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篇1：unit6 teaching plan(人教版高二英语教案教学设计)
I.Brief Statements Based on the Unit
The topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．
In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．
In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about 1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．
The third period consists of two parts：Word study and Grammar-Noun Clauses．
Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．
The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．
In the last period,we’ll deal with the grammer in this unit-Noun C1auses．
In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．
Ⅱ.Teaching Goals
1．Talk about life in the future．
2．Practise making predictions．
3．Learn about Noun Clauses(2)．
4．Write a definition paragraph．
Ⅲ．Teaching Time：Five periods：
Ⅳ．Background Information
1.World in the Future
Scientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-but
who knows for sure?They may．What are some of the wonders that may come true in the future?
Let’s go back to dry land and take a future journey the other way--up instead of down．
Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．
After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．
Let’s go back to Earth．
In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．
To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．
Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!
There may be telepathy helmets that send thought waves from your brain to that
of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!
There will be other surprises in the future．How would you like to have a robot
playmate?
Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!
What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．
You don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．You may be wrong．These artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．It probably will also be healthful be-cause life will be put into it．
Scientists of the future will almost certainly find other ways to make life last longer．They probably will find cures for most diseases．Hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．People of the future may live to be a lot older than 100 years．
Are you wondering whether there’11 be television in the future? There’ll almost certainly be wonderful programs. Television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．People on the screen will look real as if they were right in the room with you．What about highways of the future? Well, a very small child probably will be able to drive a car．Nobody will need to steer．Electric signals will hold each car on the right road to get wherever the“Driver”wants to go．And it probably will be impossible for cars to smash together。Controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．Driving in a car will be as safe as being at home．
But maybe the most wonderful surprise in the future will be weather control，Cities may have giant plastic domes over them to keep out snow，rain，or storms．
When you plan a picnic in a park。you won't have to worry about rain．It will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．All other days will be fair and warm．
The future should be a wonderful time in which to live．But the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．
2。Three Things That Will Change Your Life
Today our lives are changing faster than at any time in history．Here we report on three important changes that will have a big impact on our everyday lives in the future．
The cashless society Cash and bank-notes wi1l disappear almost completely．They will be replaced by smart cards--plastic cards with microchip processors“loaded”
with some money．When we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailer's card．When all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．Smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．
Interactive telephones Human telephone operators will be sharply replaced by talking computers．These computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．If we want to book a flight or pay a bill by phone，we will interact with a talking computer to do SO．Of course，this won't happen until all the technology is
in place，but when it is we will soon get used to interacting with computers in this way．Human telephone operators will be used only for more complex operations
such as dealing with complaints or solving concrete problems．
Intelligent cars Traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．Congestion will also decrease when electronic systems start changing motorists for driving in cities．As soon as motorists have to pay to drive in cities，they will stop Using their cars and use public transport instead．
Speed control systems will be built into cars．These systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．It will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．
The First Period
Teaching Aims：
1.EnCoLlrage the students to use their imagination to talk about life in the future．
2.Train the students'1istening ability．
3.Improve the students’ speaking ability by practising making predictions．
Teaching Important Points：
1. Train the studcnts'1istening ability．
2. Let the students give free rein to their1 imagination.
Teaching Difficult Points：
1．How do improve the students' listening ability．
2．How to finish the task of speaking.
Teaching Methods:
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．some pictures
2．a tape recorder
3，a projector
4．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
T：Good morning／afternoon，everyone.
Ss：Good morning／afternoon，teacher.
T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?
(One student stands up．)
S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.
T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.
Step Ⅱ Warming up
T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-
port the results．
T：Now please discuss some questions．(Show the picture and questions on the screen．)
How will people travel in the future?
Where will they go? Why?
(Give the students another two minutes to discuss．)
T：Who’d like to tell me how people will travel in the future and where they will
go and why?
(One Student puts up his hand．)
T：Oh，Li Jun，you have a try．
S：I think people will travel by using public transport．Electric cars will be
traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．
S：I think people will travel by car，which doesn't burn gas，but solar energy．In-
stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You
can go wherever you want as long as you press a button on the computer in the
car．What's more，it won't cause any pollution．
(And then ask some Students to re-port．)
How wi1l people communicate in the future?
S: People will communicate with each other with computers, which are set in the watches.
Where will people work in the future?
What kind of jobs will they have?
S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．
How will people do business in the future?
What kind of money will they use?
S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．
What languages will people speak in the future?
Will people still speak Chinese and Eng1ish?
S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．
What will schools be like in the future?
What subjects will people study?
S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．
(After discussing all the questions，the teacher says the following．)
T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．
Step Ⅲ Listening
T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay
attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?
Ss：Yes．
T：OK．Let's begin．
(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation
．Finally teacher checks the answers in Part l with the whole class．)
T：Next listen to Part 2 and do the two exercises in them．
(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)
Step Ⅳ Speaking
T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?
Ss：No．They are the same．Maybe they are twins．
T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,
using the information in your books and the useful expressions on the blackboard.
(Bb：It would be wonderful if…
It would be bad for…if…
It’s possible/impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…)
(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)
Sample dialogue：
SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．
SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.
SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.
SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.
SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．
SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．
SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.
Step V Summary and Homework
T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The First Period
Useful expressions:
It would be wonderful if…
It would be bad for…if…
It's possible／impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…
Step Ⅶ Record after Teaching
_____________________________________
______________________________________
______________________________________
______________________________________
篇2：unit4 teaching plan(人教版高二英语教案教学设计)
The Fifth Period
Grammar: The Past Participle Used as Adverbial
Teaching Aims:
1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.
2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.
Teaching Important Points:
1. How to use the Past Participle
2. How to tell the difference between the Present Participle and the Past Participle.
Teaching Difficult Point:
How to choose the Present Participle and the Past Parthciple.
Teaching Methods:
1. Comparision method to get the students to know how to use the participle clearly.
2. Discussion method to get the students to master what they've learned.
3. Pair work or group work to make the students active in class.
Teaching Aids:
1. a computer
2. a projector
Teaching Procedures:
Step II Greetings
Greet the whole class as usual.
Step II Revision and Presentation
T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?
(Show the following on the screen.)
1. Most of the artists invited to the party were from South Africa.
2. Given more attention, the trees could have grown better.
3. The professor came into the classroom, followed by his students.
4. The first textbooks written for teaching English as a foreign language
came out in the 16th century.
Ss: Yes, we can.
T: Who can tell us in the first sentence what the Past Participle is sued as?
S1:I know. It is used as Attribute, modifying the noun “artists”.
T: Yes. OK. Li Lu, you try, please.
S2: I think it is used as Adverbial in the second sentence.
T：Good.
S3: It is used as Adverbial in the third sentence, too.
T: (To the rest of the class.) Is that right?
Ss: Yes.
T: Good. No problem. Now, the last sentence. Who knows?
S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first
textbooks”.
T: (Ask another student.) Do you agree with him/her?
S5: No, I don't think so. I think it is used as Adverbial.
T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?
Ss: The first answer is correet. It is used as Attribute, not Adverbial.
T: Why?
Ss: Because it modifies the word, “textbooks”.
T: Good. It is used as Attribute. I agree with the first student.
Step III Explanation
T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.
(Teacher writes the following on the blackboard.)
1. Don't speak until spoken to.
2. Given more time, we could do the work much better.
3. Destroyed by the earthquake, the house had to be rebuilt.
T: What are these past participle used us?
Ss: They are all used as Adverbial.
T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?
Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.
T: Very good. Now, I'll give you a few minutes to discuss with your partner
about how to replace these past participles by using adverbial clauses.
T: (A few minutes later.) Who'd like to try the first sentence?
Sb: I'd like to. “Don't speak until you're spoken to. ”
T：Good. Please sit down. What about the second sentence? Who knows?
Sc: I know. If we were given more time, we could do the work much better.
T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?
S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.
T: Good.
(Teacher writes the sentences above on the blackboard.)
Step VI Comparison
T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the
blackboard. )
1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
T: Look at these two sentences carefully. Can you tell us the difference between them?
S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.
T: Good. Do you know why?
S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.
T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?
Ss: Yes.
Step V Practice
T: Look at the sentences on the screen. Join each of the following pairs of
sentences turning one of them into a participle phrase and making other
necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.
→Disturbed by the noise, we had to finish the meeting early.
Rewrite the sentences, using the Past Participle.
1. They were surprised at the idea and began to discuss it among themselves.
2. Mary was much interested and she agreed to give it a try.
3. I was deeply moved, and thanked them again and again.
4 The two men were delighted and they thought up many other ideas, too.
5. We had been taught by failure and mistakes and have become wiser.
6. I was shocked at the waste of money and decided to leave the company.
7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.
Suggested answers:
1. Surprised at the idea, they began to discuss it among themselves.
2. Much interested, Mary agreed to give it a try.
3. Deeply moved, I thanked them again and again.
4. Delighted, the two men thought up many other ideas, too.
5. Taught by failure and mistakes, we have become wiser.
6. Shocked at the waste of money, I decided to leave the company.
7. Persuaded by his friends to give up smoking, he threw his remaining
cigarettes away.
T: OK. Now look at the screen. Let's do more exercises. You may discuss with
your partner.
(Teacher shows the following on the screen.)
Choose the best answers:
1. ______some officials, Napolean inspected his army.
A. Followed
B. Followed by
C. Being followed
D. Having been followed
2.__________ by his teacher, he has made great progress in his lesson.
A. Helped B. To help
C. Helping D. Help
3. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening
C. having opened D. opened
4. The visitor expressed his satisfaction,___________ that he had enjoyed
his stay here.
A. having added B. to add
C. adding D. added
5.___________ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost
C. Lost D. To lose
6.__________ his telephone number, she had some difficulty getting in touch
with Bill.
A. Not knowing
B. Knowing not
C. Not having known
D. Having not known
7. If_________ the same treatment again, he is sure to get well.
A. giving B. give
C. given D. being given
8. in 1636, Harvard is one of the most famous universities in the United States.
A. Being founded
B. It was founded
C. Founded
D. Founding Suggested answers
1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C
(Teacher then asks some students to do them one by one.)
Step VI Test
T: Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.
(Teacher uses the micromedia equipment to show the following on the screen.)
Complete the sentences:
1._______ （只要看一次），it can never be forgotten.
2._______ (被认为是这个城市里面最好的)，the factory was given a medal.
3._______ The visitor came in ,________（后面跟着一群年轻人）。
4._______ （在党的领导下），the people have improved their living conditions greatly.
5._______（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.
6. If_______（加热）to a high temperature, water will change into vapour.
7._______ （从太空中望去），the earth is a water covered globe.
8. The object on the table is a fan ______ （由羽毛制成的）。
Suggested answers:
1. Once seen
2. Regarded as the best in the city
3. followed by a group of young fellows
4. Led by the Party
5. Encouraged by her words
6. heated
7. Seen from space
8. made of feathers
(A few minutes later, teacher asks some students to say their answers. If some students make any mistake, the teacher should give the correct answer and give some explanation, too)
Step VII Summary and Homework
T: In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. OK. Time is up. So much for this clas. See you tomorrow.
Step VIII The Design of the Writing on the Blackboard
Unit 4 A garden of poems
The Fifth Period
Grammar: The Past Participle
I. 1. Don't speak until spoken to.
Don't speak until you are spoken to.
2. Given more time, we could do the work much better.
If we were given more time, we could do the work much better.
3. Destroyed by the earthquake the house had to be rebuilt.
Because the house had been destroyed by the earthquake, the house
had to be rebuilt.
II. 1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
Step IX Record after Teaching
___________________________
___________________________
篇3：Teaching plan for Unit16(人教版高三英语教案教学设计)
Aims and demands:
通过本单元的教学，学生应能熟练地运用表示“道歉”的常用语；复习动词被动语态；了解西方国兼职工作的由来和向他人寻求心理咨询的必要性。
Importance and difficulty:
Words: gift, value, doubt, so long as, solve
Sentences:
1. There is no doubt about the correct thing to do.
2. It is the duty of everyone in a work unit to report another worker to the manager if he / she does anything wrong, or tell lies.
3. I’m afraid it is quite common that people steal things from their wok place.
4. There is no need to say anything to the other worker.
Grammar:
1. The rooms are being painted now.
2. A new hotel will be built in one month.
3. All the means have been tried, but it is still no use.
4. Supper had been prepared before they came back.
Useful expressions:
1. I’m sorry….
2. I’m afraid……
3. I apologize……
4. Never mind.
5. That’s all right./ OK.
6. Don’t worry.
Lesson 61
Aims and demands:
Develop the Ss’ four skills : reading , listening, speaking and writing ability.
Importance and difficulty :
Have a deeper understanding of the text.
Teaching aids: a tape recorder and some slides
Teaching methods: reading and understanding
Teaching procedure:
Step 1. Warming up
T: What kind of work would you like to do when you leave school / college / university?
Now you are Senior 3 middle school students , half a year later , most of you will go to universities or colleges.
What are you going to do if you are a university / college student?
Ss: Study hard. ( Studying is your full-time job.)
Find a part-time job.
T: What kind of part-time jobs are you going to look for/ be after?
Ss: ……
T: If you are studying in a Teachers’ college, then you’d better do the home-teaching for middle school students.
If you are studying in a tourist university , you’d better find a part-time job in a tourist agency ---- to do the guide service to tourists / to show the visitors around.
There are different jobs for you to do in the society. Let’s come to the text and the example is a true story about an Englishman, Fred Pearson, who started the tourist service “Take-a-Guide” in London after leaving Oxford University.
Step 2. Pre-reading questions
Ffind the answers to the questions:
1. What part-time job is mentioned as an example?
A guide service to tourists.
2. Find one reason for taking a part-time job.
Any of the reasons listed below in part 3.
Step 3. Careful reading
Read it carefully and do the comprehension exercises: (Unit 16 --- 3B)
I. Main facts:
Tick some good reasons for taking part-time jobs mentioned in the passage.
□ You can be financially (在经济上) independent from your parents.
□ It is good preparation for the outside world.
□ You can learn the value of the money.
□ It greatly helps you with your studies.
□ You learn to work with others in a team.
□ It can surely earn enough money to start your own business after graduation.
□ You have a greater chance of finding a suitable job.
II. Do the note-making .
Find out the reasons for taking a part-time job by completing the following.
1. If you earn money, you will not ____________.
2. If you have money, you can buy ____________.
3. It is good preparation __________.
4. We should learn the value of money and _____________.
5. It is good to learn to work _____________.
6. You will get some _____________.
7. Employers prefer _______________.
8. You will have a greater chance ____________.
III. Further comprehension CBCDCC
1. What’s the passage about?
A. It gives some tips about how to find a suitable part-time job.
B. It tells about how Fred began his part-time job.
C. It proves that taking part-time jobs is really helpful.
D. It’s mainly about the advantages and disadvantages of working part-time.
2. Fred Pearson was going to ___ when a tourist stopped him and asked for directions.
A. attend classes
B. listen to a lecture
C. deliver a lecture
D. visit the university town of Oxford
3. ___ main good reasons for taking part-time jobs are mentioned in the passage.
A. Five B. Four C. three D. Two
4. Fred decided to show the tourist around the university town because ____.
A. he was very kind and ready to help others in trouble
B. he wanted to make money by doing it
C. he did not want to listen to the boring lecture
D. he found it enjoyable walking and talking with the tourist
5. Taking part-time jobs is helpful, and it can help students ___.
A. make a fortune
B. be dependent on their parents
C. prepare themselves for the future
D. get nothing but some work experience
6. What is the writer’s opinion about work?
A. It is boring and unpleasant.
B. It is not enjoyable, but necessary.
C. It is interesting and enjoyable.
Step 3. True or False statements: TFFTT FTTTT
1. Fred Pearson was a student of Oxford University.
2. After the lecture, Fred showed the tourist around the university.
3. Fred spent the whole day with the tourist.
4. Fred earned ten pounds for showing the tourist around.
5. Fred found a good way of making money.
6. When he graduated from the university, Fred started his won business as guide.
7. It is good for a student to begin a part-time job so long as it does not affect your studies.
8. Taking a part-time job has another advantage for learning to work with others in a team.
9. Companies usually prefers to employ experienced workers.
10. If you have done some part-time jobs while studying in the university, it’s easier for you to find a suitable job.
Step 4. Workbook Page 85
Step 5. Listening
Listen and language points
Step 6. Discussion: 3B --- Unit 16
1. Do you think that college students should take part-time jobs? Why / Why not?
2. Make a list of as many different part-time jobs as you can . At the end discuss which job you would like to do most and which job you would hate to do.
3. What do you think of Fred?
Which of these adjectives will you use to describe Fred ? Why?
serious hard-working fun-loving
lazy crazy organized
easy-going clever energetic
educated
hard-working------in the morning he worked and in the evenings he studied.
fun-loving------they spent a very enjoyable morning together.
organized------he worked and studied at the same time.
easy-going ------they got on well.
energetic------he worked and studied at the same time; he earned enough money to start his own business.
educated------he passed his exams.
Step 7 . Homework
Text book and paper exercises:
1. He found out that he had a gift for making a visit interesting and lively. In other words, he was by nature a good guide.
2. Hard-working------in the morning he worked and in the evenings he studied.
fun-loving------they spent a very enjoyable morning together.
Organized------he worked and studied at the same time.
Easy-going ------they got on well.
Energetic------he worked and studied at the same time; he earned enough money to start his own business.
Educated------he passed his exams.
3. A part-time job which results in a full-time job, or interesting developments.
4. A part-time job; you learn the value of money; you learn to work with others in a team.
5. They value someone who leads and active life and is anxious to learn.
6. To be independent.
7. C
Step 6. Rearrange the following events
a. At lunchtime, the tourist thanked him and gave him ten pounds, which was a lot of money in those days.
b. He passed his exams, and even better, when he left university he had warned enough money to start his own business. Offering guide services to tourists.
c. They got on so well that Fred decided not to go to the lecture but to show the tourist around the university instead.
d. Fred realized that he had discovered an interesting and enjoyable way of making money.
e. They spent a full and very enjoyable morning together, and Fred discovered that he had a gift for making a visit interesting and lively.
f. Fred Pearson was walking through the university town of Oxford one morning in 1961.
g. In the evenings, he studied hard for his exams, and most mornings he took tourists around Oxford.
h. He was on his way to his lecture, when a tourist stopped him and asked him for directions. As Fred was going in the same direction, he walked along with the tourist.
Step 7. Workbook
Homework
Lesson 62 Letters
Aims and demands:
Review how to write a letter and know develop the Ss’ four skills
Importance and difficulty:
Have a good understanding of the text and let them discuss how to deal with the difficult situation.
Teaching aids: tape recorder and some slides
Teaching method : reading
Teaching procedure:
Step 1. Warming-up : story-telling (listen to the tape )
I’ve been working at a meat factory for about two months now. It’s a part-time job, so I only work evenings. I’ve recently noticed that one of my workmates is stealing. From time to time, I notice that he puts a piece of meat down his trousers just before he leaves the factory. Now the manager has found that things are missing. He says that all this happened after I started work.
What should I do?
Ss: discuss the question.
Step 2. Reading comprehension
Read the text ( three letters ) and do the comprehension exercises:
Workbook:------Exercise 2 . True or false
Paper exercise:
D 1. The two friends are writing to ______.
a) tell each other stories B. give each other information
C. persuade each other to change mind D. ask for and give advice
D 2. From John’s letter we can tell that _______.
A. he relies in friends B. he is not brave or independent enough
C. he doesn’t know how to solve the problem D. all of the above
A 3. Which of the following wards has the same meaning as “position” in John’s letter?
A. condition B. attitude C. job D. opinion
A 4. From Marty’s second letter we know he is _______.
A. brave and willing to fight for truth B. selfish
C. understanding, clever and careful D. brave but careless
A 5. The job that is not a part-time job is called ________.
A. a full-time job B. a half-time job C. a full-day job D. a half-day job
B 6. If someone says “ I am afraid that…” he / she is ________.
A. frightened B. polite C. worried D. unhealthy
Step 3. Exercises
Practice 4 in page 22 Exercise 3 in page 86
Step 4. Grammar
Passive voice and active voice
Do the exercises
Homework
Lesson 61~62
Aims and demands: Deal with the important language points.
Importance and difficulty: Grasp the usage of the language points
Teaching aids: some slides
Teaching methods: practicing
Teaching procedure:
Step 1. Deal with the language points
Fill in the blanks: (Lesson 61~62)
1. Fred showed the tourist around the university instead of going to the lecture.
2. He had a gift for making the visit lively and interesting.
4. It is a good idea to start a part-time job so long as it does not affect your studies.
5. We should learn the value of money and learn how many hours’ work has to be done before we can buy something.
6. The employers value someone who leads an active life and is anxious to learn.
7. It’s a part-time job, so I only work evenings.
8. Maybe I should have told ( tell )that workmate I knew what he was doing. Or possibly I should have gone ( go ) to the manager and told him who was stealing meat.
9. It is quite possible that the thief might pot some meat in your bag, hoping ( hope ) you will be caught and called a thief.
10. In my personal opinion,（ 依我个人的意思 ） you should have done this as soon as you found out he was stealing.
11. There is no doubt about ( 对于……没有疑虑/ 怀疑 ) the correct thing to do.
Step 2. Explanation (on the Bb )
1. show … around
show …in
show … out
2. have a gift for
have no gift for
3. so long as
if
4. value n. 价值
value v. 珍视，器重
3. be anxious to do sth.
be anxious about / for sth.
4. evenings adv. 每天晚上
5. should have done
ought to have done
could have done
might have done
must have done
6. hoping 伴随状语
7. catch
catch sb. by the arm
catch sb. doing
be caught in the rain
catch what one said
catch it
8. in one’s personal opinion
in the opinion of sb. ( me , her, him , us…… )
11. There is no doubt about…… ( a set phrase ) 对于……没有怀疑/ 疑问
There is no doubt as to …… ( 关于 )
There is no doubt that……
Doubt vt.
Eg. There is no doubt as to the truth of the story. 故事的真实性无可置疑。
There is no doubt that he is a thief.
I doubt whether he will come.
Step 3. Exercises : Fill in the blanks ( Lesson 61~62 )
1. The doctors are anxious about / for his health.
2. I am anxious to have a new car.
3. He is a polite boy, whenever a guest leaves his home, he shows him out.
4. We’d better value the friendship between us.
5. She has a gift for music.
6. Most parents know the value of a good education .
7. You can go out so long as you promise to be back before 9 o’clock.
8. In the opinion of most people, the plan is good. So do I. So I stick to my opinion.
9. He studied days and worked evenings.
10. If your father sees you doing that, you’ll catch it.
11. Yesterday, on his way home, he was caught in the rain.
12. There is no doubt about / as to his honesty.
13. I believe what he said. That means I don’t doubt what he said.
There is no doubt about what he said.
14. The examination turned out easy.
15. The English evening turned out a great success.
16. I should have phoned ( phone ) Jack this morning, but I forgot.
17. The light is on. He must be ( be ) at home.
18. The light is on. He can’t have gone ( go ) out.
19. We could have walked ( walk ) to the station. A taxi wasn’t necessary at all.
20. I shouldn’t have used ( use ) your computer without your permission.
21. She shouldn’t / couldn’t have used ( use ) your computer without your permission.
Step 4. Workbook.
Homework
篇4：Teaching plan for Unit13 (人教版高三英语教案教学设计)
Aims and demands:
通过本单元教学，学生能熟练地运用表示“提供和拒绝帮助”的常用语；复习句子的成分---- 主语；了解纽约的发展历史和土著人被压迫的历史。
Importance and difficulty:
1. words and expressions
a handful of , worth, tear down, pass through, take possession of, die out ,turn away, now that
2. sentences:
A. Today Native Americans express their anger over this business deal.
B. This is because the surface of the earth is not flat but round.
C. Now that they could ride horses, it became easier to hunt the bison.
D. This in return had and effect of the food supply for wolves.
3. Grammar-----Subject
A. The first settlers on the plains were farmers.
B. The killing of the bison changed the whole wild life of the plains.
C. Whether he will come or not is unknown.
D. To see is to believe.
E. The learned should be respected.
4. Useful expressions:
A. Can I help you?
B. What can I do for you?
C. Let me….
D. Would you like …
E. Thanks….
F. That’s very kind of you.
G. That’s very kind of you, but…
Lesson 49 New York
Aims and demands: Develop the Ss’ reading ability
Importance and difficulty: Have a deeper understanding of the text
Teaching methods: reading ,discussing, exercises
Learning methods: To read independently , try to guess it meaning according to the text
Teaching aids: tape recorder and some slides
Procedure:
Step 1. New words
Step 2. Warming up
Find out how much the Ss know about the USA
T: As we have learnt in Book 3A . There is one word which you must learn before you visit the USA. What is it ?
Ss: Freeze.
T: What does it mean?
Ss: Stand still and don’t move.
1. What is the capital of the USA? ( Washington. D C )
2. Who is the president of the USA?
3. Name three past presidents of the USA?
4. In which city is the tallest building? ( Chicago )
5. How many states are there in the USA? ( 50, 48+Alaska and Hawaii )
6. Which American president brought and end to slavery and was shot in a theatre?
(Abraham Lincoln)
7. What was the gold rush?
The time when thousands of people went to California to look for gold.
8. Where are the two Disneylands?
( Los Angeles and Florida.)
9. What is the name of the center of the film industry in Los Angeles? ( Hollywood )
10. What prize is given to film actors and directors? ( An Oscar )
Step 3. Fast reading
Read the text fast to get a general idea. And tell which of the following subjects are mentioned in the text? ( text book )
Population History Government Sports Weather Transport Parks Buildings
Step 4. Careful reading
Find out the facts that happened in the following years and give a description of the development of New York.
1. In 1524 : an Italian explorer discovered a group of islands on the east coast of the USA at a point where several rivers flow into the ocean.
2. In 1626 : the island of Manhattan was bought from local Indians , Native Americans , for a handful of goods worth about $24.
3. From 1789 to 1790: New York became the capital of the USA .
4. By 1820 : the population of New York had grown to about 125,000 , making it the largest city in the USA.
5. In 1858 : an area of poor housing, factories and farm buildings was torn down and Central Park was created.
6. In 1892 : the age of mass arrivals began and 15 million new people passed through Ellis Island into the USA over a period of 62 years.
7. Around the year 1900 : the building of skyscrapers in New York began.
8. In 1913 : a 55-storey building went up.
9. In 1931 : the Empire State Building was completed and it was the tallest building in the world then.
Step 5. Discussion ( P.2 )
Step 6. Workbook ( Lesson 49)
Step 7. Comprehension exercises:
Reading comprehension for 3 B Unit 13 ( Lesson 49) CDBCD BDDC
1. The passage is about _____.
A. about the history of New York
B. about the development of buildings in New York
C. a brief introduction to New York
D. about the characteristics of New York
2. Which one is not true?
A. New York is a harbour.
B. New York was owned by the local Indians.
C. New York was the capital of the USA.
D. New York is the political center of the USA.
3. “Native Americans” are _____.
A. American citizens B. local Indians
C. black people D. New York citizens
4. Which sentence is true?
A. Central Park is a natural park.
B. Central Park is a good place to study in.
C. Central Park is an entertainment center.
D. Central Park is a perfect place for rollerskating.
5. The age of mass arrivals began in ____.
A. eighteenth century
B. the early eighteenth century
C. nineteenth century
D. the late nineteenth century
6. The phrase “turn away” in paragraph 3 means___.
A. send away B. refuse to admit
C. cause to return D. drive out
7. “New York never sleeps.” Means ____.
A. people in New York work the whole day.
B. people in New York enjoy night life very much
C. New York is always noisy
D. all kinds of services are offered at night in New York
8. That the buildings in Manhattan become higher and higher cannot prove that ____.
A. the competition is becoming more fierce
B. more and more business and trade take place there
C. the building technology is becoming more advanced
D. New York is a good place for people to live in
9. People are of different opinions that New York is a city of ____.
A. short history B. heavy transportation
C. only one culture D. big population
Homework: ABC
Lesson 50 THE BISON ON THE PLAINS OF AMERICA
Aims and demands : Develop the students’ listening , speaking, reading and writing ability
Importance and difficulty : Have a good understanding of the text
Teaching methods: intensive reading
Teaching aid: text book , some slides, pictures
Teaching procedure:
Step 1. Revision
1. Check the homework Exercises:
2. ask some questions: comprehension exercises
Step 2. Presentation
Now more and more people went to America. Do you know how first people went to America?
Step 1. Presentation
Review something about Australia.
1. Do you remember how the first people come to Australia?
The first people crossed into Australia from Asia on a great land bridge when the water level of the oceans was lower.
2. What were they once called?
In the past they were known as “ aborigines”, which means “ the first people of a country”.
3. What are they called now?
They are now known as Kooris.
4. How did they make a living ?
They made a living by hunting and picking fruits from the trees.
5. What are the famous animals in Australia? (which are disappearing)
Kangaroo, Koala , dingo…
T: Then how about America?
6. How did the first people come to America?
They arrived by crossing a land bridge from Asia to America.
7. Who were the first settlers in America?
Native Americans Who were known as local Indians.
8. How did they make a living ?
They made a living by hunting and killing wild animals, by gathering foots, nuts and wild fruits.
9. What kind of animal is very famous but it is disappearing now? ( bison / bisons / wild horses)
T: Today we are going to learn Lesson 50----- THE BISON ON THE PLAINS OF AMERICA
Step 2. Reading
Read the text and find out: Which words and phrases do the woods in bold in the text refer to?
Step 3. Careful reading
Read the text again and do the comprehension
Step 4. Diagram completion
Step 5. Workbook ---- Ex 2
Step 6. Questions:
1. In what ways did the settlers treat the Native Americans unfairly?
The settlers killed them, forced them to leave their hunting grounds, broke agreements which they had made, forced them onto poor land, and killed most of the bison on which Native Americans had relied for food.
2. What caused a big change in the wildlife on the plains?
The killing of large numbers of bison changed the whole wildlife chain on the plains.
Step 7. Comprehension exercises
Homework:
Reading comprehension for 3B Unit 13 Lesson 50 ACCDD DABD
1. What’s the general idea of this text?
A. While the settlers moved westwards, their killing of great numbers of bison destroyed the Native Americans life as well as the balance of the plains of America
B. The bison on the plains of America lived a poor life.
C. The struggles between the settlers and the Native Americans were fierce.
D. Settlers ruined Native Americans’ life.
2. Which is not true?
A. The Native Americans’ life depended on nature.
B. The Native Americans lived a hard life.
C. The Native Americans grew grains and raised animals.
D. The Native Americans lived a free life.
3. What brought by the settlers was ( were) good for the Native Americans?
A. Their culture. B. Their trade.
C. Their horses D. Their railways.
4. Bison was a treasure for Native Americans because _____.
A. they used bison to make themselves more beautiful
B. they used bison to carry goods
C. they used bison to make money
D. they couldn’t live without bison
5. “Object” in paragraph 3 means ____.
A. subject B. fight C. agree
D. say or do something against
6. The settlers’ killing of lots of bison had __purposes.
A. 1 B. 2 C. no D. 3
7. The settlers’ killing of the bison made ____.
a. settlers get a lot of money
b. Native Americans lose more land
c. Native Americans live a poor life
d. Nature lose its balance
A. a,b,c,d B. a,b,d C. b,c D. d
8. The change in number of bison had a great effect on the plains because ___.
A. bison was the most important part in the wildlife chain
B. bison was one part in the wildlife chain
C. bison was very important to the Native Americans
D. bison was very important to the grass and soil
9. This text is ____.
A. an animal story B. an old tale
B. a historical story
D. an animal story as well as a historical story
Lesson 49~50 Language practice
Exercises: Fill in the blanks or complete the sentences or translate the sentences:
Exercises for Lesson 49
1. The little boy got a handful of rice to feed the chickens.
2. Only a handful of people attended the dance/ ball.
3. He bought a book worth over $10.
4. New York is a city worth a visit / visiting.
be worth sth
be worth doing
非常值得参观 well worth a visit / visiting
well worthy of a visit / visiting
5. By 1820 the population of New York had grown to about 125,000 ,making it the largest city in the USA.
6. 到昨天下午5点钟（以前），他们已经做了一半的工作。
By 5 p.m yesterday they had already done half of the work.
7. 到下个星期天我们将完成这项工作。
By next Sunday we’ll have finished the job.
8. 杰克只学不玩，这使得他成为一个呆笨的孩子。
Jack had all work but no play, making him a dull boy.
9. The workmen tore town the old houses and built a new one in its place.
10. Behind our school is a vegetable garden, reaching down to the river. (延伸到河边)
11. He passed through the doorway and entered the room.
12. His grandpa went through many dangers during the war. （经历了许多危险）
13. They would go through fire and water （赴汤蹈火）to serve the people.
14. Because the hall was full, many people were turned away.
15. He never turned away anyone who asked for help .
turn away: refuse to admit
16. He bought the car in 1988, then a modern type in China.
17. A 55-storey building went up in 1913.
go up : be built （没有被动语态）
到处都在盖新房.
New buildings are going up everywhere.
18. What does “New York never sleeps” mean?
All kinds of services are offered all night long.
Many service sectors （服务行业 ） work round the clock.
Lesson 50
Exercises for Lesson 50
1. 既然你已经康复了，你就可以和我们一起工作了。
Now that you are well again, you can work with us.
2. 既然你的工作已经完成了，你就可以走了。
Now that you have finished your work, you may go.
3. 食品供应源源而来。
Since 1978 , food supplies have been coming in large numbers.
4. 战争期间，我们士兵杀死了大量的敌人。
During the war, our soldiers killed the enemy in great / huge numbers.
5. From 1830 on / onwards in the USA, and from about 1870 in Canada, settlers began to move westwards and to take possession of the plains as their own.
从现在开始 from now on / onwards
从那时开始 from then on
从1990年开始 from 1990 on
6. At midnight they crossed the river and took possession of the village.
7. You can’t take possession of my house until all the papers have been signed.
8. Though busy, they still objected to putting off the meeting.
9. The settlers killed the bison, cut off the skins and left the bodies behind to rot.
10. They refused to give in （投降）and fought to the end.
11. Mother kept inviting Mrs Smith to stay for lunch, and finally she gave in.
12. Mary usually has to give in to her brother.
give in: 投降 屈服 同意 让步
13. The ground supported few plants, and the insects which lived on these plants died out.
die out 绝种
die away 消逝. 消失
die of 死于
die from
be dying for 渴望,很想…
be dying to do… 很想做…
A. These animals have already died out .
B. I am dying for a cup of tea.
C. The fire died out.
D. The noise died away.
E. She is dying to see you.
F. She died of old age.
14. These boys were called in turn to see the headmaster.
15. The arrival of the European settlers had a great effect on the life of Native Americans.
Homework
篇5：Teaching Plan of Unit 12：Fact and Fantasy(人教版高二英语教案教学设计)
Teaching Plan of Unit 12：Fact and Fantasy
Period 3 & 4: Reading comprehension
Ⅰ. Teaching Aims：
1. Learn and master the useful words and expressions.
2. Train the Ss reading ability.
3. Let the Ss learn about the French writer Jules Verne and his two famous science fiction.
Ⅱ. Teaching Aids: Recorder, computer, multi-media-classroom CAI
Ⅲ. Important Points: Comprehension about the text
Ⅳ. Difficult Points: Learn how to grasp the main details in the paragraph and how to conclude the main idea of the text
Ⅴ. Teaching hours: One hour
Ⅵ. Procedure:
Step 1. Revision: Phrases
Step 2. Lead in
In the last period we talked about science fiction and done some listening and speaking practice. The science quiz helps us learn more about scientific facts. In the speaking part we have learned to express our beliefs and doubts. Now, let’s review what we learnt last time.
What is fact? ---Thing that is known to have happened or to be true or to exist; Thing that is believed or claimed to be true.
What is science fiction? ---Science fiction is predicted, often based on present-day results that seem to make such developments possible in the future.
What is a science fiction writer? ---Science fiction writer sometimes writes imaginary stories.
Step 3. Pre-reading
1. Introduction to the Author and his novels
Jules Verne (1828-1905), French writer and pioneer of science fiction, whose best known works today are Twenty Thousand Leagues Under the Sea(1870) and Around the World in Eighty Days (1873).
Jules Verne published his first novel Five Weeks in a Balloon (1863). Soon he started writing novels such as Journey to the Center of the Earth (1864), From the Earth to the Moon (1866).
In 1876, he bought a large yacht and sailed around Europe. His last novel The Invasion of the Sea appeared in 1905.
Jules Verne died in the city of Amines on March 24, 1905.
Step 4. While-reading
Task One: Fast Reading ( Read the text quickly and finish the following tasks )
1.What does the passage mainly talk about?
---Jules Verne---The father of science fiction and his two famous novels:20,000 Leagues under the Sea and Journey to the Center of the Earth.
2.How many parts can the passage be divided? Ss read and get the main ideas of each paragraph. If you are asked to divide the passage into 3 parts, how will you do your work?
Part 1(para1): The brief introduction of Jules Verne;
Part2(Para2-5): one of his famous work---- 20,000 Leagues Under the Sea.
Part3(Para6): Another work---- Journey to the Center of the Earth.
3. True or False questions.
1.To make a living ,Verne had to study law. ( F )
2. Dr Benjamin Franklin laid the foundation of modern science fiction. ( F )
3. Once Jules Verne died, all his dreams came true. ( F )
4. This text tell us Captain Nemo died at last. ( F )
5. The Nautilus is an extraordinary ship. ( T )
6. The story of Journey to the Center of the Earth begins with two men’s decision about traveling to Iceland. ( F )
Task Two: Further Reading ( Read the text again part by part and find out the detail information of each part )
Part 1(para1): The brief introduction of Jules Verne
Born in : 1828
Died in : 1905
Nationality : French
Interested in : Botany & applied science
Remembered as : The father of science fiction
Famous novels: 20,000 Leagues under the Sea and Journey to the Centre of the Earth
Part2(Para2-5): The main plot of 20,000 Leagues Under the sea
Try to answer the following questions.
1. Why are ships disappearing all over the world ?
---It is believed to be caused by a sea monster.
2. Who set out to find the monster ?
---Dr Aronnax ,his servant and a Canadian whale hunter .
3. When they try to survive, what happened ?
---They find themselves on the surface of the monster itself , which turns out to be a submarine.
4. When they are taken on board, what’s Captain Nemo’s decision ?
---Not to kill them but make them his permanent guests.
5. What’s the Nautilus ? What’s the Nautilus like ?
---It’s a submarine . It’s an extraordinary ship. The furniture is precious and huge glass windows give a view of the underwater world .It’s also very strong and protected with thick iron plates .
6. Describe the character of Captain Nemo ?
--- Cruel, gentle and weak .
Part3(Para6): The main plot of Journey to the Centre of the Earth
About the rout: List what the two men do in the adventure of going to the centre of the earth.
1. travel to Iceland
2. enter…through a chimney in a dead volcano
3. through a narrow passage deep into…
4. pass through layers of coal and marble
5. reach a huge lake or underground ocean
6. through forests of mushrooms and plants
7. cross the sea in a raft
8. drawn into a fast stream
9. shot out of a volcano in southern Italy
Step 5. Post-reading
1. Finish the post-reading Ex on P13.
1. Paraphrase the following sentences or parts of sentences using your own words.
1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.
2.)In their efforts to survive…àDuring the time they do all they can to continue live …
3.)They find themselves on the surface of the monster itself. à They realize that they come to the surface of the monster.
4.)his permanent guests à his long- time guests.
2. Under water travel and space travel they have many things in common. Describe the similarities and differences and fill in the chart below.
SUBMARINE SPACESHIP
Differences
Speed slow fast
Landscape Under water landscape Space landscape
Number for people A lot of people A few people
Food Common food Special space food
Clothes Diving suits Space suits
Similarities
Demand for skills is high
They are both exciting
Tourists must be trained by experts
They’re expensive
3. Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?
Preparation: Tools and things to bring Risks: Dangers and things that could happen
Food, water, warm clothes, ropes, matches, a knife, a chisel, some medicine Losing one’s way falling into a hole being injured
Step 6. Consolidation
1.What has come true from the time Jules Verne lived ?
Submarine movies with sound
Helicopters television
modern weapons rockets
New broadcasting
2. Why is Jules Verne called “the father of science fiction”?
--- He laid the foundation of modern science fiction.
Step 7. Homework:
1. Recite the last paragraph.
2. Try to retell “20,000 Leagues Under the sea ” .
3. Preview Language Study.
篇6：Teaching plan for this unit 15(人教版高三英语教案教学设计)
Aims and demands:
通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。
Importance and difficulty:
1. Words and expressions:
dip into, look our for, refer to , get at , respect, enlarge, digest, come across
2. Important sentences:
1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.
2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.
3) The more we practise, the better we get at listening to speech in a foreign language.
4) Then it will be someone else’s turn.
3. Grammar:
1) If he comes, I will let him know.
2) You’re always making the same mistake.
3) I didn’t expect to meet you here.
4) If you have finished reading the magazine before I leave, please give it back to me.
5) He suddenly remembered that he hadn’t locked the door.
6) Given more time, we could finish it.
7) The ground is wet. It must have rained last night.
4. Useful expressions:
1) Would you like to …?
2) I’d like to invite you to…?
3) Have dinner with us , will you?
4) Yes, I’d love to ….
5) I’d love to , but……
Lesson 57 On reading
Aims and demands:
1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.
2. Let them know how to read different kinds of books.
Importance and difficulty:
Let them have a good understanding of the text and do the deeper understanding comprehension .
Teaching methods:
Reading and comprehension
Teaching aids:
Tape recorder and some slides
Teaching procedure:
Step 1. New words
Step 2. Warming up
Discussion: 1. What do you enjoy reading most?
2. What do you enjoy reading least?
3. What good books have you read recently?
4. What good stories have you read?
Step 3. Fast reading
Read it quickly and find the answers to the two questions at the top of the text.
1. What are the three methods of reading which are described?
Tasting, swallowing, and chewing-and-digesting.
2. What is the most important piece of advice in the text?
Enjoy your reading.
Step 4. Careful reading
Read it carefully and have a good understanding of the text.
Complete the following form on reading .
Situation What you should do
If you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.
If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.
If the book you have is on a subject that you are interested in You will want to “chew and digest it”.
Read it slowly and carefully.
If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.
When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.
When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.
If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.
Step 5. Comprehension
Number these subjects in the order in which they occur in the text.
Page 14.
Step 6. Note making.
Write down in your own words the advice the writer gives in the text. Page 14
Step 7. Workbook
Step 8. Comprehension exercises---- paper
Step 9. Listening and find out the importance and difficulty
Homework. ABC
Lesson 58 The art of being a good listener
Aims and demands:
1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.
2. Teach them how to be a good listener.
Importance and difficulty:
Have a deeper understanding of the text and do the comprehension exercises.
Teaching methods: reading and speaking
Teaching aids: tape recorder and some slides .
Teaching procedure:
Step 1. Warming up
Ask Ss what they have learnt about reading in the previous lesson.
Ask them to talk about any techniques of their own which they find useful.
Step 2. Presentation and reading for general understanding
Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.
聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer in pairs.
1) Mainly about listening to people.
2) Both advice and information.
Step 3. Reading carefully
When you listen to someone,
what should you do?
Look at the speaker as Listen with complete
a sign of respect . attention, and with
complete respect for
the other person.
You should look at the speaker as a sign of respect while you are listening.
You should listen with complete attention , and with complete respect for the speaker.
More tips on First …
becoming a Second …
good listener Third …
1)Take turns to listen.
Don’t all try to speak at the same time when you are in a group.
Listen without interrupting, and stop other people from interrupting.
2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”
3) Listen and be quiet while others are talking.
Step 4. Note making and discussion
Step 5. Workbook
Step 6. Comprehension exercise ----paper exercises
Homework
Lesson 57~58
Aims and demands:
Grasp the language points.
Importance and difficulty:
Let them know the usage of the language points.
Teaching aids:
Some slides and a small blackboard.
Teaching procedure:
Step 1. Translation
1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。
Some books are to be tasted , others to be swallowed, and some few to be chewed and digested
be +不定式的被动式结构表示“某事应当/ 必需如何做”的意思，常用在通知和说明书里。
The books you borrowed are to be returned before July 5. （应当于7月5日前归还）
This medicine is to be taken three times a day after meals. (此药一日三次，饭后服用)
子女“下达命令”。be +不定式结构通常用来表示“按计划或安排将要做的事情”，或表示上级对下级，父母对子女“下达命令”。
这趟火车于上午10：30到达北京。（安排好的）
The train is to arrive in Beijing at 10:30.
你得完成作业后才能看电视。
You are to finish your homework before you watch TV.
be to do 事先安排好的
be going to do 个人打算，看法
be about to do 最近的将来马上就要发生
I’m to meet him at the station. （双方约好）
I’m going to meet him at the station.（个人打算）
2．这种书只要浏览一下，这儿读一下，那儿读一下，也就够了。
It is enough to dip into this kind of book (it) and read bits here and there.
dip into 浏览，翻阅
I haven’t read that book seriously , I’ve only dipped into it. （翻阅）
Each student dipped a finger into the mixture and sucked it. （伸入）
3．不要一遇到不认识的单词或短语就停下来。
Don’t stop every time you come to a word or phrase you don’t know.
every time 一。。。就。。。（从属连词，引出表示时间的状语从句）
每当他碰到一个好的句子，他就把它抄下来。
He copies it down every time he comes to a good sentence.
Make a sentence……
4．你有什么特别嗜好或特别喜爱的体育运动吗？如果有， 你就该找一些有关的书籍，文章或杂志来读。
Are there any hobbies or sports you particularly like ? If so, look out for books , articles or magazines about them.
If so… （如果这样） 是承接上文而来的一个省略句
look out for 寻找（留心找）
look for 寻找（动作）
look out 当心，留心
He has been looking out for a new job for half a year.
He has been looking for a job for half a year.
5．“听的能力”这个词组有两个意思。一个是指我们学习外语时所作的那种听力练习。另一个意思是指善于倾听别人讲话的艺术。
There are two meanings of the phrase “listening skills”. One refers to the type of listening practice which we do when learning a foreign language .The other meaning is about / (refers to) the art of being a good listener to other people.
refer to …
when doing…
6．我们练习得越多，就越能更好地听懂用外语所说的话。be good at listening to speech
The more we practice, the better we get at listening to speech in a foreign language.
get better at doing = be better at doing … 更善于做…
be good at
7．因此，当你听某人说话时，你要一心一意地听，对别人完全尊敬。
So when you listen to someone , you should listen with complete attention, and with complete respect for the other person.
with complete attention （作方式状语，修饰listen）
with complete respect
show / have respect to (for ) sb. (对……尊敬)
8．我们常常需要的是一位能倾听我们“畅叙衷肠”的好朋友。
Often, all we need is a good friend who will listen to us while we “talk things through” .
talk… through 充分讨论/ 把话说完
We talked the plan through for nearly an hour.
我们对计划讨论了将近一个小时。
After three long meetings , the question seemed to be talked through.
经过三次长时间的会议后，这个问题似乎已经详细讨论过了。
Step 2. Exercises
Homework
篇7：Teaching plan for this unit 14(人教版高三英语教案教学设计)
Aims and demands:
1. Develop the Ss’ reading and understanding ability.
2. Let the Ss know the history of the Negroes treated as slaves in America.
Importance and Difficulty:
Have a deeper understanding of the text.
Teaching aids: tape recorder and slides.
Teaching methods: reading
Teaching procedure:
Step 1. Warming up
Listen to a story about the slaves .
SEFC 1A Lesson 13 “同步听力”
Listen to the story and answer the questions. Before you listen you’d better learn the following words.
Tennessee/ Gambia/ slave trader/ hero
1. Who wrote the book “Roots”?
2. Who is the hero of the book Roots? Kunta Kinte
3. What is Alex Healey’s book about?
( one black American family and it also tells the early history of the USA.)
4. What can you learn from the story? Is Alex Healey a black or a white?
Step 2. Fast reading
Read the text fast and find the answers to the two questions.
1. What happened to Kunta in this story?
He was caught in a forest in Africa and put in chains and sent by ship to America.
2. What do you think happened to many of the black people on the ship?
About a third of the black people on the ship died during the journey.
Step 3. Careful reading
Read the text carefully and do the note making .
1. When Kunta was in the forest______.
2. When he woke up _________.
3. When they came to the river ________.
4. Then Kunta was thrown _________ where he was held prisoner.
5. Kunta wondered why the white people ________, but could not stand up.
6. Another thing which shocked Kunta ________, also children’s voices.
7. Worse was to come. One day about 140 black people ________ , unable to stand up or move around.
8. The sea journey lasted __________ days and nights. When the ship finally _______ . About a third of the people _________ were missing.
Suggested answers:
1. … cutting down a tree in order to make a drum, he was caught and then hit on the head with a hard object.
2. … his hands and feet had already been tied together
3. … a white man was waiting in the boat for then
4. … into the bottom of the boat and covered with an old smelly cloth. The men took him in their boat to the castle on the coast….
5. … had done this to him. He was born a free man, but now in chains . Heavy iron chains around his feet and hands were fixed to a metal bar that ran round the hall about ten centimeters off the ground. He was just able to lie down on the ground…
6. … was that women were held in the castle too. He could hear their crying….
7. … were taken and put on a tall sailing ship waiting off the coast . Once on the boat, they were taken below and their chains were fixed to two bars that ran the length of the ship. Their feet were fixed to one bar and their hands to another bar. Thus they lay on hard wooden boards…
8. … over sixty… arrived in a port, the wooden cover was opened wide and Kunta could see in daylight for the first time across the part of the ship where he had been chained… who had been chained up below at the beginning of the journey…
Step 4. Comprehension
Put these events into the correct order.
Step 5. Discussion
Discuss these questions with your partner .
Step 6. Workbook
Step 7. Reading compression ----Paper exercises
Homework. 3+X reading exercises
Reading comprehension for 3B Unit 14 Lesson 53 BCABA BBCB
1. The text is about _____.
A. a white man’s experience in Africa
B. an African black man’s experience
C. a black man’s experience in USA
D. a black slave’s experience in Africa
2. “Treatment” in the last paragraph means ____.
A. some nice food B. a good beating
C. some medical care D. a good rest
3. According to the order of time, which paragraph should be put at the beginning of the passage?
A. 3 B. 2 C. 1 D. 6
4. The black men caught Kunta for _____.
A. the county B. money
C. their own freedom D. the white
5. Put the following places into the correct order according to the order of time.
a. the castle b. the boat
c. the forest d. the sailing ship
A. c,b,a,d B. a,b,c,d C. d,a,b,c D. c,d,a,b
6. How did Kunta know that they had rough weather during the sea journey?
A. He saw it. B. He felt it.
C. He heard it. D. He imagined it.
7. What happened to the missing people?
A. They were sold.
B. They died.
C. They were taken to hospital.
D. They were set free.
8. Kunta must be very ____ to be alive after a long sea journey.
A. clever B. quick C. strong D. rude
9. Although Kunta was not sure about many things, he was quite clear ____.
A. why the white treated them like that
B. he would live a very miserable life
C. what the white were going to do with them D. the white were going to eat those children
Lesson 54 Roots
Aims and demands:
1. Develop the Ss’ four skills ---- listening , speaking, reading and writing ability
2. Have a good understanding of the text .
Difficulty and Importance:
Have a deeper understanding of the text.
Teaching aids: tape recorder and slides
Teaching procedure:
Step 1. Warming up
Talk about the pictures using the cue words :
1. Kunta Kinte / born in Gambia / a free and strong man / fond of music;
2. one day / Kunta / cut a tree in a forest near the coast / make a drum / hit on the head;
3. Kunta Kinte / wake up / caught by some black men / reason with them / sent to a castle on the coast ;
4. a few days later / taken and put on a tall sailing ship / in chains / unable to / stand up / the sea journey / 60 days and nights;
5. the ship / arrive in a port in America / see in daylight / a third of the black people missing ;
6. at a market / Kunta and some other Africans / sold to farmers / work in the fields / badly treated / try to run away / cut off part of his foot.
Step 2. Fast reading
Read the text fast and find the answers to the questions:
1. Where did Haley’s ancestor come from?
Gambia
2. What were Haley’s “ roots”?
Information about his ancestors.
Step 3. Careful reading
Read the text carefully and do the compression exercises---- paper exercise
Step 4. Workbook
Step 5. Workbook Lesson 55, Page 79 , Exercise 1
Homework : Cloze test
Reading comprehension for 3B Unit 14 Lesson 54 (Roots) DDBCC ACC
1. The farmer prevented Haley’s ancestor from running away by _____.
A. putting him in chains B. giving him little to eat
C. watching him all the time
D. cutting off part of his foot
2. What helped him find the satisfactory answer to his roots?
A. Letters and diary copies. B. Money.
C. The words “river” and “guitar” in his own language.
D. Both B and C.
3. In most parts of Africa, family and hero stories are passed down ____.
A. in written form B. only in oral (口头的)form
C. both A and B D. neither A nor B
4. It seems that the truth of the history in most parts of Africa depends on ____.
A. how many people can remember
B. how many people are able to write
C. how well those particular people can remember
D. how long the history is
5. Haley was successful in finding his roots because he is ____.
A. lucky B. rich C. strong-minded D. clever
6. Haley found out that his ancestor came from ____.
A. the east part of Gambia on the west coast of Africa
B. the west part of Gambia on the east coast of Africa
C. the east part of Gambia on the east coast of Africa
D. the west part of Gambia on the west coast of Africa
7. “Kinta”, the family name, is shared by ___.
A. all the people in Gambia
B. all the people on the west coast of Africa
C. a group in the east of Gambia
D. a group in the west of Gambia
8. One of the similarities between Haley and Kunta is that ____.
A. they were both well educated
B. they were born in Africa
C. they were born free D. they were both slaves
Lesson 53~54 Language study
Aims and demands:
Let the Ss grasp the usage of following language points:
Words and expressions: in chains , reason with , become of , feel sick, once in a while, prove…with, the moment , go back, role
Important sentences:
Born a free man, he was now in Chairs.
What shocked him most was that the man who carried him were black.
Worse was to come.
All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!
Procedure:
Step 1. Revision
Fill in the blanks with a proper word:
1. Kunta Kinte, Who lived in the village of Juffure in Gambia, was captured/seized/caught in 1767. He was taken on the slave ship, Lord Lord Ligonier, sailing from Gambia on July 5th 1767 and arriving in Annapolis USA on September 29th. The cargo included 3,265 elephant tusks, beeswax, cotton, gold, and 140 slaves, 98 of whom arrived alive in Annapolis. The loss of a third of the slaves was about average for slaving voyages. On arrival in Annapolis, Kunta was sold to a farmer named John Waller, who gave Kunta the name of Toby. John Waller’s brother, Kr Willian Waller, was angry at the way Kunta had been treated during his escape and bought Kunta from his brother on September 5th, 1768.
2. Born a free man, he was now in chains.
Though he was born a free man, he was now in chains.
他生下来就眼瞎。 He was born blind/ deaf/ poor.
他天生就是一个诗人/歌手。He was born a poet/ a singer.
3. The light went out, because the oil was out. （直接的原因）
The oil must be out, for the light went out . （推断的理由）
He can’t be out, for the light is on. （推断的理由）
He is loved by all, because he is honest. （直接的原因）
He must be honest, for he is loved by all. （推断的理由）
For 是并列连词，连接两个并列分句，它所表示的原因是附加的推断的理由。
Because 是从属连词，连接表示原因的状语从句，他所表示的原因是直接的理由。
4．Kunta had been seized in the forest and then hit on the head with a hard object.
Hit sb on the head
约翰打了他的头。 John hit him on the head.
约翰打了他的右腿。 John hit him in the right leg.
5. What shocked him most was that the men who carried him were black.
最使我吃惊的是他被一个黑人抓走了。
What surprised me most was that he had been taken away by a black person.
6. He reasoned with me for an hour about my plan.
reason with 和。。。 说理
7. The men took him in their boat to the castle on the coast where he was now held / kept/taken prisoner.
be held / kept prisoner
他被囚禁在一个小岛上。
He was held / kept prison on a small island.
8. He wounded what was to become of them.
Become of sb. : happen to sb.
What has become of the book I put here yesterday.
他们想知道昆塔后来怎么样了。
They wondered what had became of Kunta later.
我不知道我失业以后会怎么样。
I don’t know what will become of me when I am out of work.
9. I am sorry to say that he is going from bad to worse.
Bad/ ill --- worse --- worst
我还有更坏的事要告诉你们。
I have worse to tell you.
10. Once in the examination hall, he forgot everything including some rules.
11. Once on the boat , they were taken below and their chains were fixed to two bars that ran the length of the ship .
Ran : extend, stretch, reach
12. He didn’t go to school because he became ill with fever .
Become ill: feel sick
13. Sometimes we go out for a walk after supper .
Once in a while: sometimes
Step 2: Exercises
Homework: English Weekly
Lesson 54
Fill in the blanks;
1. I am determined to give my youth to the motherland.
2. He took out a book and began to read on his arrival at the classroom.
3. The farmer cut off part of Kunta’s foot to make sure he could not run away again.
4. We have made up our minds to work hard .
5. Yesterday it was raining hard, we made our way home.
6. The government is trying to provide / supply the people in flood areas with food and clothing.
7. The moment I saw her I knew she was angry with me.
8. Please let me know immediately /if / when / as soon as/ the moment you get the result.
The moment , as soon as, immediately, as soon as 用来连接一个表示时间的状语从句。
他在街一露面，我就认出他来了。
I recognized him the moment he appeared in the street.
他一走进办公室，句告诉了我们这个坏消息。
The moment he got into the office, he told us the bad news.
他们一到达那里，就立即开始工作。
Immediately they got there , they started to work.
9. In Gambia, all the stories of families, heroes…are passed down from generation to generation.
10. My family goes back 300 years, while his family goes back to the 15th century.
我的家族延续了3，而他的家族可追溯到15世纪。
11. When my grandpa talks, he always likes to go back to his younger days.
Go back : 从过去某时开始延续到现在；追溯； 回顾
12. I wish to take / play the role of a soldier.
Homework: English Weekly
篇8：revision teaching plan for unit1 (人教版高一英语教案教学设计)
Teaching Aims and Demands
Words and Phrases:
honest brave wise smart argue found hunt share lie feeling pronounce broad repeat native equal situation international trade communicate exchange service expression publish compare replace consider means experience vacation nature basic equipment simple normal excitement separate unforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch note career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action
fond of hunt for in order to care about such as drop sb a line make oneself at home in total except for stay up come about end up with bring in a great many at the same time get away from watch out protect sb/sth from see sb off on the other hand as well as
Spoken English: Revise the spoken English in the units 1-6.
Grammar: Direct and Indirect Speech, The Attribute Clause.
Teaching aids: Computer
Way of Teaching: dictation and exercises
Lesson 1
Step 1 Dictation
Dictate the key words and phrases in the six units.
argue share native equal situation international communicate compare experience vacation equipment excitement separate unforgettable rescue advance swallow struggle strike destroy opportunity career award degree creature owe primary determine
fond of hunt for in order to care about such as drop sb a line make oneself at home in total except for stay up come about end up with bring in a great many at the same time get away from watch out protect sb/sth from see sb off on the other hand as well as
Step 2 Sentences
1. Chuck survives the crash and lands on a deserted island where there are no people.
2. On the island, Chuck has to learn to survive all alone.
3. Chuck learns that we need friends to share happiness and sorrow.
4. You must be very tired.
5. People also travel to meet new friends, to try new kinds of food, to experience life in other parts of the world, or simply to get away from cold weather.
6.Wear a lot to protect yourself from yourself from the sun.
7. As with hiking, you should always think about your safety and wear good clothes.
8. Looking up at the large head and down at the large feet makes you feel small.
9.After that it still took seven years before they finally got married.
10. When drinking to someone’s health, you raise your glass, but the glasses should not touch.
Check the dictation with the students and explain the use of the underlined words or parts.
Lesson 2
Grammar
1. The Direct and Indirect Speech
A. Change the dialogue below into Indirect Speech.
The following dialogue is an excerpt from Mark Twain’s The million-Pound Bank Note.
Henry found there was a million-pound note in the envelope. HE thought the two brothers had made a mistake. HE hurried to their house and rang the bell. The servant appeared, Henry asked for the brothers.
Servant: They are gone.
Henry: Where?
Servant: To the Continent.
Henry: The continent?
Servant: I can’t say, sir.
Henry: When will they be back?
Servant: I can’t say, sir.
Henry: When will they be back?
Servant: In a month, they said.
Henry: A month! Tell me how to get word to them. It’s of great importance.
Servant: I can’t , indeed. I’ve no idea where they’ve gone.
Henry: Then I must see some member of the family. Servant: Family is away, too --- in Egypt and India, I think.
Henry: There’s been an immense mistake make. They’ll be back before night. Tell them I’ve been here, and that I’ll keep coming till it’s all right, and they needn’t worry.
Servant: I’ll tell them, if they come back, but I’m not expecting them. They said you’d be here in an hour to make inquires, but I must tell you it’s all night, they will be here on time to meet you.
B. Finish the dialogue
A: Attention, please, I’d like to tell you what to do in the coming sports meeting. Get to school a bit earlier, at 7:30 tomorrow morning.
B: What did she say?
C: (She told us to come to school a bit earlier tomorrow morning, at 7:30.)
A: Please wear your sports clothes.
D: What to wear?
E: (She asked us to wear our sport clothes.)
A: Su Peng, please don’t forget to bring your camera. (You have to take some photos.)
F: Pardon?
A: (I asked you not to forget to bring your camera.) I want you to take some photos
If it is necessary, explain the formation of Indirect and Direct Speech.
2. The Present Continuous Tense.
Fill in the blank with proper words
1). Jack ___ (work) in a network company now, and he ___ (like) it very much.
2). I can hear something outside the door. It ___ (sound) as if someone ___ (try) to open the door.
3). Grandma normally ____(live) with us, but she ____ (spend ) the last month in Hangzhou and ____ (go)to stay with uncle next week.
4). They ____ (play) really wonderfully. I ____ (think) they ____ (win) the game.
5). A: That is Alice. I ____ (not think) you ____ her before.
B: Oh yes. We ____ (know) each other, for we ____ (be) at the same school.
6). She ____ (grow) up in that farmhouse in the village. She ____ (miss) it very much and ____ (return) to have a look this weekend.
7). A: There ____ (be) a great film on this week. It _____ (be) an Oscar Prize winner. They ____ (ask) you to go with them tonight.
B: Thanks, but I ____ (see) it in only yesterday.
8). A: I ____ (try) to phone George, but he ____ (be) not at home.
B: He should be. He ____ (leave) school an hour ago.
Answers: 1). is working; likes 2). sounds; is trying 3). lives; spent; is going 4). are playing; think; will win 5). don’t think; have met/met; know; are 6). grew; miss; is returning 7). is; is; asked; saw 8). Tried; was; left
Then check the exercise with the students.
3. The Attributive Clause:
Read the text below and mark out the Attributive Clause and the noun modified by it. If necessary fill in the proper link pronouns.
Penicillin is a kind of medicine ___ is now widely used in hospital. It has played a very important part in saving those ____ have got serious diseases. But do you know anything about the person ____ discovered it?
Penicillin was discovered by a British scientist, Alexander, ____ was born on Aug. 6, 1881. After graduating from a medical university, he worked in a laboratory, where his research began. After World War I, he continued his research for the substances ____ would cure people without bringing harm to human bodies.
In the autumn of 1928, he found through his experiments that penicillin was not harmful to man but it would stop the growth of many dangerous germs. Fleming wrote a paper in ____ he described penicillin in detail. The paper was published in 1929.
The keys are: that/which who who who that which.
4. The Attributive Clause:
California, ____ official nickname is the Golden State, is one of the faster growing states in the United States. It covers an area of great physical diversity(多样性) ____ ____ uplands dominate the landscape. The first people ____ explored and settled California were the Spaniards, ____ gave Spanish names to its two great cities, Los Angels and San Francisco. 1849 was the year ____ Americans came and so was it the year ____ gold was discovered.
The reason ____ the men ____ made movies came to California was that the weather here is fine. The sun allowed them to take pictures outdoor nearly every day in the year. Hollywood, ____ lies in the northern part of the city of Los Angeles, became the movie capital of the world. When oil was discovered, people came to work in the oil field. World War II was period ____ many large airplane factories were built in California.
California, the coastline ____ ____ is 1,200 miles long on the Pacific Ocean, is also one of the country’s leaders in commercial fishing.
The highest mountain in California is Mt. Whitney, a 14,494-foot-high granite peak, ____ ____ one can look down on Death Valley to the east, the lowest point in the United States.
The answers are: whose, of which, who, who, when, when, why, who, which, when, of/in which, on/from which
Revise the Grammar the related to the above exercises.
Lesson 3
Step 1 Warming-up
Introduction of your good friend:
Get one of the students to give a brief introduction to his or her good friends.
Step 2 Writing
Get the students to write a short composition about their own experience.
Ask the students to read their composition out and go over the basic skills of writing.
Step 3 Reporting
Divide the students into several groups and get them to prepare for the film stars and the movies that they favour.
Get the students to report it out, while trying using some related words and the grammar learned in these unit.
Homework
Write another composition about Being a student with good manners.
篇9：Unit 22 Bees Teaching plan (人教版高三英语教案教学设计)
Aims and demands:
通过本单元的教学，学生应能熟练地运用表示“禁止和警告”的常用语；复习定语从句和同位语从句；了解蜜蜂的习性，培养学生对科学研究的兴趣。
Importance and difficulty:
1. words and expressions: one after another, to his astonishment, come up, come to light
2. sentences:
A. Among the different types of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate wit each other.
B. To answer this question, Von Frisch and his co-worker set up a feeding place close to the hive.
C. Back at the hive they watched the wagging dance closely.
3. Grammar: Attributive and appositive clause
A. I still remember the time when I joined the army.
B. The pen which you are using is mine.
C. There is no doubt that this is the only way out.
D. I have no idea whether I will leave or not.
4. Useful expressions:
A. You can’t / mustn’t
B. Look out!
C. Be careful!
D. You’d better not do …
E. Don’t ….
Lesson 85 The language of honey bees (1)
Aims and demands:
Develop the Ss’ reading ability and have a better understanding of the text.
Deal with the language points:
Importance and difficulty: Understanding and the usage of the language points.
Teaching aid: tape recorder
Teaching procedure:
Step 1. Warming up ( picture showing )
T: What are these? ------ bees
T: What kind of people are compared to bees? ---- hard working people
T: Do you know what bees feed on? ----- pollen ( 花粉 ) and nectar ( 花蜜 )
T: Do you like bees? Why or why not?
Ss: People can collect honey made by the honey bees.
I am afraid of being stung / bitten.
T: All female bees have a sting.( bite – bit – bitten )
T: What are these bees doing ? ----- dancing
T: Some are making a circle dance and some are making a semicircle dance.
What do these dances mean?
----The circle dance meant that food was near. The wagging dance meant that food was far away.
Step 2. Reading
Read the text and find out the answer and do the comprehension 2.
Step 3. Careful reading and do the other comprehension
Wb, paper comprehension , Questions.
Reading completion for Unit 21 (Lesson 85)3B DDABD DDBD
1. Which of the following statements is right?
A. All the bees live together.
B. Most bees live together.
C. Many bees live together.
D. Some bees live together.
2. The scientists can study the language of honey bees only after the development of ___.
A. the modern beehive B. experiments
C. dishes of honey D. both A and B
3. You can find out the main idea of the text simply from ___.
A. the title
B. the first sentence of paragraph 1
C. the first sentence of paragraph 2
D. the first sentence of paragraph 3
4. The phrase “tell the bees apart” in paragraph 2 means ____.
A. let the bees live separately
B. tell one bee from the other
C. drive the bees away
D. tear the bees into pieces
5. Karl bon Frisch made an experiment to research __.
A. the food of honey bees
B. the dance of honey bees
C. the hive of honey bees
D. the ways honey bees communicate
6. The marked bee told the other bees by ___.
A. making a circle to the left
B. making a circle to the right
C. performing a circle dance
D. all of the above
7. After the marked bee danced, the other bees ___.
A. danced together B. became very excited
C. seemed not to notice it D. both A and B
8. Different dances indicate different __.
A. food B.feeding places C.steps D.semicircles
9. The circle dance communicates ___.
A. the distance of food B. the information of food C. the amount of food D. both A and B
Step 4. Listen toe the tape and deal with the language points.
1 . It is the honey bee that has most interested scientists.
The scientists are most interested in the honey bee.
The honey bee is most interesting.
2. communicate with : pass information to sb. or to and animal
3. The development of the modern beehive in 1851 made it possible to design.
我发现学习英语口语是很重要的。
I found it important to learn spoken English.
我认为掌握一门外语是很难的。
I think it difficult to master a foreign language.
暴风雨使他们不可能准时出发。
The storm made it impossible for them to start / set out on time.
4. spend…in doing sth.
spend …on sth
5. 先行词是way 的定语从句中，引导词可以是：that , in which , / .
eg. I don’t like the way he acts. ( that he acts. / in which he acts. )
6. again and again
over and over
over and over again
7. one after another
one by one
8. tell… apart : be able to know one from another
The twins are so much alike that we can hardly tell them apart.( tell one from another)
你能辨别这两件东西吗？
Can you tell the two things apart?
9. to one’s astonishment
to one’s surprise
10. The dance seemed to excite the surrounding bees.
The surrounding bees seemed to be excited by the dance.
11. troop: come or go together in a group
12. faraway adj. adv. 作定语时连写，作表语时常分开
nearby adj. adv. prep. 作定语时连写，作其他时有板有3 种形式
nearby , near-by , near by
13. wag: to shake quickly and repeatedly from side to side 摇摆
The dog wagged its tail with pleasure.
Step 5. Wb.
Homework
Lesson 86 The language of honeybees (2)
Aims and demands: Develop the Ss’ reading ability
Importance and difficulty: Have a deeper understanding of the text and develop their reading skill
Teaching aids: tape recorder and slides
Teaching method: reading and writing
Teaching procedure:
Step 1. Revision
T: Do all the bees live in groups? (No.)
Where do other types of bee live? (In holes in the ground, in holes in the rocks or trees.)
What was the name of the scientist who did research into bees? (Karl Bon Frisch.)
Was Bon Frisch a New Zealander ? (No, he was Austrian.)
What was special about the beehive he built for his research? (it had only one honeycomb and a glass wall.)
How did he mark the bees? ( With spots of colour.)
What did the wagging dance mean? (It meant that food was far away.)
What dance means food was near? ( Circle dance.)
Step 2. Reading
Read the text and do the comprehension exercises:
Text comprehension 2
Workbook Ex 1
Paper comprehension
Reading comprehension for Unit 22 Lesson 86 (3B)
1. Skim the passage to figure out what the different dance dances mean and them make a choice.
Dances Meanings
A. a circle dance
B. a wagging dance
C. a faster wagging dance
D. a slower wagging dance 1.Food is closer.
2.Food is farther away.
3.Food is near.
4.Food is far away.
II. Further comprehension (Lesson 86) CCBDC
1. Which is Wrong about the further information the professor and his men discovered?
A. The closer the feeding place is, the faster the wagging dance is.
B. Bees fly a maximum distance of 3.2 km between their hive and a feeding place.
C. The speed of the wagging dance can tell about the amount of food.
D. The direction of the wagging dance tells the direction of the feeding place.
2. Professor Von Frisch did his third experiment to discover ___.
A. whether the wagging dance showed direction
B. how far bees can fly between their hive and a feeding place
C. whether the wagging dance told the bees how far away a feeding place was
D. how the straight part of the wagging dance was different when the sun’s position changed
3. “So another astonishing fact came to light .”The underlined part can be replaced by ___.
A. came up B. was discovered
C. remained unknown D. needed to be checked out
4. ____ can show the different position of the sun.
A. The right part of the wagging dance
B. The left part of the circle dance
C. The straight part of the circle dance
D. The straight part of the wagging dance
5. What can be inferred from the fourth paragraph?
A. Honey bees can pass news of food at high speed.
B. Man can communicate in the same way as honey bees do.
C. Man can learn something from animals’ behavior.
D. The expression “to make a beeline for someone or something” was used centuries ago.
Step 3. Language points
Underline the language points
Step 4. Practice
Practice 3
Note making 4
Wb. Ex 2
Homework : Note making 4
Wb Exercises
Unit 22 Lesson 85~86 Language points
Correct the mistakes if any.
1. It was in this house which we lived last year. that
2. Where was it Mr. Smith met his friend yesterday? That
如何区分定语从句和强调句型
3. It is this house that we lived in last year. 定语从句 （此句的主句为一般现在时，从句为过去时，显然不是强调句。）
4. It was in this house that we lived last year. 强调句。强地点状语
5. It was this house that we built last year. 强调句。 强调宾语
6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees. it
7. The music made this possible for you to fall asleep. it
a. It 在句中可作代词（前面提到过的事物或一个句子， 或一个部分）
---- Look at that girl on the stage . She is already fifty.
----You are joking. She doesn’t look it.
b. it 也可作强调 it
c. It 作形式主语或形式宾语
8. Many people criticized me , but I did what I thought it was right.
9. The twins are so much alike that we can hardly say them apart. tell
tell 常与 can, could , be able to 连用表示区分。识别。
tell…apart
tell… from
10. I don’t like the way which he acts ./ he speaks to his mother. That . in which . /
11. I don’t like the way in which he told me to learn English.
he learned English. Which . that
在定与从句中，当先行词是 way 时，如果在从句中作状语用 that, in which, /;
而在从句中作宾语则用 that , which.
11. In his surprise , he found nobody in the classroom. To
to one’s surprise , astonishment, pleasure, anger, disappointment, joy , delight , happiness…
12. The game was over and the players trooped to home .
go home
troop home
on one’s way home
14. The house is not faraway. Far away
Faraway :作定语时常连写；作表语、状语时则分开。
Nearby : 可作定语、状语，既可连写（nearby）也可分开（near by ） 还可加连字符号（ near-by ）
15. I saw her going to a near-by post-box before lunch.
16. They live nearby ---- less than a kilometer.
17. He gave up his seat to the old man standing near by.
18. What I want is to get farther education. Further
19. Translate:
The farther away the feeding station was, the slower the dance was.
喂食地点越远，蜜蜂舞跳得越慢。
它给孩子们的越多，他们想要的就越多。
The more he gives his children , the more they want.
你越早做那事就越好
The sooner you do it, the better it will be.
20. So another astonishing fact came into light. To
21. 这笔钱直到那位老人临死才透露出来。
The money didn’t come to light until the old man was going to die.
21. The number of students in our class are 53. is
22. A number of students in our class is out by the lake. are
23. Now we have flew a distance of about kilometers. flown
24. As he spoke he made a beeline to the door. for
make a beeline for 走直路， 走近路
head for 前往（某地）
Step 2. Exercises （useful expressions ）
Fill in the blanks with a proper word.(Unit 22)
1. In order to tell the bees apart, he painted some bees with little spots of colour.
2. We set out in search of / for the lost child on a stormy night.
3. A new hospital will be set up next to our school.
4. After a short while , a line of bees fly to and from the hive like a thin stream.
5. Go upward along the path, you’ll find the temple on the top of the hill.
6. The students came into the classroom one after another.
7. He cares more for music than for anything else.
8. When Jack arrived there, he learned Mary had been away for almost an hour.
9. We’ll play a game . Please stand in rows.
10. Don’t get close to the river. It’s dangerous.
11.We solve the problems as soon as they came _up__.
12. Where was it _that__ Mr. Smith met his friend yesterday.
13. The suggestion was made _that__ shops remain open till ten in the evening.
14. Was it because of illness _that__ Tom was absent from school?
Step 3. Practice
Correct the mistakes if any ( Lesson 85~86)
1. It was in this house which we lived last year.
2. Where was it Mr. Smith met his friend yesterday?
3. It is this house that we lived in last year.
4. It was in this house that we lived last year.
5. It was this house that we built last year.
6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees.
7. The music made this possible for you to fall asleep.
8. ---- Look at that girl on the stage . She is already fifty.
----You are joking. She doesn’t look so.
9. Many people criticized me , but I did what I thought it was right.
1. The twins are so much alike that we can hardly say them apart.
2. I don’t like the way which he acts ./ he speaks to his mother.
3. I don’t like the way in which he told me to learn English./he learned English.
4. In his surprise , he found nobody in the classroom.
15. The game was over and the players trooped to home .
16. The house is not faraway.
17. I saw her going to a near-by post-box before lunch.
18. They live nearby ---- less than a kilometer.
19. He gave up his seat to the old man standing near by.
20. What I want is to get farther education.
21. 译：The farther away the feeding station was, the slower the dance was.
它给孩子们的越多，他们想要的就越多。
你越早做那事就越好。
22. So another astonishing fact came into light.
这笔钱直到那位老人临死才透露出来。
23.The number of students in our class are 53.
24. A number of students in our class is out by the lake.
25. Now we have flew a distance of about 2000 kilometers.
26. As he spoke he made a beeline to the door.
Homework
篇10：人教版 高二Teaching plan of Unit 8
Teaching plan of Unit 8
First Aid
Teaching aims and demands
1. goals: Talk about first aid and medicine
Practise talking about what you should do and should not do
Learn to use the Subjunctive Mood (2)
Write a process paragraph.
2. Vocabulary and useful expressions:
Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of
3. Function:
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
4. Grammar:
Subjunctive Mood (虚拟语气2 )
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: a quiz to test the knowledge of first aid.
2. Following the steps of the warming-up on page 57.
Step 2. Pre-reading
1. Show some pictures of people in danger..
2. group work: describe the process of giving first aid.
Step 3. While-reading
1. Scanning: Ss read quickly and discuss
What have you learned from the passage?
2. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Discussion: how to give first aid in various situation.
Step 5. Assignment
surf the internet and get more information about the topic..
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 59--60.
1. The car was upside down and the driver was bleeding and screaming.
Upside down/ scream
Turn the box upside down.
The wind screamed through the tree.
She screamed that there was a mouse under her bed.
2. If I had known more about giving first aid, I could have helped him.
You could stay with us. But you went to the cinema.
If I hadn’t taken the wrong bus, I wouldn’t have missed the contest.
3. People who have witnessed an accident often wish that they had done things differently.
Witness
He witnessed the battle.
Her flushed face witnessed the great excitement she felt.
None could witness that he was present.
4. If we were to panic, we would not be able to help.
Panic
the crowd panicked at the sound of the guns.
There was panic when the fire started.
5. We can also check a person’s pulse by putting a finger on the person’s neck or wrist.
6. if a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop bleeding.
Step 3. Practice
Ss finish Ex 1 and 2 on page 61 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Wb. Ex1 –3 on page 132.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 3 on page 132.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
2.Ss study more examples on p61.
If I had known more about giving first aid, I could have helped them.
If we were to panic, we would not be able to help.
If we were to get hurt trying to save someone, we could not be able to help.
Many hospitals recommend that we use the letters DR ABC to remember what to do when we have to think fast.
3.More exercises to consolidate the Grammar.
.EX1-3 on p61-62
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 131
2. Ss make notes during the discussion, and try to make the process clear in mind.
Step 4. Speaking
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
.Step 5. Assignment
Finish Wb Ex 1 -4on P133
Period 4.
Step 1. Warming up
Ask Ss some questions about how to give first aid:
Step 2. Reading
1. Ss read the passage on P134:
First aid right and wrong
2. Help Ss to understand the passage entirely.
3. Finish the comprehending EX on P135
Step 3. Writing
a. read the passage quickly and get a main idea of dealing common injuries.
b. Finish the writing task on p 64.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 58.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-4 on p 130 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers the right process of giving first aid.
2. Ss exchange their writing and correct the mistakes.
3. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a process.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a lecture on first aid.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 136. It is very important to improve their learning and let them have a sense of achieving gradually.
篇11：人教版 高二Teaching Plan of Unit 5
Teaching Plan of Unit 5
School: Wenzhou No. 14 Middle School
Teacher: Shen Yong-ming
Unit5 The Silver Screen
Period Two
Goals: (reading)
Improve their reading and writing abilities
Learn about a famous director Steven Spielberg
Practice writing about a life story
Step1. Review: talk about Meryl Streep and Keanu Reeves
Step2. Introduce the new. Show some clips of White Shark, Forrest Gump to get the students interested in the director
Step3. Present the new text.
Skim the text with the following questions (show three questions on the flashboard).
Getting to know SP and Steven Spielberg(Is there any diffrence?) >title:
How many parts can we divide the text? Why?
In which order is the text organized?
Step4. Listen to the text to get more information part after part
1946
12
13
16
1975
1982
1993
Step5. Retell it part after part with the help of these time clues.
Step6. Activity: Free talk(learn more about western culture)
what do you know about Steven?
What does he want to show us in most of his films?
What makes him produce such films?
Step7. Write a summary of Steven Spielberg’s life story
Steven Spielberg was born in 1946 in a small town in America.He started making short films when he was still a young boy. In 1959,he won a prize for a short film. He made a film called Fierlight at the age of 16. Jaws, one of his films, is about a big white shark that attacks swimmers who are spending holidays in a small village by the sea. Spielberg has also made two films about outer space,one of which is called ET.It is about a young boy who makes friends with a small creature from outer space. The other is Jurassic Park. It is about a very rich man who keeps different kinds of dinosaurs when the park is hit by the storm.
Step8.
Practice writing a summary of a famous star.The students are required to use some new words and phrases that they’ve just learned in the text
根据汉语提示写一篇短文.(80-120 words)
朱莉娅罗伯茨(Julia Roberts)1967年出生于美国。父亲从事戏剧工作。因此她和哥哥从小对表演很感兴趣。中学毕业后，她跟随哥哥去了纽约.后来在哥哥的帮助下她在电影血红(Blood Red)中扮演了一个小角色。接下来的几年里，她又在几部戏中扮演了不同的角色。她的事业真的成功是在1990年。这一年，她在电影漂亮女人(Pretty Woman)里出色扮演了一个追求爱情和独立的女性。从此，她被世人认为是一位漂亮的，长着一张大嘴的全世界最优秀的演员之一
possible version:
Julia Roberts was born in America in 1967. Her father works on drama, so she and her brother were interested in acting when they were still children. After high school, she followed her brother to New York . With her brother’s help,she played an unimportant role in the film Blood Red. During the following years, she played other different roles in several films. But her career really took off in 1990. In the same year ,she succeeded in playing a woman who is after true love and independence in the movie Pretty Woman. From then on, she has been regarded one of the top actresses in the world who is very beautiful with a pretty big mouth.
教学后记：本单元话题是“银屏”。要求学生通过本单元的学习，能了解中外银屏知识，拓宽视野；学习相关英文表达方式；并能口语谈论话题，独立完成描述明星等人物的写作；同时，学习明星通过奋斗去实现梦想。因此，此教案提供了大量学生训练的各方面素材以及处理方式。尤其是充分利用多媒体给同学们展示了鲜活生动的画面辅助教学，大大的促进了学生对话题的理解和参与的积极性。
篇12：Unit 3 Going Places teaching plan(人教版高一英语教案教学设计)
The 1st Period
Teaching objectives and demands:
1. The activity is designed to encourage students to think about going places and traveling and to activate relevant vocabulary.
2. Ask the students to discuss the advantages and disadvantages of different means of transportation, plan a route and explain the plan
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
Teaching procedures:
Step 1. Warming up
1. Brain-storming
When we talk about traveling, what can we think of?
2. Back-up questions:
How can we go there? (transports)
Where are we going? (destination)
With whom are we going traveling?(accompanies)
What can we eat? (food)…
3. Compare different transports and discuss in a 4-person group and tick the transport if it suits the condition.
Bus Train Ship Air-plane
Long-distance
Short-distance
On land
Alone
Without much money
Discuss the best transport for students of Senior One in Beijing to travel to Shanghai.
Step 2 Listening
Boarding calls commonly heard in airports and wrote down the information they hear.
Extension
1. Excuse me, I am flying to Japan today, but I don’t know where I should gop. Could you please help me?
2. Excuse me, can you help me ? I am flying to Changsha and it says on my ticket that the gate is A25. Well, this is gate A25, but there’s no one here.
3. Hi, excuse me, I need some help. I am going to Paris at 11:45. Someone told me that there’s been a change. Do you know anything about that?
Extension Ask the Ss to write announcements about the following situations. the announcements can be read to the class or used for pair work.
1. Flight 225 to NewYork has been delayed and will depart one hour later.
(Ladies and gentlemen, your attention please. Flight 225 to NewYork has been delayed and will depart one hour later.)
2. Flight 2312 from Nanjing to Shanghai will depart from Gate D5 in twenty minutes.
3. Flight 778 to Berlin will depart from gate C3, not gate C7.
Extension 3 Page 97 workbook airport theme.
1. Your attention, please. Flight CA1145 from Beijing to Tokyo is now boarding at agte D45.Please get your boarding cards ready and go to the gate.
2. Ladies and gentlemen, may I have your attention pelse? The gate for flight UA445 from Beijing to Changsha has been changed. The new gate is gate A15. We will begin boarding in about ten minutes. Thank you.
3. Attention all passengers on flight SE3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready to board the flight at gate E34. Thank you.
key to the listening exercise:
Beijing Forbidden City, Great wall, Tian’an men Square Train
Paris /France Eiffel Tower, Museum,saw “Mona Lisa” Bus and lift
North Pole/South Pole Walked, saw animals plane, walked
The Moon looked at the earth, jumped Spaceship
In the Ocean Looked at fish Swam had to swim
Step 3.Speaking
Time machine
Useful Expressions:
I would like to travel to the year…
I would like to know what life was like….years ago
I want to know what life will be like … years from now
To which year do you want to go?
Do you want to travel to the future or to the past?
Step 4. Homework
(1) Finish off the exercises of Unit 3 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
The Second Period
Teaching objectives
1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
2. Offer the students chances of self-culture by working in groups and seeking information about the adventure travel out-
3. Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Report in class
A student is asked to report something interesting he or she picks up from newspaper or magazines.
Step 2.Review and check
Ss have a word dictation and check their homework in workbook
Step 3 Notes:
1. travel,journey, trip,and voyage
travel is uncountable,and means much the same as traveling in general.
Journey is countable, a long distance from one place to another.
trip is a return journey,is often used together with the activity which is the reason for the journey
voyage journey at sea
2. round-trip ticket,one-way ticket
Step 4 pre-reading (group work )
Many people like traveling, but for what reasons do people like it?
It takes time and costs money
It may not be as comfortable as you are at home.
Why do people like traveling? can you give /name any reasons?
Step 5 Reading Listen to tape and finish the following items
The reading states that people are beginning to travel for new reasons.
for a change, fun ,knowledge, sightseeing
1. to see famous and nature beauty
2. to meet new people
3. to try new kinds of food
4. to experience life in other places
5. to get away from the bad weather
6. to look for an unusual experience and adventure
Hiking
Hiking is a good way to combine exercise, travel, and adventure.
Hiking is easy, fun and cheap.
A hike will be more successful if you put safety first and plan the hike carefully.
Good points Bad Points
1.close to nature Dangerous
2.inexpensive,cheap Uncomfortable
3.fun and exciting easy to get tired, exhausting, tiring
4.good to take fresh air no fun, inconvenient
5. easy to do and helpful t take exercise boring, long walking with heavy bags
6.not much equipment unhealthy food
7.easy to decide where to go and stay poor living conditions(sleep in open air)
Rafting
Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous white water rafting.
There are basic safety rules and skills you must learn before you go rafting. P18
1.the basic equipment a raft, paddles, good clothes, helmet, life jacket
2.the places to travel on rivers or streams or whitewater
3.activities to do try whitewater fating to be careful not to hit rocks trees and other dangers think about safety, wear good clothes
4.basic skills how to handle the raft, paddle and to get in and out the raft, how to swim
Suggestions for some vocabulary of the reading text:
what is the text about?
what kind of words will be used?
adventure travel
hiking
equipment
hike
basic
excitement
streams
life jacket
Step 6 Post-reading
Key to post –reading exercise 1 1.a 2.b 3.d 4.d 5.c
Similarities Hiking Rafting
Step7. Homework
(1) workbook
(2) Revise the key points of this Unit.
Evaluation of teaching:
The Third Period
Teaching aims and demands
1. The students are asked to master the Grammar
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading -Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Language study
Task: writing about 60 words to finish the story
We paddle all day today. We saw monkeys in the trees, but we saw no human being. We like our canoe. It is a local canoe made of solid wood. The river is fast-flowing and there are some rapids. We had to get out and carry the canoe in some places. It was very happy!
What a terrible day! We paddled all morning. The river got narrower and narrower. there were bends in the river and lots of rocks. At about midday, the river disappeared. We saw a wall of white water in front of us. It was a huge waterfall. At the bottom of the waterfall were lots of sharp rocks. We made our way between the rocks to a small beach below the water. It was very hard work because the water was so fats. Then we had to carry the canoe on our heads up the steep bank of the river to the top of the fall.
It took us two hours to carry, push and pull the canoe all the way up the side of the waterfall. We stopped at the top and put down the heavy, awkward canoe in a small pool. We drank some water form our bottle sand lay ,exhausted, in the shade.
Suddenly, Alex shouted, “where is canoe? ”I sat up and started at the pool. The canoe had gone.” There!” Screamed Paddy. Then I saw it. The canoe had drifted out into the river. It was almost at the top of waterfall.
Step 3 Integrating skills
echo-trip
The trip should combine travel and learning about the environment. (Red-river village, snow-Mountain)
Discussion
where he wants to go and why and try to get the others to agree
1. Decide who will represent each destination
2. Prepare a role card based on the example in the book/
3. 3.Complete the role cards
4. Review the rules of the discussion.
5. Let each group member introduce himself and state their opinion
6. When each member has stated his opinion, ask question, discuss, and debate
7. Try to reach a decision
Step 4 Grammar
P19 Ex1
Common words used in continuous tense
go, come ,leave. start. arrive, get ,return ,fly ,meet, stay, see….off, take off ,die
3.Extra Exercise
Step 5 Writing
Step 6 Homework
(1) Finish off the work in work book
(2) change the 10 sentences into indirect speech
(3) Try to write a news story in about 100 words on page 88
(4) Revise the grammar on page 178 to page 180
Evaluation of teaching:
The Fourth Period
Teaching aims and demands
1. Integrating Skill
2. Grammar and writing
3. Get the students to write an email
Key points: 1. Useful expressions; 2.writing 3.grammar
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
(2)A test for unit 1
To get the students to Review the grammar and write the passage on page 88
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. “We run this restaurant to make friends,” says the manager, Hu Ming.
But the students’ parents say that they are unhappy about this. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.
All the managers say that running a business takes a lot of time. “We don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.
But Liu Tao says they are doing OK.
3 Answers may vary. Possible titles/headlines include “Study First or Business First?” “Students Running Bar”
Step 2. Integrating Skill
Instruction: The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the “5-star friend” activity in the student’s book.
Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).
Suggested answers
1 C
2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.
3 List the characteristics of each kind of friend:
A fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)
A school friend studies and plays together with you, sees you in school. (students can add more)
A forever friend knows everything about you, always listens to you. (students can add more)
4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.
5 Answers may vary.
6 You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.
7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.
8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.
Step 3 Writing
Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.
ASSESSING
A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their “comfort level” and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
Step 4. Post -INTEGRATING SKILLS
Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.
Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.
Sample E-mail
Hi Jane:
My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.
Xiao Fei
Assessment Criteria:
An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
(3) Summary the key points in this unit
Evaluation of teaching:
The Fifth period Students have an Integrating examination
The Sixth period Teachers comment the examination and Review the unit.
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篇13：人教版 高二 Teaching Plan for Senior Two (unit1-10)
Teaching Plan for Senior Two
Unit One Making a difference
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 Procedures:
Step I Warming up
1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?
(Bb) Scientists Contributions
Maria Curie Radium /Polonium
Albert Einstein The Theory of Relativity
…
2.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.
(It is the way he uses his tools that makes a successful scientist.
A successful scientist must have much imagination and intelligence and he must be creative and hard-working.
Asuccessful 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 quotes on page 1.do you know what they mean? And do you agree?
天才就是百分之九十九的汗水加上百分之一的灵感。
想象力比知识更重要。
生活中没有什么可怕的东西，只有需要理解的东西。
分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。
T: Do you know any other quotes about science and thinking?
Wisdom is only found in truth. -- Johann Wolfgang von Goethe.
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.
Step IV Language points (computer)
1．It takes a very unusual mind to undertake the analysis of the obvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：He undertook the difficult task willingly．
他欣然承担那项困难的工作。
1 will undertake the responsibility for you．
我会为你负起责任。
vt.着手，进行，企图+名词
例：He undertook a new experiment．
他着手一项新的实验。
(2)analysis复数形式andyses．analyse vt．
A chemical analysis化学分析
We made a careful analysis of the problem．
我们仔细分析了那个问题。
(3)obvious adj. (more obvious，most obvious)
明显的，明白的，显而易见的
obviously adv．
例：He told her an obvious lie．
他对她扯了一个明显的谎言。
It is obvious that…．…是显然的。
例：It is quite obvious that he didn't do it himself．
显然他没有亲自去做。
It seemed obvious that he suffered from a bad cold．
显然他得了重感冒。
2．There is no doubt that． 毫无疑问 ．．
例：There is no doubt that our team will win．
我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ? (疑问句用that)
你怀疑他已通过期末考试了吗?
I doubt whether he is the best man for the job．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
Homework
Preview the reading material.
Review the words and expressions in this period.
Step V The Design of the Writing on the Bb
Unit 1 Making a difference
The First Period
Scientists Contributions
Madame Curie Radium/Polonium
Edison The light bulb
Einstein The Theory of Relativity
…
The Second &Third 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 Procedures:
Step I Lead-in and Pre-reading
T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is?
( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )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.
Answers:1 Because he wanted a job.
2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
3 In , 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.
What did Stephen Hawking do when he was told that he had an incurable disease?
1. How would most people feel when they were told that they had incurable disease?
2. What did Hawking write in 1988?
3. What did Hawking explain in the book ?
4. According to Hawking, how do people misunderstand science?
5. What are the basic steps of the scientific method?
6. What is it that Hawking doesn’t like about his speech computer?
Step III language points
1.There didn't seem much point in working on my PhD-I didn't expec to survive that long
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(Doctor of Philosophy ) 指“博士学位”
2.There is no point in doing sth．表示“做某事没有作用或没有意义”。
例：There is no point in arguing further．
继续争执下去没有意义了。
There is no point in protesting．It won’t help much．
抗议没有什么用处，于事无补。
3. that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：I didn't expect he was that rude．
我没料到他会那么粗鲁。
I have never been out this late before．
我从未在外面呆到这么晚过。
Please cut my hair about this much．
请把我的头发剪掉这么长。
4．Yet two years had gone by and I was not that much worse．
但两年过去了，我的情况却没那么糟糕。
Go by意思是“(时间)过去”。
例：Time went by so quickly．We are already at the end of our summer holiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirty years went by and her hair was beginning to turn gray．
三十年过去了，她的头发开始变白了。
5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／be engaged to sb．“与某人订婚”
例：Did you hear they have got engaged last month?
你有没有听说他们上个月订婚的消息?
Tom got engaged to Mary，whom he had met on the train．
汤姆和玛丽订婚了，他们在火车上认识的。
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的
例：She was engaged in protecting wild birds．
她从事保护野生鸟类的工作。
Right now I’m engaged．
我现在正忙着。
be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．
例：The line／number is engaged。线路被占用。
engagement n．订婚(to)
例：announce one's engagement to…宣布与…订婚
break off one's engagement解除婚约，解约
engagement ring订婚戒指(戴在左手无名指上)
6．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．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．
例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
天气预报说今天下午有雨，其实今天天气非常好。
The lecture turned out to be very dull．
讲座结果很无聊。
Everything turned out well．一切顺遂。
The rumor turned out (to be) true．那谣言后来证明是真的。
It turned out (that) two travelers had been killed
后来证实(查明)有两位旅客丧生。
turn out vi. (为集会等)外出，去。
turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等)
turn out vt. (可分开用 ) 生产 (产品)，出产
例：The factory can turn out l000cars a day．
这家工厂一天能生产1000辆汽车。
7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance．
直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study．
只有这样你才能在英语学习上取得进步。
Only when you finish your homework can you go out to play football．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。
He only works when he's got homework．
他只在有家庭作业时才做功课。
I've only seen him once．
我只见过他一次。
8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Can you imagine life with out electricity?
你能想像没有电的生活吗?
The gir1 tried to imagine the gentleman as her father．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：I didn't imagine becoming a writer in my childhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：I can't imagine her marrying him．
我无法想像她和他结婚。
imagine+(that)…／wh-想像…；想…，推测 (不可用进行时)
例：Imagine you are a bird．
想像你是一只鸟。
Can you imagine how much 1 was surprised to see it ?
你能想像我看见它后感到多么惊讶吗?
Iimagine (that) I have met you somewhere before．
我想以前曾在哪里见过你。
Can you imagine what he is doing?
你能猜测他在做什么吗?
(Just) imagine (it) ! 想想看!
Imagination (名) imaginative (形)
promising (形) 有希望的，有前途的，前途光明的
例：a promising actress有前途的女演员
9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．
他们找寻避雨的地方。
He found it worthless to seek fame．
他发现追求名声是不值得的。
We must seek (for) a solution to the problem
我们必须寻求解决问题的方法。
seek+名 征求，请求 ，
He sought his doctor's advice．
他向医生请教(征求医生的意见)。
Step IV 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.
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.
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 Fourth Period
Teaching Aims:
Review the words learnt in the last two periods.
Learn how to explain the words in English.
Learn and master the usages of the Infinitive.
Teaching Important Points:
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:the blackboard
Teaching Procedures:
Step I Revision
Have a dictation of some words and expressions..
Step II Word Study
T: 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（详解见后）
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.
Homework
TFinish all the exx in Grammar. Preview the content in Integrating skills.
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.
Record after teaching:
The Fifth 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 computer 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?
……
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?
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 Fifth 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 .
Record after teaching:
Period 6 Review and Exercises.
Unit Two News media
Period 1 Warming up & Listening
Teaching Aims:
1. Talk about news and the media
2.Train the students' listening ability by listening and answering some relative questions.
3. master the following words: reliable, elct, go up, burn down, injure…
Teaching Important Points:
1. Master the useful words and expressions in this period
2. Training the Ss’listening and speaking ability
Teaching Difficult Points:
How to help Ss understand the listening material exactly
How to help improve their speaking ability
Teaching Methods:
Listening-and answering activity to help the Ss qo through the listening material
Individual, pair or group work to make the Ss finish the speaking task
Teaching Aids:a computer, a recorder, the Bb
Teaching Procedures:
Step 1: Greet and Lead-in
Greet the whole class.
Lead in the new unit by asking:the Olympic Games are going on, how can we know the details of the games? For example, how many golden medals have we got? (By reading newspapers and magazines,watching TV, listening to the radio, also by a website.) In Nglish we call it news media.
Step 2: Warming up
Please open the book at page 9. Look at the pictures and discuss the following questions in pairs:
1. Which of the news media above is the most reliable? Why?
2. How are the media above different from each other?
3. How do you know whether what you hear, see and read is true?
4. Do you know how a newspaper is made?
(Background information:
新闻媒介的基本类型和特点各是什么？
六种主要的大众传媒：口语、书籍、报纸、广播、电视、互联网。
1.报纸。便于保存和检索；新闻性较强；读者可以反复阅读，认真思考。但是，它受读者文化程度的限制，发行需要一定的时间。
2.新闻杂志，是以传播和解释国内外重大新闻为主要内容的一种杂志，由于出版周期不同，分为周刊、半月刊和月刊等。周刊因为比较符合人们的工作节奏和生活习性，时效性较半月刊和月刊强，所以在世界新闻杂志中占据绝大多数，我国也一样。相对于报纸等其他新闻媒介而言，新闻杂志表现新闻的方式更多的是提供新闻的背景资料（有时提供背景材料比新闻事件本身更重要），并且以此说明新闻的发生对现在以及将来的影响。也就是说，它不是像其他新闻媒介那样着重报道动态新闻，而是对新闻事件进行有纵深、有广度、有背景、有分析、有评论的深层报道。从事新闻杂志工作的业内人士也常说：新闻杂志与报纸相比的一个优势是“后发制人”，这种后发制人意味着它的大量的报道必须具有深刻性或者深入性，如同当各种媒介以它们各自的特点关注着露出海面的冰山一角时，新闻杂志则把目光更多地投入到了海面以下那巨大的山体。
3.广播。比报纸具有感染力；不受文化程度限制；传播迅速。但是，其保留性差；无法对文字进行深度开掘。
4.电视。有感染力和说服力；不受文化程度限制；传播迅速。但是，其保留性差。
5.网络“第四大众传媒”
公认的大众传媒主要包括报纸、广播、杂志、书籍和电影等六大媒介。随着数字化技术的发展，电脑硬件的更新换代，互联网技术迅速普及和网站的大量建立，互联网正成为一种新的媒体广泛进入人们的生活。如今，国际上已把互联网纳入六大媒介中，并将其称为继报纸、广播、电视之后的“第四大众传媒”。这说明，人们已经认同了互联网的作用，能够同报纸、广播、电视等新闻媒介一样，广泛地传递新闻信息。
依托于互联网进行的新闻传播活动，具备了其许多的优势，这主要表现在：
（1）．包容了传统传播媒介的所有信息形式，整合了文字、声音、图象等多种传播的方式，实现了真正意义上的“多媒体”。
（2）．传播质量得以提升，受干扰程度降低，接收效果的物质实体有了保证。
（3）．能够以不同的方式和手段，灵活的报道同一事件，不致使人产生疲劳感和厌烦。
此外，就网络新闻本身而言，除了具备了网络所共有的优势之外，它还具有时效性强、容量大、速度快、超地域、超链接、可检索等特点，这些都猛烈的冲击着传统的新闻出版方式乃至整个新闻出版产业。)
Step 2: Listening(SB page 10)
T: Now let’s come to the listening. We are going to listen to two parts of conversations.The first part is an interview; the second part is a dialogue. Listen carefully to what is said in each part. I’ll play the tape twice. (after listening) Please work in pairs to talk about the questions in Exercises 2, 3,4.
(Check the answer with the whole class)
Step 3 Key Words
1. Which of the news media above is the most reliable? 以上的新闻媒体中哪一种最可靠？
reliable adj. 可信赖的; 可依靠的； 确定的
They are reliable friends. 他们是可信赖的朋友。
Is the source of the information reliable? 那个消息的来源可靠吗？
[链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性
2. The man was fired. 那个人被解雇了。
fire的动词用法
(1) 解雇，开除
The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。
(2) 发射
He fired his gun at the big snake. 他开枪打那条大蛇。
(3) 激发（人、感情等），使充满热情
The story fired his imagination. 这个故事激发了他的想象力。
3. The man faced difficulties.
(1) face v.t. 面临（困难等），应付， 面对；（危险、困难等）迫近
e.g. We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。
[短语]
be faced with 面临，面对
face up to面对；承担
face the music接受（不愉快的后果或情况）
e.g. I was faced with a new problem.
She couldn’t face up to the fact that she was no longer young.
她无法面对自己不再年轻的现实。
The boy was caught cheating in the examination and had to face the music.
那个男孩被发现考试作弊，不得不接受惩罚。
(2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。
e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。
We will face many difficulties in the future. 将来我们要面临许多难题。
4. The man was generous.
generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的
e.g. He is generous with his money. 他出手大方。
He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。
[链接] generous adv. 慷慨地 generosity n. 慷慨大方
The design of the writing on the Bb:
Unit 2 New Media
Five news media: website, radio, Tv, magazine, newspaper
Useful words and expressions: (step 3)
Homework:
1. Read the new words.
2. Keep the Language Points in mind.
3. Get reading for Speaking
Record after teaching:
Period 2 Listening(WB page 88) & Speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Train the students’ speaking ability.
Teaching Important Points:
1. Master the useful words and expressions in this period
2. Training the Ss’listening and speaking ability
Teaching Difficult Points:
How to help improve their listening ability
How to help improve their speaking ability
Teaching Methods:
Listening-and answering activity to help the Ss qo through the listening material
Group work to make the Ss finish the speaking task
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class.
Step 2 Listening(WB page 88)
Now let’s come to the listening. The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today. Listen carefully to what is said in the text. I’ll play the tape twice. (Check the answer with the whole class)
Step 3 Speaking(SB page 10)
Now it’s time for us to be a editor of a newspaper. Here is a list of ten things that happened today( on the screen)You only need to report five of them. Work in groups to diacuss. And then I’ll ask you t act out your dialogue. You can use the useful expressions in your book.. (walk around and give them help if necessary).
Step 4 Key Words and Expressions:
1. Below is a list of ten things that happened today. 以下列出了今天发生的十件事。
本句为倒装句，正常语序应为：A list of ten things that happened today is below.
below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away, down, in, off, out, over, up, above, below, here, there及介词短语与分词。
Here is a seat for you.这儿有你的一个座位。
There goes the bell!铃响了。
Written on the blackboard are the names of those who were late yesterday.黑板上写着昨天迟到的人的名字。
2. France elected a new president.
elect v.t. 选举，推选
e.g. They elected a president. / They elected him as President. 他们选举了总统。/ 他们选举他为总统。
注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。
e.g. Our classmates elected him as/to be/our/as our monitor.
They elected the old man to be chairman of the club.他们推选那位老人为俱乐部主席。
[辨析] elect, pick out, choose
elect是指通过正式手续的选举。
e.g. Roosevelt was elected four times to the presidency of the U.S.A.罗斯福四次当选为美国总统。
choose通常指在所提供的对象中，凭个人的判断力进行选择。
e.g. We had to choose between leaving early and paying for a taxi.我们不得不在早点动身和雇计程车中间作出选择。
There are ten to choose from.
pick out比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。
e.g. She picked out a scarf to wear with the dress.她挑选了一条围巾以配上她穿的衣服。
3. Food prices are going up. 食品价格在上涨。
go up上升，增长，提高
e.g. The temperature has gone up.
The lift went up to the fourth floor. 电梯升到了四楼。
4. A house in your city burnt down. Nobody was injured.你们镇上一座房子被烧毁。无人员伤亡。
(1) burn down 烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱
These houses were burnt down to the ground. 这些房子被烧毁。
The fire is burning down, get some more coal please.
[比较] burn up烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来
e.g. Put some wood on the fire and make it burn up.
(2) injure v.t. 使受伤；损害，伤害（感情）
e.g. The boy injured his leg.
In the accident his back was seriously injured.
I hope I didn’t injure her feeling.
[辨析] injure, wound, hurt, harm的区别：
injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。
e.g. In the traffic accident, two were killed and three get injured.在交通事故中，两人遇难，三人受伤。
He was so injured in his pride that he stayed at home all day without meeting anyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。
wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。
e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。
The bullet wounded his arm.子弹打伤了他的胳膊。
hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。
e.g. Luckily no one was seriously hurt in the car accident.
The girl fell off her bike, and one of her legs hurt.
harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。
e.g. There was a fire in our street, but no one was harmed.
Getting up early won’t harm you! 早起对你没有害处。
Homework:
1. Read the new words.
2. Keep the language points above in mind
3. Get ready for reading.
The design of the writing on the Bb:
Unit 2 news media
Key words and expressions(step4)
Record after teaching:
Period 3-4 Pre-reading/Reading/Post-reading
Teaching Aims:
1. Train the students' reading ability,especially the skills of summarizing and scanning.
2. Study and have a good grasp of some key words and phrases.
Teaching Important Points:
1. words and phrases:more than, relate to, for once, be addicated to, on all sides, inform, experienced, switch,etc.
2. Understand the passage excatly.
Teaching Difficult Points:
How to help the Ss learn more about reporters and newspapers.
Teaching Methods:
1.Fast reading to get the general idea of the text.
2.Careful reading to further understand the text.
3.Individual, pair or group work to make every student take an active part in the activities in class.
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 Reading
We have talked a lot about news media. Today we are going to read a passage about reporters and newspapers. Scan the text , try to get the general idea of the text. and finish pre-reading.(1 and 6)
Now please read the text again carefully, and find the answers to the questions on the screen.
1.Do newspapers and other media simply record what happens?
2.Who were asked to be interviewed? And why?
3. Whom do Why?
4. And what is the person’s job?
5. Is interviewing someone easy? What must a reporter know?
6. When an interview is finished,what should the reporter do?
7. Which of the articles that they have written do they like best? Why?
8. What could they write about if they could write any article? Why?
9. What is the basic task for a reporter?
10.What result can TV programmes and printed articles bring to us?
(check the answers)
Step 3 Language Points:
1. Newspapers and other media do more than simply record what happens.报纸和其他媒介并不仅仅记录已发生的事情。
(1) 该句中的do是助动词，起强调作用，用以加强说话者的语气。
e.g. Do remember to remind me to return the book I borrowed from you.
(2) more than不仅仅；极为，非常；多于；难以；不能
e.g. She’s more than a teacher to us.
The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。
We are more than pleased with the results. 我们对结果极为满意。
He has more than 300 pictures.
This room is three time larger than that one.这个房间比那个房间大两倍。
The old man is two times older than I am. 这个老人的年龄比我大一倍。
That is more than I can tell. 那是怎么回事我实在难说。
2. Experienced editors and reporters make informed decisions about what events to report and how to report them.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。
(1) 句中的experienced(富有经验的)和informed(见识广的，有知识的) 都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。
e.g. a fallen tree一棵倒下的树 a broken chair一把破椅子 stolen cultural relics被盗的文物
(2) informed adj. 明智的，有知识的，了解情况的
e.g. He is a well-informed man.他是个消息灵通的人。
es a reporter have to discuss with before he/she decides what to write?
inform的用法:
inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑问词＋不定式
e.g. The singer informed us of their arrival.歌手们把他们到来的消息告诉了我们。
The nurse informed me that visiting hours were over.护士告诉我探病时间已经结束了。
Who informed you when to start? 是谁告诉你们出发时间的？
3. They also make sure that readers can relate to the stories.他们还要确保报道的内容与读者的生活密切相关。
relate v.i. & v.t （和～）相关；涉及；把～与～关联起来
e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。
We should learn to relate the results to the causes.我们应该学会把结果与原因联系起来看问题。
Light industry is closely related to the people’s life.轻工业与人们的生活有密切的关系。
4. The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。
(1) switch v. 转换，改变
e.g. He is always switching jobs. 他总变换工作。
He switched the recorder to the “off” position.他将录音机拧到“关”的位置。
(2) for once 就这（那）一次
e.g. For once they broke the rule.这一次，他们违规了。
For once our manager came late. 我们的经理这次来晚了。
He beat me for once.他只有一次赢了我。
(2) rather than的特点是连接前后两个平行结构，即要求前后成分要一致。
e.g. He decided to write to rather than (to) phone.他决定写信而不打电话了。
I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。
He was engaging in writing a letter rather than reading a newspaper.他正忙着写信而
不是看报纸。
5. After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。
(1) present vt.呈现；描述；介绍；赠送
e.g. When will you present your report?你什么时候提出报告？
The government presented cars to the hospitals. 政府向医院赠送了一些车。
Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。
(3) reflect vt. 反映；表现；反射；映出
e.g. This letter is sure to reflect our real opinion.这封信会反映出我们的真实意见。
Her face was reflected in the mirror.她的脸映现在镜子里。
Mirrors reflect light.镜子能反射光线。
6. My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。
(1) 本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。
e.g. I haven’t a pen. Can you lend me one?
指代可数名词复数用ones。
e.g. On the desk there is a red pencil and two black ones.
(2)effort n. [U,C]努力；艰难的尝试；努力的结果
e.g. He did it without effort.他毫不费力地完成那件事
[短语] make an effort努力，尽力 spare no effort不遗余力
7.I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。
(1) seldom adv. 很少；不常；难得
[扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。
e.g. Seldom does he quarrel with others.
Never did I dream of seeing him in America.
Never before have so many people come to see him.
Not a single word did she say.
(2)be / get / become addicted to sth. / doing sth.对~成瘾/成癖
e.g. It doesn’t take long to become addicted to these drugs.服用这些毒品不要多长时间就会上瘾。
It’s a pity that her child has got addicted to smoking.真可怜，她的孩子抽烟上瘾了。
Some children are addicted to computer games / TV.(喻)一些孩子玩电脑游戏/看电视上了瘾。
He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。
8.We shouldn’t ignore what happens even if it is difficult for people to accept some stories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。
(1) ignore v.t. 不理睬；忽视
e.g. You shouldn’t ignore your father’s advice.你不该无视父亲的忠告。
I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。
(2) even if / even though即使，尽管
e.g. The young man didn’t lose heart even if he had failed many times in finding a job.这个年轻人没有放弃，尽管他多次未能找到工作。
9.The media can often help solve problems and draw attentions to situations where help is needed.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。
draw attention to关注某事 draw / attract one’s attention引起某人的注意
e.g. This article will draw attention to farmers and agriculture.这篇文章奖让人关注农民和农业问题。
The fallen leaves drew /attracted the worker’s attention.这些落叶引起了那个工人的注意。
He drew my attention to a mistake in my homework.他要我注意作业中的一处错误。
10.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。
(1) on all sides(=on every side) 在各方面，四面八方
e.g. They were trapped with enemies on all sides.他们四面楚歌。
The enemy were attacking on all sides.敌人从四面八方发起进攻。
(4) tolerate v.t. 容忍，忍受，允许
e.g. I can’t tolerate that loud music / that kind of behavior.我无法忍受那么响的音乐/那种行径。
Cheating on exams cant’ be tolerated. 考试作弊是不能容忍的。
11. I would not believe it, but I might check other sources and maybe change my mind.
change one’s mind改变主意
e.g. Since getting to know him better, I have changed my mind about him.更深入地了解以后，我改变了我对他地看法。
[相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one’s mind 精神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事
12.Famous people are often asked for their opinions on current affairs.名人经常接受采访、被问及对时事地看法
current affairs 当前的事件；时事
affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）
e.g. The minister deals with important affairs of State.这位大臣处理重要的国务。
current adj. 此刻的，现时的，当前的
e.g. current fashions时装 current events时事
Step 4 Discussion
Now you must have known about reporters and newspapers better. So let’s have a discussion. Look at the questios3 and 4 on page12, and work in pairs to talk about them..Then I’ll ask some of you to report. (encourage Ss to express their own opinion)
Homework:
1. Read the text.
2. Try to remember what have been taught above.
3. Work Book p89-90
The design of the writing on the Bb:
Unit 2 New Media
Language points (step3)
Record after teaching:
Period 5 Language Study & Grammar
Teaching Aims:
1. Review the words learned in Reading.
2. Grammar Study: The Past Participle used as Attribute and Predicative
Teaching Important Points:
How to guess the missing verbs and use them correctly according to the given sentences.
Help Ss master the Past Participle as Attribute and Predicative.
Teaching Difficult Points:
How to use the Past Participle correctly.
Teaching Methods:
Practising to finish each task in Word Study and Grammar.
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 check homework
Step 3 word study do exercise 1 on page 13
Step 4Grammar语法详释(computer)
The Past Participle used as Attribute and Predicative过去分词作定语和表语
过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。
1．过去分词作定语
(1) 在句中的位置
单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
a broken heart一颗破碎的心 a lost dog丧家之犬 a risen sun已升起的太阳
an organized trip有组织的旅行 a broken glass被打破的玻璃杯
a trip organized by the league由共青团组织的旅行
a glass broken by the boy被这个男孩打破的玻璃杯
The excited people rushed out of the building.
They found a damaged car at the gate of the park.
(2) 所表示的时间
过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。
The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。
Have you read the books written by the young writer？你读过那位年轻作家写的小说吗？
(3) 语法功能
过去分词或过去分词短语作定语时，其功能相当于一个定语从句。
The stolen bike belongs to Jack.被偷的自行车是杰克的。
The bike which had been stolen belongs to Jack.
The lecture given by Professor Zhang is about environment protection.张教授所做的报告是关于环境保护的。
The lecture which was given by Professor Zhang is about the environment protection.
2. 过去分词作表语
(1) 过去分词作表语时，多表示主语所处的状态。
The door remained locked.门仍然锁着。
She looked disappointed.她看上去挺失望。
He seemed quite delighted at the good news.听到这个好消息，他似乎很开心。
(2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。
(3) 有些过去分词作表语时，构成的谓语很接近被动结构。
Everything is settled down.一切都解决了。
Thank heavens! The boy is saved.谢天谢地，孩子得救了。
The town is surrounded on three sides by mountains.这座小镇三面环山。
Do exercises 1, 2, 3 on page 14
Step 5 Language Points:
1. Nine out of ten women who were interviewed about the product said they liked it.
nine out of ten(=nine in ten)十之八九，百分之九十
e.g. Nine out of ten people will not agree with you.
也可以说
Four out of the ten children there can go to school.在那里十个孩子中只有四个可以上学。
2. And I like the way the fans look up to them.
look up to尊敬，敬仰（反义：look down on轻视，看不起）
e.g. The young should look up to the old.年轻人应该尊敬老人。
3. Americans will fall in love with this game too.
fall in love with爱上（表示动作，不延续）
e.g. I fell in love with her at first sight.我对她一见钟情。
She fell in love with the house as soon as she saw it.
[比较] be in love (with) 相爱，喜欢（表示延续状态）
e.g. If you’re really in love with art, you don’t mind hard work.
Homework:
Try to remember what have been taught above.
Do exercises 4, 5 on page 13, and exercises 1, 2, 3 on page 91
The design of the writing on the Bb:
Unit 2 New Media
Language points (step 5)
Record after teaching:
Period 6 Integrating Skills
Teaching Aims:
1. Learn and master the following : arm, disappoint, etc
2.Train the students' integrating skills.
3. Learn about the five basic elements in a news report
Teaching Important Points:
Train the students' integrating skills.
Teaching Difficult Points:
How to inprove the students' integrating skills.
Teaching Methods:
Asking-and-answering activity to check Ss’understanding of the two reports.
Teaching Aids: the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 check homework
Step 3 Reading and speaking
Now please read the two reports on page 15 carefully and compare them. Then discuss the questions in part 1 and part 2.(give SS enough time to do it, and let them express their ideas freely.)
Five basic elements in a news report: when, where, who, what and why.
Step 4 Language Points:
1. Brave and strong, the activists talked to workers outside the factory…
brave and strong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。
e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又饿，他决定停下来休息一会儿。
Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。
2. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.
arm v.t. 武装，用武器装备
e.g. The robber was armed.那个强盗有武器。
The soldiers were armed to teeth.士兵们武装到牙齿
3. I’m sure they won’t feel disappointed.
disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的
e.g. The book disappointed me.这本书令我失望。
The news was really disappointing.那个消息真令人感到失望。
Are you very disappointed about losing the game?你是不是因为比赛输了而感到很失望?
Homework:
Try to remember what have been taughtin this period.
Review this unit.
The design of the writing on the Bb:
Unit 2 New Media
Language points (step4)
Record after teaching:
Period 7 Review and Exercises.
Unit 3 Art and architecture
Period 1：Warming up & Listening
Teaching Aims:
1 Improve the students’ listening ability.
2.Improve the students’ speaking ability.
3.Learn and master some useful words and expressions.
Important and difficult points:
1. How to help students to improve their listening ability.
2. How to help students to learn to express preferences.
Teaching Methods:
1. Discussion
2. Individual or pair work
Step 1. Greetings and warming-up
Greet the students as usual.
Ask the Ss to talk about their hometown and their houses.
Qs: where are you from, a city or a small town?
Can you describe the buildings in your hometown?
What kind of buildings do you live in, a traditional house or an apartment?
Show students two pictures, a tall building and a traditional yard
T: what can you see in the two pictures?
What is the difference between them?
(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)
Suggested answers:
Block of flats Traditional house
Modern.
Convenient.
The rooms are big.
Every flat has a toilet and bathroom.
Not much contact with their neighbors.
People often feel lonely.
Flat roof.
…
Old-style.
The rooms are small.
Sometimes no toilet or bathroom.
Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.
The roof is sloping.
…
In which house would you prefer to live? Why?
S: I like living in ….because….
I prefer living…
I’d rather live…
The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.
T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?
Show the students some different kinds of houses, and ask them to describe them.
Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)
T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?
Architect: one who designs the construction of buildings or other large structures.
Give the students enough time to discuss the question. Collect their answers.
Step 3 :Pre-listening
T: You have already designed your own dream house; it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?
Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.
Step 4. Listening.
Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.
Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.
Then play it a third time for the students to check their answers. Check them with the whole class in the end.
Step 5.Homework
Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.
Period 2 Speaking
Teaching aims:
1. To learn how to express one’s preferences.
2. To teach students how to describe a house.
Suggestions for teaching:
1. Important and difficult points:
(1) To find the proper words to describe a house.
(2) To express one’s own preferences in different ways.
2. Suggested teaching methods:
Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.
Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.
Task one and task two: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.
T: In your dream houses, are there any chairs?
(Show some chairs) which one do you like? Why?
When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.
Useful expressions:
I’d rather…..
I’m much more interested in…….
In my opinion……
I really prefer……
I wouldn’t feel happy if……
I’m not very excited about ……..
If you ask me, then…..
I prefer something that…….
I like seeing something……
What I like is ……
I can’t stand……
Sample dialogue:
A: which do you like better, classical chairs or modern chairs?
B: I prefer modern chairs.
A: Why?
B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.
A:…
Task three: Discussion (group work)
Here are some things that are important to some people when they choose a place to live. Try to get the students to discuss in groups, which of the following ideas are the most important. Students can add some other elements to the list when they discuss.
(1) close to work
(2) close to public transportation
(3) attractive building
(4) modern kitchen and bathroom
(5) reasonable rent or purchase price
(6) available parking
(7) plenty of space
(8) close to shopping
This discussion is close to students’ daily life, so teacher can make use of it to make them understand architecture better.
Homework:
. Decorate your bedroom and classroom. And talk about your decoration.
Period 3 Reading
Teaching aims:
1. To learn something about art and architecture.
2. To give students profiles of some famous artists and architecture.
Important and difficult points:
To get students to understand the Past Participle used as Object Complement.
Step I. Lead –in:
Step II. Pre-reading:
Do you think the text will be about the following topics?
1.The text is about classical Chinese architecture. ( )
2.Some modern architecture takes examples from nature. ( )
3.The text is about parks and gardens. ( )
Step III. Reading:Scanning:
Part1( ) A.The differences between traditional.. and modern..,and why ancient architecture had many beautiful buildings
Part2( ) B. Every great culture in the past had its own ideas expressed in art and architecture
Part3( ) C. Examples of famous architects and great buildings that take examples from nature.
Part4( ) D. How and when modernism came into being?Careful reading:
1. Answer the following questions:
1.Why did a group of architects invent modernism?
2.What are the materials of modern architecture? And how about the traditional architecture?
3.What do the modern buildings look like?
4.Who are the two architects mentioned in the text? What inspired them?
5.Where were Antonio Gaodi’s works structured?
6.What is the outstanding feature of Gaodi’s works according to the passage?
Balconies look like _________.
Walls seem to be covered with the _____
of a _____.
The roof looks like the ____ of a _______.
Other parts look like ________.
7.What does the Olympic Stadium in Beijing look like?
2. Multiple-choice:
1.Which of the following belongs to modern architecture?
A.Taihe Dian
B.The Temple of Heaven
C.The Opera House is Sydney
D.The great European Cathedrals
2.From this passage we can infer that _____.
A.The writer prefers ancient buildings to modern ones.
B.The writer prefers traditional materials to modern ones.
C.The writer doesn’t like modern architects at all.
D.The writer prefers buildings that look natural to ones that look unnatural.
3.Which of the following best expresses the main idea of this passage?
A.Ancient architecture is popular.
B.Modern architecture is popular.
C.Ancient buildings look more beautiful than modern ones.
D.Different times, different styles of architecture.
3. True or false:
1.To many people modern architecture equals progress.( )
2.Many people find modern buildings unfriendly and ugly.( )
3.Modern architecture stands closer to nature than ancient architecture.( )
4.Gaudi was a Spanish ancient architect.( )
5.There are a few sharp corners and straight lines in Gaudi’s designs.( )6.Gaudi only used natural materials, such as stone, brick and wood.( )
7.Opera House in Sydney makes many people think of seashells.( )
8.The 2008 Olympic Stadium in Beijing will be made of stones and bricks.( )
4. Compare ancient architecture with modern architecture according to the passage.
Step IV. Post-reading
Discussion:
Suppose our school needs a new teaching building, now give you a chance to be an architect. Try to use your imagination to design it. And you should tell us why you want to do so.
Step V. Homework:
After class you should read the text more to understand it better and try to retell it.
Period 4 Language points
Teaching aims:
1 To learn the useful words, expressions and sentences in the reading.
2.To enable students to use these language points in both spoken and written English.
Important and difficult points:
词语学习:
1.I'd rather = I would rather我宁愿
I'd rather live in an older building．我宁愿住在一座比较古老的建筑物里。
I'd rather not live in a modern building．我宁愿不住在一座现代的建筑物里。
2.prefer v．更喜欢…..
prefer sth to sth
I much prefer dogs to cats．与猫比起来，我更喜欢狗。
prefer to do sth
Many people living in cities would actually prefer to live in the country．许多住在城市的人实际上更愿意住在乡村。
prefer doing sth ，
Peter prefers traveling by train．彼得更喜欢乘火车旅行。
would prefer to do sth
We would prefer to live in the US，but l can't get a visa．我们宁愿住在美国，但是我不能得到签证。
prefer doing sth to doing sth
I prefer staying home to going out today．我今天宁愿呆在家里，也不愿出去。
3.I wouldn't feel happy if…我不会感到快乐，如果…
(1)与事实情况相反的句子(假设情况与假设结果均在现在)
I would buy a house if I had more money．如果我有更多的钱，我就会买一座房子。(I can't buy a house because I have no money)
(2)与事实情况相反的句子(假设情况与假设结果均在过去)
I would have called Ellen if I had known her phone number．如果我早知道艾伦的电话号码，我就会打电话给她。(1 didn't call Ellen for l didn't know her phone number．)
(3)与事实情况相反的混合时间句(假设情况在过去，假设结果在现在)
If l had been more practical, I would have more money now．如果我那时更实际些，我现在就会有更多的钱。(I wasn't more practical so l have less money.)
If l hadn't moved here，1 would be living in Italy now．如果我那时没有搬到这儿，我现在就会住在意大利了。(I did move here，so I am not living in Italy．)
(4)与事实情况相反的混合时间句(假设情况在现在,假设结果在过去)：
He would have called you if he weren't so shy．如果他不是如此害羞，他那时就会打电话给你的。(He is shy so he didn't call you．)
4.I can't stand我不能忍受…
stand sth．
I don't know if I can stand his words．我不知道我是否能忍受他的话。
stand one's doing sth．
How can you stand Mary coming home late all the time? 你怎么能忍受玛丽总是很晚回家?
5.preference n．偏好
I must admit I have a preference for romantic movies．我必须承认我更喜欢浪漫电影。 ．
I asked her where she wanted to go on vacation，but she didn't express any preference．我问她想到哪儿去度假，但她没表示自己的偏好。
In allocating housing，preference is given to those who have young children．在分配房子时，那些有小孩的人有优先权。
Many people choose the train in preference to driving．许多人宁愿选择火车也不愿选择自己驾车。
6.sale n．销售
--Excuse me, are these for sale? 请问这些卖吗?
--No，the particular item is just on show．不，这个只供观赏。
Peter's department store is having a sale this week．这星期彼得百货商店大减价。
Stephen King's new novel will go on sale next week．史第芬金的新小说将会卖到下星期。
I could only afford to buy the CD player because it was on sale．我只买得起CD机，因为它在降价大甩卖。
7.Stuff n. [U] 东西；材料；事情
What's that stuff you're drinking? 你在喝什么东西?
What kind of stuff do you like to read? 你喜欢读什么样的材料?
I've got so much stuff to do this weekend．这个周末我有许多事情要做。
8. impress vt & vi．给…留下印象
What impressed us most about the book Was its vivid language．这本书给我们印象最深的是它的生动的语言o
We're very impressed with the standard Of children's work．孩子们作业的标准给我们的印象很深。
Father impressed on me the value of hard work．父亲使我知晓努力工作的价值。
8.despite prep．不管，不顾
Despite all our efforts to save the school，the headmaster decided to close it.不?
篇14：A Teaching Plan 教案教学设计(人教版英语八年级)
Textbook：Go for it!(2B) Teacher:Zheng Jinshen
Content：Unit 3 What were you doing when the UFO arrived ?
Analysis of the Teaching Material：
The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .
Teaching Aims：
1、Knowledge and skills
In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .
2、Processes and methods
With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .
3、Emotion , attitudes and value
The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .
Difficulties and Focuses:
1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;
2、Learn the Adverbial Clause led by when/while；
3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;
4、Train students to use the target language correctly in speaking and writing.
Teaching Periods: 6 periods
The first period: Section A la-1c and Section A 2c
The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b
The third period: SectionA 3a-3b and Section B 1 and Self check 2-3
The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!
The fifth period: SectionB 3-4a and Reading Section 1
The sixth period: Reading Section2-4
Teaching Plans
The First Period
Teaching content: Section A la-1c and Section A 2c
Teaching objectives: Talk about the past events
Target language:
Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien
Sentences：
What were you doing when the teacher came in?
I was talking/reading/looking out of the window.
What was he doing when the UFO arrived/took off？
He was sleeping when it arrived.
He was riding his bike when it took off.
Language skills:
a、To get the information from the pictures and listening materials, and quickly deal with the information.
b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.
c、To get the Ss to learn how to express the statements with the Past Continuous Tense.
Self-learning ability:
To learn how to express the Past Continuous Tense.
Teaching methods
Task-based Language Teaching
Teaching by listening and practicing
Teaching aids: small pictures, a small blackboard and a recorder
Teaching procedures:
Step l. Leading in
1.1 Greetings and duty report.
(Organize the beginning of this class and have a student on duty to report.)
1.2 Ask and answer.
T: What were you doing when I came in?
S1:….
(Help the student to answer the question and then write the answer on the Bb.)
T:What about you?
S2:….
T:And you?
S3:….
(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)
1.3 Look and learn.
Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.
(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )
1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.
Step 2.Look and match (Section A 1a )
2.1 Show another picture and talk about it with the Ss.
T: What can you see in the picture?
S1:….
T: Can you see the UFO?
S2:….
T: Who is in the UFO?
S3:….
T: What else can you see? etc
S4:….
2.2 Books open at page 18. Look through the picture in activity la.
(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)
2.3 Match the statements with the people in the picture.
Step 3. Listen and circle (Section A 1b)
3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)
3.2 Talk about the people’s actions in the picture.
T: What was A doing when the UFO arrived?
S1: He was standing in front of the library.
T: What was B doing when the UFO arrived?
S2: He was sleeping in his bedroom.
……
(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)
3.3 Listen to the reporter’s questions and circle the correct responses.
(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)
3.4 Books open at page 88. Listen and repeat the conversation.
Step 4 . Practice (Section A 1c)
4.1 Ask and answer in pairs.
eg T: What was D doing when the UFO arrived?
Ss: He was getting out of the shower.
Have the Ss do like this.
4.2 Ask and answer according to the real actions.
T: What were you doing when they talked?
S1: I was listening to them.
T: What was A doing when B answered my question?
S2: He was looking out of the window. etc
4.3 Make a survey.
Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?
(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)
Step5 Grammar Focus (Section A 2c)
5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.
5.2 Ask and answer.
eg. What was the girl doing when the UFO took off?
She was walking down the street.
5.3 Present two more ways of saying.
The girl was walking down the street when the UFO took off .
(a) When the UFO took off , the girl was walking down the street.
(b) While the girl was walking down the street , the UFO took off.
5.4 Point out the Adverbial Clause led by when/ while.
5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.
(Move around the room checking the progress of the groups and offering assistance as needed)
Step6. Homework
Make some sentences including the Past Continuouse Tense and when or while.
Writing on the Bb
Unit 3 What were you doing when the UFO arrived?
What were you doing when I came in? UFO alien bathroom kitchen
I was doing my homework/reading/resting. get out of the shower cut hair take off /land
What was A doing when the UFO arrived? be (was/were)+V.ing
He was standing in front of the library.
The girl was walking down the street when the UFO took off.
(a)When the UFO took off ,the girl was walking down the street.
(b)While the girl was walking down the street, the UFO took off.
Teaching Backthoughts
本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。
语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。
因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。
附：小黑板阅读材料
Do you know about the UFO?
Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?
The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.
UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.
Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.
But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.
篇15：unit 18 teaching plan(人教版高二英语下册教案教学设计)
CONTENTS
I. Brief statements Based on the Unit 2
II. Teaching Goals 2
III. Teaching Plan: (Six Periods) 2
Warming up &Reading 3
Listening and Speaking 6
Integrating skills (WB) listening (WB) 7
Grammar……………………………………………..9
Integrating skills SB 19
TEACHING PLAN FOR UNIT 18 (Book 2B)
Inventions
I. Brief statements Based on the Unit
This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about inventions.
2. Practise describing inventions.
3. Review the Attributive Clause.
4. Write a process essay..
III. Teaching Plan: (Six Periods)
Period 1&2: warming up and reading
Period3: listening and speaking
Period4: integrating skills (WB) and listening (WB)
period5: Grammar
period6: integrating skills(SB)
Warming up &Reading
GOALS:
To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..
Get the students to grasp the main idea of the passage and help them to understand the passage better.
Help the students to learn to be more creative.
Learn some useful words and expressions.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
Show pictures of four great inventions of ancient China.
Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?
China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.
2. Brainstorming
Show pictures of inventions in the 20th century which have changed our modern life so much.
Say: What inventions can you think of which are invented in the last century?
In the first twenty years:
In the 1920s:
In the 1930s:
In the 1940s and50s:
In the 1960s to 80s:
In the last ten years of the century:
3.Discussion:
Q1: What are the functions of the inventions?
Q2: Are there any disadvantages of these inventions? If so, what are they?
Q3: Do you like all these inventions? Why or why not?
Q4: Have you ever heard of any inventors? Who are they?
4.Warming-up:
Individual work: Is there anything you would like to invent? If so, what and why?
Practice: Match each picture with the correct description below.
5. Discussion:
1) Which of these “inventions” do you think would be useful? Why?
2) Are there any disadvantages in them? If so, what and why?
3) What can we do to improve them?
4) What can we do after inventing new things?
Reading
Step 1 Lead-in
1) What do you think “high tech” means?
2) What do you think “state of the art” means?
Which one in the three pictures “is state of art”?
3) Can you think of any other “state of art”?
4 ) How did people make them? Did people make them by accident?
Step2 Reading
1 Skimming
1) Are some people born creative, or is it be possible to be creative?
2) Do you have to be very intelligent to be an inventor?
3) How do people come up with ideas for new inventions? How many ways are mentioned?
2 Scanning
Get the students to read the passage more carefully to carry out the following tasks:
1) Find out the meaning of each way.
2) Do some exercises, according to each way.
Think outside the box:
A plane crashed. Why nobody in the plane was injured?
When we cut a corner from a square-shaped desk with four corners, how many corners are left?
Why can a frog jump higher than a tree?
Take another look at it: Analyze some pictures.
Make connections: Some inventions made with connections
Keep trying: Some famous scientists that kept trying and succeeded.
3 True or False.
4 Deal with language points.
1) be born+ adj./n.
He was born blind.
She was born a singer.
2) come up with
Can scientists come up with ways of predicting tsunami（海啸）？
3) allow for
We must allow for the bus being late.
4) get/be stuck
The car got stuck in the mud.
5) break away from
Taiwan is part of China. It can’t break away from China.
6 be aware of/that-clause
Are you aware of your mistake?
She became aware that something was burning.
Step4 Post-reading
1 The following examples have been fixed up. Can you place them in the right titles of the passage?
1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.
2) Thomas Edison made a rule saying that he had to make an invention every ten days.
3) Mozart, who lived in Austria, wrote more than 600 pieces of music.
4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred
images of numbers.
3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.
2 How do you understand the title of the passage?
3 What other rules should you have if you want to be creative?
4 Of all the rules above, which one do you think is the most important? Why?
Step5 Homework
Write a passage to tell what rules you should have if you want to be creative, which one is the
most important and explain the reasons.
Listening and speaking
GOALS:
To enable students to know how to protect the patent rights and what an invention should be like..
Improve the speaking ability.
Practise supporting an opinion.
Have a better understanding of intellectual property rights.
Teaching Procedures:
I. Listening (SB)
1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights
2. While-listening: Listen to the tape and finish exercises in Part1&2.
Check the answers at last.
3. Post-listening: Discussion:
What should a new thing be like in order to be given a patent?
2．Speaking
Step 1 Warming-up
1.With the development of the technology, our society has greatly changed. Have a discussion:
1). What advantages have cars brought us?
(convenient, travel fast, supply more posts, …)
2). What benefits have we got from computers?
(get more information, make communication easier, develop economy …)
2. What do you think of the inventor?
(Make the Ss aware of the importance of knowledge and try to learn harder.
3. Suppose you have invented an inflatable bike, what should you do?
State Intellectual Property Office (SIPO) (国家知识产权保护局)
apply for a patent
pay attention to the time limit of a patent
Step 2 Speaking
1. The patent officer will ask you some questions. Think over what questions will be asked?
1) How does you invention work?
2) Why are they useful?
3) What does it look like?
4) How much does it cost?
5) How do people use it?
… …
2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.
Model:
( I-inventor; P --- Patent officer)
P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?
A: Yes, that’s right.
P: What does it look like?
A: It looks like an ordinary car. Here’s the picture. Please have a look.
P: Oh, it looks beautiful. What’s it made of?
A: It’s made of a new kind of alloy, which is much lighter.
P: Does it cost more?
A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.
P: Sounds great. Thank you.
Step 4 Homework
1. Discuss: What qualities should one have to be an inventor to create new things.
2. Preview the integrating skills WB
3. Learn the new words of this unit by heart.
Integrating skills (WB) listening (WB)
GOALS:
Learn a reading passage to improve the students’ reading ability.
Introduce more cool inventions
Listening practice to improve the students’ listening ability
Teaching Procedures:
Integrating skills WB
Step 1 Revision
Say : What are the Four Great Inventions of ancient
China?
As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.
What kind of modern invention do you know?
Step 2 Fast-reading
Group project
Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text
inventions Possible uses
Invisible paint 1,interesting clothes
2,Help doctors see through the skin/hide things
Tiny robot help doctors operate on people in a safer and less painful way
Step3
Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 years.Today,I will show you more inventions
Conclusion:
Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.
Discuss: What qualities should one have to be an inventor?
Listening WB
Step 1 pre-listening
George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825
Step 2 Listen to part1 of the tape .choose the best answers.
Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2
Homework:
Finish WB Vocabulary
Preview grammar:
Grammar: The attributive clause
Teaching Aim:
1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.
2. Revise the use of relative pronouns and relative adverbs.
3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Important Point:
The usage of relative pronouns and adverbs
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Procedures:
Step 1: Greetings.
Step 2: Revision and lead-in
1) He is a famous scientist.
2) Who’s that girl in red?
3) I’ve read all the books that you lent me.
4) I have lost my pen, which I like very much.
T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?
S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.
T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?
S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.
T: You are right, what do we call the sentences put after them?
S: The Attributive Clause.
T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause
the non-restrictive attributive clause
The adjective clause noun/pronoun + the attributive clause
the antecedent (person/thing) the relative pronouns/adverbs + clause
Now look at the sentences on the screen. Do complete the sentences with suitable relatives.
1) I know the reason why he came late.
2) Do you know the woman, whose son went to college last year?
3) The house whose color is red is John’s.
4) This is the best film that I’ve ever seen.
5) That’s the town where he worked in 1987.
6) I have 2 brothers, who are both soldiers.
7) Next week, which you’ll spend in your hometown, is coming.
8) I’ve tried 2 pairs of shoes, neither of which fits me well.
Step 3: Summarize the Use of the relative pronouns and relative adverbs.
The use of the relative pronouns
Form 1:
The relative pronouns Referring to Function in the clause
Who Person(s) Subject/object
Whom Person(s) Object
That Person(s)/thing(s) Subject/object
Which Thing(s) Subject/object
Whose Person(s)/thing(s) (of whom/which) attributive
The use of the relative adverbs
The relative adverbs Referring to Function in the clause
When (=at/in/on which) Time Adverbial of time
Where (=in/at which) Place Adverbial of place
Why (=for which) Reason Adverbial of reason
Notice:
1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:
⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)
⑵ Te who doesn’t reach the great wall is not a true man. (not reach)
⑶ The is the only one of the girls who has been to Beijing. (have)
⑷ He is one of the boys who have seen the film. (have)
Conclusion 1:
1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.
2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.
2) Practice: complete the following sentences with suitable relatives:
(1) The time when/that I went to Tokyo is in 1982.
(2) I’ll never forget the time which/that I spent at college.
(3) The shop which/that I bought the book in is big.
(4) The shop where/in which I bought the book is big.
Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.
3) The difference between “that” and “which”.
Complete the following sentences with “that” or “which”.
(1) This is the 2nd article that I have written in English.
(2) It is the best film that he has ever seen.
(3) This is the very book that I want to read.
(4) All that they told me surprised me.
(5) They talked about the teachers and schools that they had visited.
(6) Who is the comrade that was there?
(7) There is a bed in the room that is still vacant.
(8) Our village is no longer the place that it used to be.
(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.
(10) The weather turned out to be very good, which was more than we could expect.
(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.
Conclusion 3:
1)when the antecedent refers to thing(s), “that” is often used in the following cases:
(1) after ordinal number and superlatives
(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).
(3) after two or more antecedents, referring to both person(s) and thing(s).
(4) after interrogative pronouns “which” or “who”.
(5) When the relative pronoun is used as a predictive in the clause.
(6) When the main clause begins with “there be “.
2) In the following cases, “which” is always used.
①After prepositions
②to introduce a non-restrictive attributive clause.
③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.
More exercises:
Fill in the blanks with suitable relatives to complete the following sentences.
1) Tell me the reason why you were late for class.
2) Who is the girl that is speaking there?
3) This is Mr. Smith, who has something interesting to tell you.
4) The computer whose CPU doesn’t work has to be repaired.
5) This kind of computer, which is well-known, is out of date.
6) This is just the place that I’ve been longing to visit for years.
7) His mother is an engineer, which makes him very proud.
8) The old man has 4 sons, three of whom are doctors
Step 4: The attributive clause and the appositive clause
一、从词类上区别
同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：
We are looking into the question whether he is worth trusting.
我们正在调查的是他是否值得信赖的问题。（同位语从句）
Word came that he had gone abroad.
据说他已经出国了。（同位语从句）
The doctor whom you are looking for is in the room.
你找的那位医生在房间里面。（定语从句，名词the doctor作先行词）
Our team has won the game, which makes us very happy.
(定语从句，which代表前面提到的整个句子)
His mother did all she could to help him with his study.
他妈妈尽最大努力帮他学习。
（定语从句，代词all作先行词）
二、从性质上区别
定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：
The news that our team has won the game is true.
我们队赢了那场比赛的消息是真的。
The news (that) he told me yesterday is true.
昨天他告诉我的那个消息是真的。(定语从句，that 从句作定语修饰news)
I made a promise that if anyone set me free, I would make him very rich.
我许诺如果谁让我自由，我就让他非常富有。(同位语从句，补充说明promise)
The mother made a promise that pleased all her children.
妈妈做出了一个令她的孩子们高兴的许诺。（定语从句，that从句作定语修饰promise。）
三、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如：
That question whether we need it has not been considered.
我们是否需要它这个问题还没有考虑。（同位语从句）
I have no idea what has happened to him.
我不知道他发生了什么事。（同位语从句）
引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。
The order that we (should) send a few people to help the other groups was received yesterday.
我们应派几个人去帮助别的几个小组的命令昨天已收到了。（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）
The order (that) we received yesterday was that we (should) send a few people to help the other groups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。（定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略）
Step 5: The attributive clause and the emphasis structure
强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how；在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。
定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型；若句子结构不完整，则说明原句为定语从句。
1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)
A. while B. which C. that D. since
2) ____ was his kindness that everyone praised him.
A. It B. What C. So D. Such
3) It is the ability to do the job ____ matters not where you come from or what you are. (高考卷) A. one B. that C. what D. it
4) It was ____ he came to Macao ____ he knew what kind of place it was.
A. that; when B. until; that C. not until; when D. not until; that
5) ____ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
6) It was not until we came back from outside ____ out of his bed.
A. did he get B. when he got C. that he got D. then he got
7) When was it ____ you met him in the library?
A. where B. that C. in which D. which
8) It was near the place ____ there is a bomb ____ we found the dead man.
A. where; where B. where; that C. that; where D. that; that
Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;
Step 6: Homework
Review the Attributive Clause and finish all the grammar exercises in the workbook.
Integrating skills SB
GOALS:
Learn a reading passage to improve the students’ reading ability.
Do some writing prac
篇16：teaching plan for unit 13(人教版高二英语下册教案教学设计)
\Teaching goals:
1. Talk about water and the ocean
2. Practice communicative skills
3. Review Modal Verbs
4. Write an explanation paragraph
Teaching Plan: (Six Periods)
1st period: Warming-up and Reading (1)
2nd period: Reading (2)
3rd period: post-reading and Listening (SB)
4th period: Integrating Skills (SB)
5th period: Speaking
6th period: Grammar and Language Study
Period 1 Warming up & Reading (I)
Teaching goals:
1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.
2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.
Important points in teaching:
Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,
dissolve, property.
Phrases: benefit from, range from… to …., all the way, be made up of, that is,
freezing point, break down, mix with, be measured in, take advantage of,
keep…steady, manage to, be sensitive to, up to.
Structures: whatever…., ….., that is,…..
Teaching procedures:
Step1: Lead in
Read a short poem and guess its name: A letter from _______. (Water)
Dear User,
Shame to you all, the Ignorant,
I am your life
But you seem not to value me
Give me all the respect
For in me is eternal life
If you continue abusing me
Surely, all forms of life will wither away
Have you ever imagined,
Life without me?
I tell you, it will be unbearable
Think twice
For every drop counts...
Qs: 1) What does “Dear user” here refer to?
2) What does it talk to its users?
3) On which planet does it exist? －On the earth, which is also called the water planet.
4) Do you know why it is called “The water planet”?
－Because about three quarters of the earth is covered by water.
Step2: Pair work: Collect as many words as possible related to water. Qs:
How much do you know about water?
Is all water fresh or salty?
Step3: Talk about the properties of water.
1. Pair work
T: Water is around us and inside us. We can’t go without water. Qs:
Why is water so important to living things?
Can you point out some of its properties or characteristics?
Suggested vocabulary:
It's colorless, tasteless, odorless and universal dissolvent.
It feels wet;
It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;
It can absorb a large amount of heat;
It sticks together into beads or drops;
It's part of every living organism on the planet; etc.
2. Group work
Learn more about water’s properties by doing some simple experiments and learn to describe an experiment.
What property of water does each of the four experiments illustrate?
What causes this phenomenon?
What’s this phenomenon related to?
① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.
② Experiment 2 illustrates how substances with different density behave when placed in the same container.
③ Experiment 3 is an example of how water dissolves substances and objects.
④ Experiment 4 illustrates some of the differences between salt water and fresh water.
3. T: What other properties of water do you know about?
What causes the following phenomena? Can you explain?
①We can get a lot of nutrients by drinking water and having soup.
②Wood floats on water while iron sinks.
③The coastal areas are often neither too hot nor too cold.
④Why can some living things live at the bottom of the ocean where there is no sunshine?
(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.
Step4: Pre-reading
Look at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.
What is/ are ________?
What does _________ look like?
What are different parts of ______?
What can ________ be compared to?
How does _______ work?
What are some examples of ________?
1. Skim to find the words and phrases which describe the properties of water in the reading text.
2. Scan to Find out some basic facts about life in the oceans.
Life on earth began in the oceans about three billion years ago;
99% of the living space on earth is in the oceans;
There are about five million (known) species in the oceans;
Life in the oceans ranges from tiny plankton to giant whales.
Step5: Homework
1． Read the text carefully and find out the detailed information about water properties.
2． Think as many examples as possible to illustrate water properties.
Period 2 Reading (Ⅱ)
Teaching steps:
I. Revision
T: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.
True of false questions:
1) Water is a liquid at room temperature, and it has a relatively high freezing point.
2) The reason why water can dissolve most substances on earth is that water has high heat capacity.
3) Like all the other substances, water gets smaller (contract) when it freezes.
4) Pure water has a higher freezing point and lighter than salt water.
5) The salinity of the earth’s oceans is about 3.5%.
6) When water freezes, its density increases.
7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.
(TFFTT FF)
II. While-reading
1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)
Qs: 1) Was there any life on the earth billions of years ago?
2) If any, what was the original life like at that time?
3) Where did it live? －In the deep blue seas.
4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.
2．It is said that 99% of the living space on earth is in the oceans.
Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.
2) Can you give some specific numbers or examples?
－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).
3) What does this fact imply? Do you agree?
－Water is an excellent medium for life.
4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)
Water is a liquid at room temperature and has a relatively high freezing point;
All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.
3．So we know that one of water’s properties is its dissolvability(溶解性).
Qs: 1) Do you know what gives water such a unique property?
－The chemical structure of water.
2) What does the water molecule look like?
－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
3) Can you give some other examples which are also resulted from water’s unique chemical structure?
－Plants can pull water up their roots via a capillary(毛细管) process;
－We can get a lot of nutrients by drinking soup.
That’s water’s another property－dissolvability.
4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.
Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.
2) What does it mean?
3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?
－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.
5. However, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?
－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.
Qs: 1) What is density? And what’s the density of pure water?
－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.
2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?
－Yes. Water’s density decreases when it turns to ice, so its volume increases.
3) Does all the water in the same river or ocean have equal density? Tell your reasons.
-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.
6. Qs: 1) What do different densities in the ocean result in?
－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.
2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)
7. Read following statement and think what conclusion you can draw? Or what property does it refer to?
It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?
－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.
8. Here are some more familiar phenomena.
What property of water is each of them related to?
The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity)
Ice floats on water. (Density)
When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)
Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity)
People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)
IV. Homework
1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.
Period 3 Post-reading & Listening
Teaching goals:
1. To get students have a better understanding of water.
2. To learn some new words and sentence structures.
Teaching procedures:
Part one Post-reading
I. Better understand the properties of water
1. “Where there is water, there is life!” Can you use some facts to illustrate it?
－Water is a medium for life.
So far as we know, life only exists on earth, because there is water. Etc.
2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%
Up to _____ of the human body is water.
______ of the brain is composed of water.
______ blood is made up of water.
The lungs are nearly _____ water.
3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.
II. Revision on the properties of water
1. What are the properties of water?
Water is polar.
Water is liquid at room temperature.
Water has a relatively high freezing point.
Water has density 1,000 kg/m3.
Water has high heat capacity.
…
2. What causes water to have such unique properties?
－It’s molecule form / chemical structure.
3. What is water molecule like?
Chemical structure: two hydrogen atoms and one oxygen atom.
Different parts of it: a slightly positive end and a slightly negative end, so it is polar.
The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.
4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?
Qs: 1) What’s salinity?
2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.
3) How does salinity affect water?
4) How does it affect water’s weight and freezing point?
－ The higher salinity water has, the heavier the water is.
The higher salinity is, the lower the freezing point of water is.
5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.
Qs: 1) What is density?
2) How is density measured?
3) Which is denser, water or oil?
4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?
－Oil floats on water. A less dense substance floats on a denser substance.
5) Does water in the same ocean have the same density?
－No. Denser water sinks and pushes less dense water to the surface.
6. That’s why the ocean water will never stop moving. Ocean motion
Qs: 1) What does ocean motion mean?
2) How does ocean motion work?
－Denser water sinks and pushes less dense water to the surface.
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
3) What causes ocean motion?
－Changes in salinity and temperature.
7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why?
－Water has a relatively high heat capacity.
Qs: 1) What is heat capacity?
2) What’s the function of heat capacity?
－It determines how a substance absorbs and releases heat;
It keeps water temperature steady;
It keeps the earth’s temperature steady.
III. Reflection
1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?
2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think you are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.
2) What affects you.
3) What you are made the most of by human beings.
Part two Listening
I. Pre-listening
Give a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.
II. While-listening
1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)
When: 18th century? (No, not mentioned)
Where: on a ship
Who: sailors / mariners
What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.
2. Listen to part 1 for the second time and finish the following true or false questions.
1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.
2) In the poem, one of the sailors kills a fish under the ship.
3) It is believed that the animal he kills is one that brings good luck to the ship.
4) Other sailors are so frightened and angry that they kill the sailor.
5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.
(Keys: TFTFF)
3. Listen to part 1 for the third time and answer the following questions:
1) Who tells the story in the poem?
2) What does one of the sailors do?
3) What do you think will happen next?
4) Why are the other sailors frightened?
4. Listen to part 2 and complete the following sentences.
1) Finally they decide that he must die －_______ the mariner who _______ the bird.
2) He must _____ _______ it all and will ______ by having to tell the story…
3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.
4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.
Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings
5. Listen to part 2 again and answer the following questions:
1) What happens to the sailors?
2) What happens to the mariner?
3) Why is the person telling the story?
4) Who is the person actually?
II. While-listening
1. Reflection: What do you learn from this story?
－Everything existing in the world has their own certain values, we should understand and respect them.
2. Creation
Work with partner and try to come up with a good, scary story like the one about the mariner.
Homework
1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22
Period 4 Integrating Skills
Teaching goals:
1. To get students to know what estuaries are and their functions
2. To learn to write an explanation paragraph
Teaching procedures:
I. Lead-in
Look at the map of China, answer these questions:
1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I
2. How much do you know about them? Is the economy there well-developed or not?
3. Which city is the most developed? Why?
Now let’s look at this map and then answer the following questions:
1. Can you tell what map it is? Where is it?
2. Is the water here salty or fresh?
3. What’s the place called where river and the ocean meet?
II. While-reading
1. Skimming
1) Find out the definition of estuary.
(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)
2) What functions of estuaries have been mentioned in the passage?
(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)
3) Discussion.
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
2. Discussion
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
3. Scan the passage and answer the following questions.
Why are estuaries such good places for nature’s young ones?
What does “density” mean in this passage?
How do estuaries affect the water that passes through them?
Why are estuaries more sensitive to pollution than other areas?
Why are estuaries important to human beings?
(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.
(Answer to question 2) It means the degree to which an area is filled with things or people.
(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.
(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.
(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.
4. Finish the following passage with words from the text.
Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.
(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)
III. Post-reading Discussion
As we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?
( They are near Yangtze River Delta, Pearl River Delta…)
(Convenient transportation, rich resources…)
IV. Writing
Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.
Tip one
If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.
First…
Second…
Third/ Then…
Last…
Tip two
If we are writing about something that has several parts, we should describe each part and explain its function and structure.
The following questions may help:
What is it? How many parts is it made up of?
What’s the structure of each part? How does it work?
Homework
Imagine that your science teacher ask you to explain one of the following questions:
Why does an ice cube float?
What will happen to a piece of metal if you put it in water?
Why do so many species live in estuaries?
Why have so many cities been built by estuaries?
Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.
Period 5 Speaking
Teaching aim:
1. Get students to talk about the main use of water in our life and their effects.
2. Draw students’ attention to the importance of using, saving and protecting our water as well.
Teaching procedures:
I. Revision
1) Can you use your own words to tell us the general idea of the two reading passages?
2) What do you learn from our previous classes?
－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.
II. Speaking
1. Pre-speaking
1) Do you agree with the saying “Without water, life would not exist.”?
2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.
Q: Is there anyone who knows when it is? － Mar. 22
3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.
4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day was “Water and Disaster”. World Water Day will be guided by the upcoming water decade's theme “Water for Life”. It will be the starting day for this International Decade for Action, “Water for Life”.
2. While-speaking
1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.
－electricity, agriculture, home use, industry, transport, entertainment, etc.
2) Look at the first picture (“electricity”) in the textbook and talk about it.
The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.
3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:
How is water being used?
What property of water enables it to be used in this way?
Why do we use water in this way?
Who benefits from using water in this way?
Is this a good way to use water?
What are some disadvantages of using water in this way?
4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:
The water is being used to / for … We should / could …
What will we do if …? If we …, we can …
It would be better to … Can you think of a better way?
3. Post-speaking
1) Just now we’ve talked about six main ways of using water and their disadvantages as well as advantages. Here I have something more for you.
① Read following short passage by yourself.
No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.
② Watch a flash “A prediction for water”
2) Q: What information have you got from the passage and flash?
－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.
3) Q: How can we save and protect water in our daily life?
Take home use for example,
Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.
Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.
Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.
Repair leaks. Find and fix faucet and toilet leaks.
Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.
Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.
We ourselves should have a strong sense of preserving water and tell others to protect it too.
Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.
Avoid cutting down trees especially where the source of river lies.
…
4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.
4. Homework
Read the requirements in Talking (P.96) and finish it in the form of report.
Period 6 Grammar and Word Study
Teaching Goals:
◆ To review Modal verbs.
◆ To make students get more familiar with the Modal and practise using them in different situations.
◆ To enable students to master some new words and expressions.
Teaching Procedures:
Part One: GRAMMAR - MODAL VERBS
I. Revision
We have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.
1) What are these properties of water?
2) Can you give some more examples that show we can benefit from these properties of water?
According to the above discussion, we know that these properties of water are very important and help us a lot. Just because of these properties of water, water can meet people’s needs of living on the earth. We can say that water is the “life food” of the earth. It is a necessity of human beings and all the other living things. However, have you ever imagined the following situations?
II. Presentation
3) Without ocean motion, what would the earth be like?
(Without ocean motion, the earth would…)
4) If the density of ice were larger than that of water, what would the seabed be like?
(If the density of ice were larger than that of water, the seabed would…)
5) Suppose water had a much lower freezing point, what would the world be like?
(Suppose water had a much lower freezing point, the world would…)
III. Try to list some modal verbs according to their functions.
Possibility Certainty
Ability Permission
Request Suggestions
Necessity Advice
IV. More situations given to practice using Modal Verbs.
Situation one:
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
1) If it is true, what may happen in the future?
2) What can our country do with this problem?
3) What should we do in our daily life?
Situation two:
Three Gorges Project is the largest water conservancy project ever built in the water. It is said that the whole project will be completed in the year as planned. So try to discuss the following questions:
1) If the project is completed in the year 2009, what advantages will it bring to us?
2) If the project is completed in the year 2009, what problems may it cause? How can we deal with these problems? What should we do to solve these problems?
V. Consolidation
1. Fill in the blanks with the proper modal verbs.
will would can could must should may might
Dear John,
Thank you for your letter. I don’t think I ________ give you any advice. I don’t think the manager ______ trust you. It sounds as if he has decided that you ______ be the thief. Do you have to continue working at this company? Maybe you ______ find another job where the people are more friendly. I think that you ________ enjoy that more.
If you stay at the meat factory, you __________ not be able to be happy. Besides, if you stay, the thief _______ do something bad to you. I don’t think that _______ be very pleasant. If he played a bad trick on you, the manage __________ say you were the thief and call in the police. That _________ have serious results. I think the best thing you _________ do now is to look for another job and hope that it __________ turn out better.
Yours,
Mary
2. Finish all the grammar exercises on SB & WB.
Part Two: Word Study
I. The letters of the following words have been mixed up. Try to put the letters in the correct order.
1. otmas 11. sag
2. satlbe 12. nhroygde
3. sdlio 13. yoxgen
4. oasbrb 14. duiliq
5. eeefrz 15. fatol
6. shiplareotin 16. ttaaibh
7. labeiaav 17. aaccpiyt
8. siendyt 18. sseeiintv
9. orperpyt 19. ssloveid
10. tionrcerea 20. uerp
II. Try to find words in this unit according to the explanations
1. ____________ （of things）that can be used or obtained.
2. ____________ not mixed with any other substance.
3. ____________ special quality or characteristic of a substance, etc.
4. ____________ change a solid into liquid.
5. ____________ stay on or at the surface of a liquid and not sink.
6. ____________ ability to hold or contain sth.
7. ____________ affected greatly or easily by sth.
8. ___________ natural environment of an animal or a plant; home.
9. ____________ (means of ) refreshing or entertaining oneself after work; relaxation.
10. ____________ the relationship between mass and volume and is measured in kilos per cubic.
III. Fill in the blanks with the proper words. The first letter has been given. Some words are used more than once.
1) The water molecule is made up of two h__________ atoms and one o__________ atom.
2) Water is a l________ at room temperature, but it turns into a s________ when the temperature drops below 0C and into a g____ when heated above 100C.
3) An a________ is the smallest part of any living or nonliving thing.
4) Places by the sea often have a s___________ climate that is never too hot or too cold, because water can a________ and release a lot of heat.
5) Soil can a________ water, so it helps keep water from flowing away.
6) Marine scientists study the r___________ between living creatures and their habitat in the ocean.
7) Salt water has a lower f_________ point and is heavier than fresh water.
8) Oil has a density lower than 1,000 kg/m3, so it will f__________ on water.
9) Heat d________ the candle into a pool of wax in a few minutes.
10) Now nobody can be sure any longer that the air in the countryside is p________ and healthy.
IV. Complete the following sentences with the proper forms of the following phrases.
1. Temperature here__________10°C to 30°C.
2. A volleyball team consists of Six players while a football team ______eleven players.
3. He is a hero, so you will ___________ his good example.
4. You can ___________ her offer to drive you home.
5. The talks between those two big companies ____________ so the two managers had to look for another trade partner respectively.
6. The engine of the ship was out of order and the bad weather ___________ the helplessness of the crew at sea.
7. It’s now twenty minutes past four, _________, the doctor has gone for two hours.
8. Uncle Smith followed him _______ down the street.
9. The powder is then ________ water and other things, and made into different kinds of food.
10. The chairman encouraged everyone to __________ the discussion.
Homework
1. Finish all the grammar exercises on SB&WB.
2. Review the whole unit.
(浙江省温岭中学英语组：江依丽，马君，林中华，夏静玲)
篇17：高二 Learning Plan for Unit One （Integrating Skills）(人教版高二英语教案教学设计)
Learning Plan for Unit One
Integrating Skills
I. Learning Goals
1. Learn and master the following phrases:
learn from, be satisfied with, the other way around, take a look at, what if, be known as;
2. Review the language points and grammar-the Infinitive in this unit;
3. Do some reading and writing practice to improve the students’ integrating skills;
4. Learn how to write a descriptive paragraph;
II. Learning Important Points:
1. Improve the integrating skills;
2. Help the students write a descriptive paragraph;
III. Learning Difficult Points:
1. How to understand the passage better;
2. How to learn to write a descriptive paragraph.
IV. Learning Methods:
1. Doing exercises to revise what we have learnt before;
2. Asking-and-answering activity to go through the reading material and understand the passage better;
3. Individual, pair, or group work in class.
V. Learning Procedures
Step 1. Revision
A. Revise the grammar-the Infinitive.
Choose the best answers to fill in the blanks.
1. to live; 2. to discover nature of the universe; 3. to eat. 4. to be wrong; 5. to pass the exams; 6. to find the train had gone;
7. to catch the train; 8. to get married; 9. to miss the train;
1. The goal of Stephen Hawking’s research is ______ and ______ is his biggest dream.
2. The doctor thought he only had three more years _____, which turned out _____.
3. We took a taxi _____. We hurried there, only _____. We were unhappy to _____.
4. He studied hard _____.
5. Lunch is ready. Let’s stop _____.
B. Revise the useful expressions in READING together.
work on, be engaged to sb, go by, turn out, dream of, go on with, use up
1. He ____ one day becoming a famous scientist.
2. Tom ____ Ann.
3. Two weeks slowly _____.
4. He ____ his ink.
5. If we don’t finish painting the room today, we can ____ it tomorrow.
6. His suggestion ______ to be a good one.
7. He _______ a novel.
Step 2. Leading-in
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?
T: Do you know why and how they made these important discoveries or inventions?
Step 3. Reading
Ok, today we are going to read a passage. It will tell us what makes the scientists make their discoveries. Open your books and turn to page7.
A. Read the passage quickly and then answer some questions.
1. Who said the sentence “Knowledge is power.”?
2. Who are the two scientists in this passage as examples?
3. Where was Galileo Galilei from?
4. What invention did Zhang Heng make?
5. What made Galileo and Zhang Heng become famous scientists?
B. Read the passage again for the following questions:
1. Why could Stephen Hawking make contributions to science work?
2. What can be described as the ability to use knowledge?
3. What’s the most important thing if we want to make a difference?
4. How can we hope to reach our goals and truly make a difference?
C. Compete the following
.1. From this Passage , we can infer that __________.
A. Copernicus was famous for his microscope and telescope
B. Francis Bacon was a famous scientist
C. In the past, people only know the truth
D. Zhang Heng’s seismograph worked at that time
2. What’s the main idea of the passage ?
A. It’s important and necessary for a scientist to make a difference.
B. How scientists make a difference
C. Everyone should make a difference
D. People should believe themselves
3. Read for the information to complete the table:
Scientists How they make a difference characteristics
Stephen Hawking Always wants to know more; Never satisfied with a simple answer…
Galileo Galilei
Zhang Heng
D. Discussion
Work in group of four. 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 . 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?
Step 4 Language Points
T: Now you have understood the detailed information about this reading. But perhaps there are still some phrases or sentences in this reading you don’t understand. Find them and try to get to know them.
Step 5 Writing
Who is your favorite scientist? Write a paragraph to describe your favorite scientist. Before you write, you should think about what you want to write. What does the reader need to know about the scientist? 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? You can first discuss these questions in groups. Use your answers to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more information after class.
Step 6 Homework
1. Read the reading again and review the language points in this passage.
2. Finish the writing about a great scientist.
篇18：unit 13 teaching plan listening(人教版高二英语下册教案教学设计)
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
III Part 1
1. First listening
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
3. Understanding of the passage
Time:
Poet:
Poem:
Story:
IV Part 2
1. Vocabulary
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
2. Listening
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
V Activities
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
Listening practice in workbook
I Part1
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
II Part2
1. Listening text
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Advice Explanation
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
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