. to expect C. to be expecting D. expects

3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET)B

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

4. Charles Babbage is generally considered ____the first computer. (MET1993)C

A. to invent B. inventing

C. to have invented D. having invented

5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET)A

A. much too heavy B. too much heavy

C. heavy too much D. too heavy much

6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)A

A. not to B. not to do C. not do it D. do not to

7. Little Jim should love _____ to the theatre this evening. (MET 92)A

A. to be taken B. to take C. being taken D. taking

8. There are five pairs ___, but I'm at a loss which to buy.(上海高考)B

A. to be chosen B. to choose from C. to choose D. for choosing

9.____late in the afternoon, Bob turned off the alarm. (北京春季高考)A

A. To sleep B. Sleeping C. Sleep D. Having sleep

10. With a lot of difficult problems ____, the newly-elected president is having a hard time.(上海春季高考)C

A. settled B. settling C. to settle D. being settled

11. She will tell us why she feels so strongly that each of us has a role ___in making the earth a better place to live. (2003上海春季高考)B

A. to have played B. to play C. to be played D. to be playing

12. In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive.

( 2002上海春季高考)A

A. to make B. making C. to have made D. having mad

13. The teacher asked us___ so much noise. (2003北京春季高考)D

A. don't make B. not make C. not making D. not to make

14. I've worked with children before, so I know what ____in my new job.

( 高考)B

A. expected B. to expect C. to be expecting D. expects

Step4 Individual work

Do Ex.3 Page6

Suggested answers:

1.discover nature of the universe; get married

2.live; be wrong

3.catch the train; find the train had gone; miss the train

4.pass the examination

5.have lunch

T: Now let’s revise the useful expressions in this unit together.

Fill in the blanks with the right phrases in the box

1.He __one day becoming a famous singer

2.John __Mary.

3.Two weeks slowly_____.

4.His suggestion ____to be a good one.

5.We ____ our money.

6.For we can’t finish copying the essay today, we have to ____it tomorrow.

7.Tom ____a story-book.

Suggested answers:

1.dreams of 2.is engaged to 3.went by 4.turned out

5.have used up 6. go on with 7.is working on

Step 2 Reading

T: There were many scientists in the world in the past. They made great contributions to our society. They help us understand the world better. Do you know why and how they made these important discoveries or inventions? OK. Today we are going to read a passage. It will tell us what makes the scientists make their discoveries.

Task1 Individual work

Who are mentioned in the text? (Hawking, Bacon, Zhang Heng, Galileo, Copernicus)

Task2 Class work

Match the following:

Hawking Telescope

Bacon Seismograph

Zhangheng A Brief History of Time

Galileo the solar system with the sun as its center

Copernicus knowledge is power

Task3 Class work

What characteristics should a scientist have?

篇6：Unit 1 Making a difference教案(人教版高二英语上册教案教学设计)

The First Period

Teaching Aims:

1.Learn and master the following words:

Inspiration, perspiration, undertake, analysis, obvious, within, quote

2.Talk about science and scientists.

3.Listen to the description of some scientists.

4.Do some speaking, describing people and debating.

Teaching Important Points:

1.Train the students’ listening ability by listening practice.

2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help students finish the task of speaking.

Teaching Methods:

1.Warming up to arouse the students’ interest in science.

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

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

Teaching Aids:

1.a multimedia

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Warming up

T: There are many outstanding scientists in the world, who made great contributions to society and science. What great scientists do you know? And what are they famous for?

S: Maria Curie is famous for her discoveries of radium and polonium and Zhang Heng is famous for his seismograph.

S: Thomas Alva Edison is famous for the invention of the light bulb.

(Bb) Scientists Contributions

Charles Darwin The Theory of Evolution

Albert Einstein The Theory of Relativity

…

T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.

S: I think it is the way he uses his tools that makes a successful scientist.

S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard-working.

S: I think a successful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science.

T: Now look at the photos on the screen. And tell me who they are.

S: They are Einstein, Madame Curie and Edison.

T: Good. They are all very famous in the world. You must have read some quotes from them. For example, never leave that until tomorrow, which is from Benjamin Franklin. Now look at the quotes on the screen. Whom do you think these quotes from and do you know what they mean?

S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。

T: Do you agree with it?

S: Yes.

S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。

S: It is from Madame Curie. It means there are only things to be understood in the world, while there is nothing to be feared. In Chinese, it means 生活中没有什么可怕的东西，只有需要理解的东西。

T: Do you know any other quotes about science and thinking?

S: Wisdom is only found in truth. -- Johann Wolfgang von Goethe.

S: Knowledge is power. –Francis Bacon.

Step II Listening

T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.

Step III Speaking

T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.

S: I think biology is the most important because it is essential to protecting the ecological balance and environment. People can’t live without living things. And it goes hand in hand with our life. If there is no science of biology, there would not be medicine.

S: Well, maybe, but I think that chemistry is the most important. Because it is the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.

S: It’s hard to say. There are many physical products. And physics is widely used in many fields, such as medicine, Industry and agriculture. There would be no life without physics.

S: That’s true. But maths is the basic science. You can’t learn physics or chemistry well without a good knowledge of maths. It is a tool in science and engineering.

S: Well, there is no doubt that maths is an important. In my opinion, computer science is the most important in our modern information society. The computer is now an indispensable tool in many fields. It can settle all kinds of problems at a high speed and can help people work easily.

Step IV Homework

Preview the reading material.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The First Period

Scientists Contributions

Madame Curie Radium/Polonium

Zhang Heng Seimograph

Darwin The Theory of Evolution

Edison The light bulb

Einstein The Theory of Relativity

…

Some words describing scientists:

creative, hard-working, curious, careful, confident…

The Second Period

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn from Stephen Hawking.

Teaching Important Points:

1.Master the following phrases and sentence pattern:

work on, go by, be engaged to, go on with sth, dream of, turn out

There is no point (in) doing sth.

2.Enable the students to understand the text better.

3.Improve the students’ reading ability.

Teaching Difficult Points:

1.How to make the students understand the reading text better.

2.How to make the students understand the following sentence.

There didn’t seem much point in working on the PhD.

Teaching Methods:

1.Scanning the text to get some information about Hawking.

2.Careful reading to answer some detailed questions.

3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.

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

Teaching Aids:

1.a computer

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Lead-in and Pre-reading

T: Yesterday we learnt some quotes from some scientists. Look at the picture in our books. Do you know who the person is?

S: He is Stephen Hawking.

T: Yes. Very good. He is one of the greatest physicists of our time. Do you know what book he published in 1988?

S: Yes. A Brief History of Time, which is very popular.

T: OK. I think maybe you know sth about Hawking. Do you want to know sth more about him?

S: Yes.

T: OK. Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.

T: Why did Stephen Hawking need a PhD?

S: Because he wanted a job.

T: Right. When did Hawking become famous?

S: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.

T: Good. When did Hawking visit Beijing?

S: In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.

Step II Reading

T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.

T: What did Stephen Hawking do when he was told that he had an incurable disease?

S: Instead of giving up, Hawking went on with his research, got his PhD and married a girl. He continued his exploration of the universe and traveled around the world to give lectures.

T: How would most people feel when they were told that they had incurable disease?

S: They would probably feel very sad and give up their dreams and hopes for the future.

T: What did Hawking write in 1988?

S: He wrote A Brief History of Time in 1988.

T: What did Hawking explain in the book ?

S: In the book, Hawking explains both what it means to be a scientist and how science works. He tells readers about how discoveries are made and how they change the world.

T: According to Hawking, how do people misunderstand science?

S: According to Hawking, people often think that science is a number of “true” facts and never changes.

T: What are the basic steps of the scientific method?

S: First, scientists observe what they are interested in. To explain what they have seen, they build a theory about how things happen and the causes and effects. Finally, the scientists test the theory to see if it matches what they have seen and if it can predict future events.

T: What is it that Hawking doesn’t like about his speech computer?

S: Hawking doesn’t like his speech computer giving him an American accent.

T: OK. Now you have understood the detailed information. Please pick out the phrases or the sentences that you don’t understand. First have a discussion with your partner and exchange your different points. Then I’ll explain some language points to you.

Useful expressions:

work on +n./pron. /doing, go by: pass, be/get engaged (to sb.): be bound by a promise to marry, go on with sth: continue with sth, dream of: imagine, turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

Step III Listening and Consolidation

T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.

Step IV Homework

T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences. What’s more, preview Word study and Grammar.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The Second Period

Useful expressions:

work on +n./pron. /doing,

go by: pass,

be/get engaged (to sb.): be bound by a promise to marry,

go on with sth: continue with sth,

dream of: imagine,

turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

The Third Period

Teaching Aims:

1.Learn and master the phrase: use up

2.Review the words learnt in the last two periods.

3.Learn how to explain the words in English.

4.Learn and master the usages of the Infinitive.

Teaching Important Points:

1.Master the phrase: use up

2.Master the usages of the Infinitive.

Teaching Difficult Points:

1.How to help the students learn to explain words in English.

2.How to help the students master the usages of the Infinitive.

Teaching Methods:

1.Review method to help the students remember what they have learnt beore.

2.Explanation and inductive methods to make the students master the usages of the Infinitive.

3.Individual work or pair work to make every student work in class.

Teaching Aids:

1.a projector and some slides.

2.the blackboard

Teaching Procedures:

Step I Revision

T: What did you learn from Hawking?

S: We should have a strong will whatever we do. We should have an indomitable spirit when we want to achieve great success. As long as we have this spirit, we can do it successfully no matter what we want to.

Step II Word Study

T: Now let’s have a dictation of some words.

T: OK. Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.

Step III Grammar

Bb:1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer .

T: Tell me the function of the underlined part in each sentence.

S: No.1 is used as the object.

S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.

S: No.3 is used as the attribute.

S: No.4 is used as the adverbial for purpose.

S: No.5 is used as the predicative.

T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.

1.Some things need (1) to be believed (2) to be seen .

2.The doctor told him that he may not have more than twelve months (3) to live .

3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.

4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .

5.He traveled around the world (7) to give lectures .

6.What does it mean (8) to be a scientist?

7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .

8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.

S: Subject:(8)

Attribute(2)(3)

Object(1)(9)

Adverbial(4)(5)(6)(7)(10)

Step IV Practice

T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.

He wanted the nurses to take care of the patient.

-He wanted the patient to be taken care of.

Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.

The car was reported to have been stolen.

But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.

Step V Consolidation

T: Now look at the pictures. Who can tell me what Hawking’s dream is from the picture?

S: He wants to get married.

T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period?

S: Hawking said, “In order to get a job, I need a PhD.”

T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.

S: Her dream is to get a doctor’s degree, she needs to go to university, she needs to study hard now.

T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.

Step VI Homework

T: Finish all the exx in Grammar. Preview the content in Integrating skills.

Step VII The Design of the Writing on the Bb

Unit 1 Making a difference

The Third Period

Phrase: use up

Grammar: the Infinitive

1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer.

6. He wanted the nurses to take care of the patient.

7. He wanted the patient to be taken care of.

The Fourth Period

Teaching Aims:

1.Revise the language points and grammar-the Infinitive.

2.Learn and master the following phrases:

take a look at, what if, the other way around

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

4.Learn how to write a descriptive paragraph.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Help the students write a descriptive paragraph.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to help the students learn to write a descriptive paragraph.

Teaching Methods:

1.Doing exx to revise what we’ve learnt before.

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

3.Discussion to help the students understand the passage better.

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

Teaching Aids:

1.a projector

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Revision

T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.

1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .

2.It takes time (4)to know a man .

3.Please remember (5)to bring me a book.

4.I’ve got a lot of work (6)to do .

5.(7)In order to catch the first bus ,she got up early.

6.It is important for us (8)to learn English .

Subject:(4)(8)

Object:(2)(5)

Attribute:(3)(6)

Adverbial:(1)(7)

T: Let’s do another ex. Fill in the blanks, using the Infinitive.

1.The goal of Stephen Hawking’s research is to and to is his biggest dream.

2.The doctor thought he only had three more years to , which turned out .

3.We took a taxi to .We hurried there, only to . We were unhappy to .

4.He studied hard to .

5.Lunch is ready. Let’s stop to .

T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.

1.He one day becoming a famous violinist.

2.Tom Ann.

3.Two weeks slowly .

4.His suggestion to be a good one.

5.He his ink.

6.If we don’t finish painting the room today, we can it tomorrow.

7.He a novel.

Step II Reading

T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?

S: Yes. Einstein – the Theory of Relativity; Madame Curie – Radium, Polonium…

T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.

1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work?

3.What can be described as the ability to use knowledge?

4.What’s the most important thing if we want to make a difference?

5.How can we hope to reach our goals and truly make a difference?

T: I’ll explain some expressions and sentence structures.

1. take a look at

2. what if

3. the other way round

4. …it was only later that the world recognized his greatness.

5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.

Step III Listening and Discussion

T: Listen to the tape twice. Then discuss the questions in pairs or groups.

1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?

2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.

What is the scientific spirit?

How do scientists solve problems?

How do scientists make a difference?

What can we learn from great scientists?

S: Being creative, I think, is the most important. Because scientists can make new discoveries by using their imagination all the time.

S: I think being curious is the most important. Only when someone is curious about sth can be come up with new idea.

Step IV Writing

T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.

Step V Homework

Go over all the important points learnt in this unit and finish your writing.

Step VI The Design of the Writing on the Bb

Unit 1 Making a difference

The Fourth Period

A good scientists must be curious and careful .

Great scientists use their creativity and imagination to come up with new ideas.

Scientists must also be intelligent and patient .

The experiment proved that her theory was correct.

Other scientists were surprised by her discovery and called it a success .

She used a model to solve the problem .

篇7：高二英语期中复习Unit 1(人教版高二英语上册教案教学设计)

I. Words

1. _________ (显然) , what you have said is not true.

2. He is such an _________ (有才智的) student that we all like him.

3. I have been waiting for my boss _________ (耐心) for 2 hours.

4. She is _______ (好奇) about space.

5. The curtain doesn't ________ (相称) the wall.

6. You ________ (误会) him, for he did nothing wrong.

7. The accident ________ (使丧失能力) him to speak.

8. What are you ________ (争论) about with him?

9.He promised that the roof should be prepared w________ two days.

10 We u__________ the task of cleaning the house.

Ⅱ. Phrases

1. 对……充满热情________________ 2. 与……相似的________________

3. 壮心无涯________________ 4. 有发展前途的研究生________________

5. 不治之症________________ 6. 继续工作________________

7. 过去，走过 ________________ 8.和……订婚________________

9. 梦想________________ 10. 另一方面________________

11. 放弃________________ 12. 做讲座，做报告________________

13. 用尽，用完________________ 14. 与众不同,有影响________________

15.对。。。满意________________ 16. 从一季到另一季 ________________

17.信任，信仰________________ 18.在20世纪70年代早期__________________

19. 相反地，从相反方向________________ 20.达到目标________________

21.have … in common ________________ 22. seek answers to the questions______________

Ⅲ. Sentences

1.______________ (毫无疑问)that he is right.

2.___________ (没有) giving up, Hawking _____________(继续从事) his research, got his PHD, and married Jane.

3.We were pleased and surprised to find that a scientist could write about his work ________________ordinary could understand. 我们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的工作。

4.Even the best theory can ___________(证明是)wrong.

5.If _________________(知识就是力量), _____(正如) Sir Francis Bacon wrote in 1597, then perhaps creativity can ___________(被描述为)the ability to use that power.

6.Nor _______ the disease ________________ the kind of life he had dreamt of.

他没有让疾病防碍他过梦寐以求的生活。

7.________only later _____ the world recognized his greatness.直到后来世人才承认他的伟大。(强调句)

8.He ______________to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。

9.________________ to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。

Ⅳ. Multiple choice.

1.Only by imagining and creating ____ a difference.

A. can make B. you can make C. make D. can you make

2.Since then, the philosopher has ______ in seeking solutions to social problems.

A. engaged B. engaging C. been engaged D. been engaging

3.----Can I help you?

----I want to buy a blue tie to ______ my shirt.

A. fit B. compare C. match D. suit

4. -----_______ we move the picture over there? Do you think it’ll look better?

----I can’t agree more.

A. What you think B. What if C. Even if D. Only if

5.He had tried everything but it made little ______.

A. use B. difference C. point D. sense

6.It _____ unusual courage and determination to make the break with his family.

A. took B. needed C. spent D. shared

7.There is no ___in protesting. It won’t help.

A. cause B. need C. point D. law

8.Only in this way ______ progress in your English.

A. you make B. you can make

C. you will be able to make D. will you be able to make

9.Having done his Chinese exercises, he went on _____a letter _____Russian.

A. to write, with B. with, with C. writing, in D. to write , in

10.-----What should we do? There’s no bus any more.

-----Missing the bus means _____home. Let’s go.

A. to walk B. walking C. walked D. walk

11.----Have you decided where to go today, Alice?

----I feel like ____to the Natural Museum. Would you like ____with me?

A.to go, to go B. to go, going C. going, going D. going, to go

12.The professor spoke very clearly to make his speech easy _____.

A. to understand B. understand C. understood D. understanding

13.I’ve worked with children before, so I know what _____ in my new job.

A. to be expected B. to expect C. to be expecting D. expects

14.Paul doesn’t have to be made _________.He always works hard.

A. learn B. to learn C. learned D. learning

15.The boy wanted to ride his bicycle in the street, but his mother told him_________

A. not to B. not to do C. not do it D. do not it

16.-Mum, why do you always make me eat an egg every day?

----________enough protein and nutrition as you are growing up.

A. Get B. Getting C. To get D. To be getting

17.----Are you used to ____up early now ?

----Yes, I am. But I used to _____ up late.

A. getting, getting B. get, get C. get, getting D. getting, get

18.The teacher came into the classroom, _____of the students in it.

A. only to find none B. finding no one C. to find no one D. finding some

参考答案：

1.Obviously2. intelligent3. patiently4. curious5. match6. misunderstood7. disabled8. debating

9.within 10.undertook

II.

1. be on fire 2. be similar to 3. no boundaries 4. a promising graduate student

5. an incurable disease 6. work on 7. go by 8. get engaged to 9. dream of

10. on the other hand 11.give up 12.give lectures 13. use up 14. make a difference

15. be satisfied with16. from season to season 17. believe in 18.in the late 1970s

19. the other way around20. reach one’s goal 21与…有共同点 22.寻求问题的答案

III.

1.There is no doubt

2. Instead of, went on with

3. in a way that

4. turn out to be

5. knowledge is power, as

6. did he let,stop him from living

7. It was, that

8. found it difficult

9. It is not necessary

IV.

1-5DCCBB6-10ACDDB11-18BABBACDA

篇8：高二 Unit 1 Useful expressions(人教版高二英语上册教案教学设计)

make a list of be on fire for be similar to…

a branch of science sth is important to sb a promising graduate student

have an incurable disease give up one’s dreams and hopes for the future

speak through a computer in the early 1970s make new discoveries

seek answers to questions about the nature of the universe according to …

the causes and effects predict future events in a practical way

use up all their money fall to the ground in the next ten years

take measures take steps take action

ruin our planet the crime scene make one’s dream come true

be happy with sth make a difference be curious about sth

change from season to season believe in sb. the other way around

a magic lamp download papers come into power

take sides in the war be respected as the leading scientist of the century

the First World War from that time on an atomic bomb

suffer from a disease observe the safety rules observe Christmas

the Law of Gravity give lectures scientific pioneers

II. Sentence Structures

1.It takes a very unusual mind to undertake analysis of the obvious.

2.What makes a scientist successful?

3.What do these three great minds have in common?

4.There did not seem much point in working on my PhD.

There is no point in complaining. There is not much point in arguing.

5.I did not expect to survive that long.

6.Yet two years had gone by and I was not that much worse.

7.1)In fact, things were going rather well for me and I had got engaged to a girl.

2)His father is engaged in writing a book.

8.1)Nor did he let the disease stop him from living the kind of life he had always dreamt of.

2)Never did I dream of seeing him in America.

3)Nowhere could I see him.

9.Hawking explains both what it means to be a scientist and how science works.

10.1)Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong.

2)He was praised by his teacher on (the) one hand, but blamed by his friends on the other hand.

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

12.The speech computer sounds just like a human voice.

13. 1)Only by discovering what we do best can we hope to reach our goals and truly make a difference.

2)Only in that way will we be ready for the challenges and opportunities in life.

14. It was only later that the world recognized his greatness.=

15.It appeared to scientists on earth that the stars had moved. =

16.Food is what sets this great mind on fire. (set…on fire)

The orator set the audience on fire.

篇9：Unit 1 That must be a record 教案(人教版高三英语上册教案教学设计)

Reading ( 1 )

I Teaching aims and demands

1. Improve the students’ reading ability.

2. Grasp the key words, phrases and important sentences in the reading firmly.

3. Make sure the students can understand the text well.

II Key words , phrases and important sentences

1. Words

conclude, hire, inspect, confirm, recently, familiar, delight, equip, fade, attempt, suitable, gradual, enthusiastic, bid, fascinate, permission, cautious, outgoing.

2. Phrases

send in , set down, in a row, in the first place, apply for, burst into, centre on/ upon, concentrate on, keep track of, stand out.

3. Important sentences

1)The Guinness company hired two Englishmen to write what later became the Guinness Book of World Records.

2)We want to know what is possible and find out just how far we can push ourselves.

3)You can learn that the oldest………………………………

4)Impressive as the record is , it fades next to the story………..

5)No records that are dangerous to the person who is attempting it or to others are allowed.

6)There are, however, some records that…………………..

III Teaching steps

Step 1 Lead-in

When we talk about the world records of Guinness, we must be very excited, can you give us some exciting records?( Let them tell us), let’s read a text about it.

Step 2 Fast Reading

Scan the text and answer the following questions on page 3.

Step 3 Grasp the topic sentence in each paragraph

Step 4 Let the Ss read the text loudly

Step5 Post –reading( T or F )

1. Sir Hugh Beaver decided to write the book as the result of an argument with a friend. T

2. The Guinness Book of World Records are put into different categories. T

3. There are not many Chinese records in the Guinness book F

4. That Lance Armstrong was diagnosed with cancer meant the end of his career, maybe even his life. F

5. The Guinness book accept all kinds of records. F

Step 6 Vocabulary and sentences

1. Find out some key words and phrase

2. Analyze the important sentences

Impressive as the record is, it fades next to……..

Adj / adv/ n + as/ though +S+ V,

Tired as they were, they went on working.

Strange as it seems, it is so. Much as he tried, he still failed.

A child as he is, he knows a lot. ( ? )

We want to know what is possible and find out just how far we can push ourselves.

Our hometown is no longer what it used to be ten years ago.

The new museum is built in what was the old temple.

Reading ( 2 )

Step 1 Answer the following questions on Page 8 . 1

Step 2 Listening to the tape and read them for a few minutes.

Step 3 Find out some words and phrases

head down to, centre on, concentrate on,

Step4 Translate some sentences

1. Skateboards have been around since the 1970s, but they have recently become popular again.

2. These new spots are called” extreme sports ”and all centre on the “ X-factor”---the pure joy of doing something that you didn t think you could do and overcoming your fears.

3. Watching Lin Yong and his friends fly through the air makes you wonder whether the sport is too dangerous.

4. Once you are Xperienced, your life will truly change.

Step 5 Homework

Do two reading comprehensions and one cloze test.

Language study

1. conclude ( vt ); draw a conclusion( 得出结论 )

2. be familiar with sth / be familiar to sb

The English is familiar ___ us; We are familiar __ the song

3. attempt / try to do sth

4. to one’s delight / be delighted by

5. burst into sth( tears / laughter) / burst out crying/ laughing

6. gradual ____, he knew how to communicate with others.

7. make for 有好处，可成为，可造成

Does early getting up make for good health?

Reading English in the morning can make for improving English.

8. fade: to lose colour or disappear gradually

The strong sunlight faded the curtain.

Will the colour in this material fade?

The colour of my shirt ran.

The sound of the cheering faded away in the distance.

9．head down to : head for

We are heading down to Hannan to enjoy the sunshine on the beach.

10. centre on / upon , concentrate on

Our thoughts all ___________________the new idea.

If you _________________your work, you shall solve the problem.

篇10：Unit 1 Integrating skills(人教版高三英语上册教案教学设计)

Answer the following questions

1. What is Fun On Wheel? How did it come around?

(Follow these small questions.

1) When and where was the ramp built? And by whom?

2) Was it success?

3) When do they usually go skateboarding there?

2. How long has skateboards been around?

3. How did teenagers discover it?

4. What is the X games?

5. What kind of safety equipment do skateboarders use?

6. Why do you think some people like extreme sports?

(Following these small questions:

1) How are “extreme sports” different from traditional sports?

2) What can they get from the sports?

1. It is a skateboarding club which started by a dozen of teenagers who usually hang ten in a park where a ramp was built three years ago, which has arisen the adult’s interest and won their support.

2. Since 1970s.

3. As a result of TV shows, films, and competitions such as the X games.

4. The X games are like the Olympic Games for a new generation of sports which are less familiar to us than sports like football and basketball.

5. Helmets and other equipment which can protect them from danger.

6. First they enjoy beauty, harmony, and thrills more in extreme sports than in regular(traditional) sports.

Second the participants can have fun and enjoy the excitement of trying something new, that is to enjoy the pure joy of doing something that you did not think you could do and overcoming the fears,

Besides, they can develop friendship with each other through the X games

P 6 Exercise 2 Use some adj to describe the people.

kind-hearted, adventurous, supportive, understanding, creative, pioneer,

How do you understand this sentence, “Once you are Xperienced, your life will truly change.”

Language points:

1. trick

n. play a trick on, trick or treat, trick to open the door

v. trick sb into sth/doing sth （用计谋诱使某人做某事）

trick sb out of st （骗走某人某物）

trick sb out in(with) sth （用某物打扮可装饰）

adj. tricky

2. dozen

a dozen of 一打，十二个

a dozen (of) eggs

二十四 two dozen(s) (of)

三十六 three doz (of) eg: I’ve bought a dozen of pencils for my son. I want four dozen (of) eggs.

dozens of 许多

several / a few / some dozens of

by the dozen 按打，以打计算

in dozens 成打地

3. head down to

head vt &vi 使……朝向，前往

head down to, head for

4. skillful, adj.灵巧的，熟练的

skilled adj熟练的,有技能的

be skillful at/in = be skilled at/in

5. be around be active in a particular field 在某一领域或行业中活跃

have been around 有阅历，有见识

walk around, around the world, around 8 o’clock

6. as a result of

As a result of

Because of

Owing to

On account of

Due to

7. center on 将…当作中心或重点; 集中于

他们的谈话总是围绕着政治。 Their talks always center on politics.

~ sth. on /upon 将某物集中在…上/集中concentrate on/upon 集中,集中(思想/注意力…) 于…

我们必须把注意力集中在效率上。We must ~ our attention on efficiency/studies.

concentrated 浓缩的 concentration 注意力

9. enthusiastic over, for, about 热心于，狂热于

He became enthusiastic about classical music.

篇11：Unit 16 重点难点讲解(人教版高二英语下册教案教学设计)

1．Why should students be careful smelling from bottles?

为什么学生在闻瓶中气味时要当心？

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

People should be more careful about the things they say.

大家对自己说的话应该很谨慎。

Be careful that the medicine is kept away from children.

要小心把药放在安全的地方，不要让小孩拿到。

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

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

如果你眼睛里进了东西，该怎么办？

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

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

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

A knife is to cut with. 刀是用来切割的。（用途）

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

②不定式的被动式用于当逻辑主语是不定式动作的接受者。再如：

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

3．More roads and trains mean more pollution.

更多的路和火车意味着更多的污染。

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

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

Passing the entrance exam means being admitted into college.

通过了高考意味着被大学录取。

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

它既快又清洁而不像飞机那样制造噪音。

①make a noise 吵闹、喧哗、制造噪音。例如：

Try not to make a noise when you go upstairs.

Don’t make so much noise. 不要大声喧哗。

②as在这里作连词用，意思为“像……一样”，如：

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

像她妈妈过去一样，她是个很好的歌手。

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

我们应该更好地利用这种新技术。

make use of利用，use前不用冠词，但可以加上某些形容词。如：

make good use of好好利用

make full use of充分利用

make the best use of充分利用

make little use of 不充分利用

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

be good for作“对……有好处”；“对……有益”。例如：

Milk is good for you. 牛奶对你健康有益。

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

孩子要什么就给什么，这对他们并无益处。

比较：be good to sb.（对……友善）。例如：

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

这位老板对他的雇员很好，尤其是当他们生病时。

be good at（擅长于）。例如：

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

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

十八世纪，本杰明弗兰克林做了一系列实验，以证明电是什么。

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

1752年6月，我要证明闪电和电是一回事。

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

②“做实验”的各种说法：

do an experiment

make an experiment

perform an experiment

conduct an experiment

carry out an experiment

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

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

He conducted the orchestra. 他指挥管弦乐团。

The manager conducted his business carefully.

这个经理谨慎地管理着他的业务。

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

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

The number of cars is increasing year by year.

骄车的数量在逐年增长。

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

意识到我能用风筝来吸引闪电，我决定做一个实验。

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

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

回完了信，她开始接着听收音机。

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

在会上受到了表扬，这个女孩感到非常高兴。

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

①charge作及物动词，作“使……充满，饱含”。如：

He’s charging a battery. 他正在为蓄电池充电。

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

He got lost in the forest. 他在森林里迷路了。

The audience got confused. 观众被搞糊涂了。

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

当时我开始认为这项实验行不通。

①work的意思是“起作用；产生影响；行得通；奏效”。例如：

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

Will your method work? 你的方法行吗？

②比较begin to do与begin doing：

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

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

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

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

经过重新考虑后，她开始认为她错了。

3）当begin用于进行时态时，其后跟to do。如：

Mary is beginning to do her homework.

4）当主语是物或用于描述天气变化时，其后跟to do如：

The water began to boil. 水开始开了。

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

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

这个实验证明闪电与电相同的。

prove作为及物动词，当“证明，证实”讲，如：

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

事实证明他是一个勇敢的战士。

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

在战斗中已经证明了他的勇气。

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

他证明自己是一位有能力的将军。

prove还可作系动词，后接形容词或名词作表语，意为“证明是……”。如：

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

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

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

给风筝框上加上条尾巴并在中心架上系一条细线这样就能控制风筝了。

①add作为及物动词，意为“加，增加”如：

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

火要灭了，请你添些木柴好吗？

②add…to…意为“在……放（加）……”如：

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

如果你在汤里放些盐，汤的味道会更好些。

③add to = increase增加，增添。如：

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

这次访问将大大增加我们对贵国的了解。

④add up to合计，总计。如：

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

他所受的学校教育加起来不到一年。

⑤tie…to…解释“把……绑在（系到）……上”。如：

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

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

注意不要让长线碰到墙壁或门。

take care常用于以下结构：

①take care of（爱护；照顾）。例如：

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

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

②take care that…（小心；注意）。例如：

Take care that you don’t spoil your clothes.

当心不要把衣服弄脏。

二、词语辨析

1．electric，electrical

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

an electric clock/light/iron/wire

电子钟/电灯/电熨斗/电线

electrical engineering电工学

an electrical engineer 电力工程师

2．pull，draw，drag

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

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

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

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

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

他从小包里抽出一份文件递给我父亲。

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

过了一些时候，他开始收网。

③drag指艰难而缓慢地“拖、拉”较笨重的东西，含“费力和用劲”之意。

He dragged himself along the street.

他拖着沉重的脚步沿街走着。

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

be made of指成品中可以看出原材料。

be made from指在成品中看不出原材料。

be made into其主语是原料，指某种原料可以制成（某种成品）

4．high，highly

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

highly也是副词，往往指抽象的高。

篇12：Teaching Plan Lesson 1 Unit 1 Book 2(人教版八年级英语上册教案教学设计)

Teaching aims:

1. Develop the students’abilities of listening,speaking and reading

2. Learn the new words and phrases

Teaching aids: a tape recorder,some slides for shows,

exercises for Lesson 1,pictures

Teaching Procedures:

Step 1: A Free talk

Step 2: Introduction

Greet the students by saying“Good morning,class! Welcome back to school!”

Then say to each of them “Good morning! What’s your name? How are you?”

Get the students to greet each other.

Step 2: Presentation

Say “Good Morning,class.Welcome back to school! Teach this dialogue :

Step 3 : Practice

Play the first dialogue. Students listen and repeat

Practise using their own names

Step 4: Presentation

Teach the dates and repeat the days of the week

Play the tape and ask the students to find the answer

Ask : What day is September 10th ?

Step 5: Make a card

Point out the form of the card

Ask the students to make a Teachers’ Day card for their teacher

Step 6: Important phrases

1. welcome back to school 2. have fun doing sth.

3. With one’s best wishes 4.Thank you for doing sth.

5 date,day

date指日期，即“几月几日”。如：--What's the date today?--It's October 15.--今天是几号？--10月15号。day指24小时的一整天；也单指白天，与night相对；也表示“星期几”；还可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期几？--星期二。They worked hard day and night.他们日夜辛勤劳动。Children's Day儿童节。

Step 7: Assignment

Make a dialogue asking for and giving directions.

Blackboard Design

Lesson One

the first lesson

welcome back to school have fun doing sth.

Call one’s name It doesn’t matter

on time on duty

Teachers’ Day Happy Teachers’ Day

With one’s best wishes Thank you for doing sth.

篇13：Teaching Plan Lesson 2 Unit 1 Book 2(人教版八年级英语上册教案教学设计)

Teaching aims:

1. Develop the students’abilities of listening,speaking and reading

2. Learn the new words and some important drills

Teaching aids: a tape recorder,some slides for shows,

exercises for Lesson 1,pictures

Teaching Procedures:

Step 1: Revision

Greet the class. Ask “What’s the date today?”

Check the homework

Revise some questions in pairs

Step 2: Presentation

Talk about one student from the class. Teach “full name”

Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese names

Step 3 : Practice

Tell the students that Jim is giving a talk tomorrow.

Ask “What is Jim thinking about?

Play the tape for the ss to find the answer

Practise the dialogue in pairs

Step 4 : Reading

Ask “How many names do English people usually have?

Discuss Chinese names: What do Chinese people call each other for short?

Step 5: Exercises in class

根据句意及所给首字母完成下列句子

1．The t _____ must stop when the lights are red．

2．This afternoon's meeting is very i_____ ．Everyone must be at the meeting．

3．Can you tell me the d_____ between Chinese and English names？

4．He's going to give us a t_____ on how to learn English well．

5．I think the s_____ lesson is very interesting．

Step 6: Important words

1.Call 1) call sb / give sb. a call

2) call one’s name 3) call him Jim

2. be short for… / for short 3.give a talk /talk about

4.be different from…/the difference between A and B

5.mean (v.) meaning (n.)

Blackboard Design

Lesson Two

the second lesson

give a talk think about

for example full names

given name be different from

be short for for short

the difference between Chinese and English names

篇14：初二上词组1(人教版八年级英语上册教案教学设计)

know sb.

认识某人

know about sb.

听说过某人

one of

。。之一

the greatest inventors

最伟大的发明家们

as a boy

当他年轻时，作为一个小孩

be interested in sth.

在某方面感到兴趣

be interesting

令人感到有趣

a lab of his own

他自己的一个实验室

bottles test tubes and chemicals

瓶子，试管和药品

over a thousand

超过一千

the most famous

最著名的

be in hospital

在医院里

/12/11

第一课

篇15：高一英语上册《Unit 1 Friendship》教案教学设计

一、教材分析

1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生的词汇量，一方面帮助学生学会审视自己，引导

学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单

元主题相关的词汇。

二、学情分析

“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚

进入高中学习的高一新生来说难度是很大的。

三、教学目标

1. 帮助学生学习更多有关“友谊”的知识;

2. 增加与本单元主题相关的词汇。

四、教学重点和难点

1. Understand the meaning of Friendship.

2. Learn some new words about Friendship and friends.

五、教学过程

Step 1 Warming Up

Activity1: Doing a survey

1.Get the students to do a survey quickly and and add up the score

and then see how many points they can get.

2. Present some new vocabulary in warming up and the explanation on the screen.

(1)、survey n. 调查，概述;v. 测量，检查;

e.g. a. A recent survey showed most of those questioned were for the plan.

最近的民意测验显示大多数调查对象同意这项计划。

b. The governor surveyed the damage caused by the tsunami.

州长查看了海啸引起的破坏情况。

思维拓展： a.. make a survey of sth. 调查…

make a general survey of sth 纵观…

b. survey sth. 调查，评述，检查

survey the equipment 检查设备

(2)、add v. 增加，增添

e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?

b. A new wing was added to the building. 这座大楼新添了一座边房。

思维拓展： add up sth 把……加起来

add sth to sth 把……加到…… add to sth = increase 增加了…

add up to 合计;总共

指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：

e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。

The bad weather added to our difficulty. 坏天气增加了我们的困难。

b. add还可表示“补充说“，后常接从句。

e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。

词汇派生： addition n. 附加物 additional adj. 附加的

adding machine 加法机 in addition to 除……之外

(3)、upset v. 使不安，打乱adj. 心烦意乱的

e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。

b. I understand how upset you must be feeling. 我理解你心里有多难受。

思维拓展： a. upset sb. 使某人不安

upset the plan 搅乱了计划

upset the cup 打翻了杯子

It upsets sb that 让某人心烦的是……

It upsets sb to do sth 做……使某人不快。

b. be upset about 对……赶到心烦

指点迷津：(1). upset 指由于某事的发生而心烦意乱。

(2). nervous 在做某事的过程中紧张害怕的感觉。

(3). anxious 因担心某事的发生或不发生而焦虑不安。

词汇派生：upset-upset-upset-upsetting

(4.)、concern n. 担心，关心，关系;v. 涉及，有关

e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。

b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。

思维拓展：a. show/express concern about/ for 对……表示关心/担心

b. concern oneself about/ for 担忧/关心……

concern oneself with 从事，参与……

concern sb./ sth 与……有关

词汇派生：concerned adj. 有关的;担心的

be concerned about/ over/for 关心;挂念

be concerned with/ in 牵扯进/参与……

as/so far as …be concerned 就……而言

e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。

(5)、cheat v. 欺骗,作弊 n. 骗子, 作弊者

eg. He is accused of cheating the taxman. 他被控欺骗税务员.

eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.

思维拓展： cheat sb. (out) of sth 骗取某人某物

cheat sb. into doing sth 骗某人做……

cheat sb. into the belief that 骗某人相信

catch sb. cheating in an exam 作弊被抓

[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关

的一小部分词汇。

Step 2 Vocabulary learning

Activity2: Guessing game

Find the words or phrases for each of the following meanings from unit1.

1.______not insidde a building

2.______feeling disturbed

3.______to be worried about

4.______free, not tied up

5.______to experience something

6.______to take no notice of

7.______staying close to and looking at somebody

8.______to become quiet after nervous activity

9.______number of things that happen one after another

[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。

Step3 Vocabulaary recitation

Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.

________________ vt. 增加;添加;补充说 vi. 加;加起来;增添

________________ n. 点;尖端;分数

____________vt.& vi. (_______ ______ ______) 使不安;使心烦

adj. 心烦意乱的;不适的;不舒服的

____________ vt. 不理睬;忽视

____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定

_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系

______________adj. 松的;松散的;松开的

_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊

________________ n. 理由;原因

________________ vt. 列出

________________ vt. 分享;均分;分担 n. 一份;份额

________________ n. 感觉;感情

________________ n. 荷兰

________________ n. 德国人;德语 adj. 德国的;德国人的;德语的

________________ n. 连续;系列

________________ adv. 在户外;在野外

________________ adj. 疯狂的;狂热的

________________ n. 自然;自然界

________________ n. 目的;意图

________________ vt. &v. aux 敢;胆敢

________________ n. 雷;雷声; vi. 打雷;雷鸣

________________ adv. 完全地;全然地;整个地

________________ n. 能力;力量;权力

________________ adv. 依照

________________ adv. 按照;依据

________________ vt. & n. 信任;信赖

________________ adv. 在室内;入室内

________________ vt.& vi. 遭受;忍受;经历

________________ n. 十几岁的青少年

________________ n. 忠告;建议

________________ n. 调查表;问卷

These words are new to students, so make explanations if necessary.

[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。

Step 4 Practice:

Activity3： Group competition (group work)

1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)

2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.

[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。

Step5 Summary

Get a group to sum up this class and the teacher can add something if necessary.

[设计思路] 通过小节，强调本节课的重要内容。

Step6 Homework

Try to remember the vocabulary that the students have learned in class.

[设计思路]通过作业，巩固所学。

六、板书设计

Competition in groups

____________ ____________ _____________

七、教学反思

本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。