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篇1：人教新课标 高一unit19 Modern agriculture 教案
Unit 19 Modern Agriculture
I. 单元教学目标
Talk about modern agriculture and the effects it has on people’s life
Practise giving advice and making decisions
Learn to use “it” for emphasis.
Learn to read statistical graphs.
Write a plan for a vegetable garden
II. 目标语言
功能句式
1. Giving advice and making decisions
You’d better…
In my opinion, you should…
You need to…
If I were you, I’d …
Shall we…?
What/ How about…?
Why don’t you…?
Why not…?
As far as I can see, the best thing would be…
Wouldn’t it be better if…?
I think he’s right…
We have to make a choice / decision.
The other idea sounds better to me.
2. Intensions and plans
I’ll…
I’m going to…
I’d like to…
I want to…
I’d rather …
I’m ready to…
I’m thinking of…
I don’t want to…
I won’t …
重点词组
1. over the years
2. in early times
3. be used for
4. farming technique
5. make use of
6. allow sb. to do sth.
7. bring in
8. in the 1980s
9. be harmful to
10. be friendly to
11. depend on
12. as well as
13. not…but…
14. be protected from
15. no matter
16. be different from
17. stand for
18. in other words
19. get ripe
20. have a long history
21. a variety of
22. have a long history
23. research into
24. advice on
25. the following subject
26. at the right time of year
27. go against
28. year after year
29. pass on
30. from generation to generation
语法结构
it形成的强调结构
佳句记忆
1. It is on this arable land that the farmers produce food for the whole population of China.
2. To make as much use of the land as possible, two or more crops are planted each year where possible.
3. It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
4. New techniques should increase agricultural production but also be friendly to the environment.
5. Future agriculture should depend on high technology as well as traditional methods.
6. Not only is food production important but also taking care of the environment.
7. The temperature is controlled with computers, no matter how the weather is outside.
III. 课时分配
Period 1：Listening
Period 2：Reading --- Modern Agriculture
Period 3：Speaking
Period 4: Language study & grammar
Period 5: Integrating skills
Period 6: test of the unit
Period 7: check the test and evaluate students’ writing
IV. 分课时教案
Period 1 listening
(ppt. listening)
Teaching Aims:
1. To get students familiar with some words about agriculture
2. To practise getting details from listening
Teaching steps:
Step 1 Pre-listening
1. Brainstorm: What comes into your mind when you hear the word “agriculture”?
(possible answer: farmer, land, soil, farm, tractor, vegetable, wheat, rice, irrigation, to plant, fertilizer, harvest, pest, weed killer, seed, to water, fruit, livestock, dike etc.)
Introduce the words fertilizer and dike to the students.
2. Match the words with the pictures to get students well prepared before doing the listening comprehension.
Step 2 While-listening
1. Read some statements about agriculture and guess whether they are right or not according to your knowledge.
2. First listening – Listen to the passage and find out the subjects which are talked about.
3. True or False
4. Second listening – Listen to the passage again and complete the sentences by using your own words.
Step 3 Post-listening
There are some sentences in the passage worth remembering. Please pay attention to them.
Good sentences for you to remember:
1) Farming and nature are like two flowers on the same tree.
2) When farming goes against nature, all kinds of environmental problems are the result.
3) Agriculture in this way destroys nature and results in floods and droughts.
4) They built dikes around the fields turning the fields into fish ponds.
Step 4 Listening on WB
1. Look at the picture and guess what the passage is probably about by answering three questions.
2. First listening – Listen and complete the passage. (Perhaps listen to the passage for twice is more appropriate. Pair work is permitted if necessary.)
3. Second listening – listen and answer the questions.
Homework:
1. Learn the new words by yourselves with the help of your dictionary.
2. P47 Word Study
Period 2 Reading
(ppt. reading)
Teaching Aims:
1. To make students know how to read statistical graphs.
2. To enable the students to read through and understand the given materials.
3. To enlarge students’ general knowledge about agriculture, its history and recent technological development.
Teaching Steps:
Step 1 Pre-reading
1. Discuss about the questions on page 43 about the graph to make students know how to read statistic information and think about the change of agricultural produce over the years.
2. Look at some picture and try to describe them. Some useful words can be given to help the students. Then ask the students to classify the pictures into a) Traditional farming b) Modern farming c) Hi-tech farming
3. Questions:
What’s the difference between traditional farming and modern farming?
What to you think the reading passage is about according to its title?
Step 2 While-reading
1. Read the passage quickly and finish Ex 1 on page 46.
2. Read the passage more carefully to find out what each paragraph is about.
3. Ask students to pay attention to the structure of the passage which is very useful for their own writing.
Part I an outline of Chinese agriculture
Part II The new development of Chinese agriculture
Part III the future development of Chinese agriculture
4. Answer the following questions:
1) What does the writer mean by saying “It is on this arable land that the farmers produce food for the whole population of China.”?
2) What does the writer what to tell us by saying “Not only is food production important but also taking care of the environment.”?
3) What do you think the future of Chinese agriculture will be like?
Step 3 Post-reading
Look at some pictures of GM produce and discuss about the advantages and disadvantages of GM.
Homework:
1. Read the passage and find some good sentences.
2. P108 Vocabulary Ex 1 & 3.
3. Writing assignment:
You have just had a heated discussion with your classmates on the advantages and disadvantages of GM food. Please write about your discussion and also your own opinion.
Period 3 Speaking
(ppt. speaking)
Teaching Aims:
1. To practise giving advice and making decisions
2. To encourage and enable students to invent their own ideas on a specific subject and give reasons
Teaching Steps:
Step 1 Lead-in
1. Show a picture of a farm to the students and ask them if they are the owner of the farm, what they would like to do with it. ( Their answers may be some items like growing crops, growing vegetables, growing cash crops, growing trees, raising livestock, fishery, etc)
2. Students work in groups and discuss about the advantages and disadvantages of the raised items.
Step 2 Speaking
1. Introduce a group of farmers who have been given a large piece of land. Together with the village leader, they have to decide how to use the land. Each of them has different idea.
2. Question: What expressions do we normally use to lead a discussion, participate in a discussion, express agreement and express disagreement?
3. Role play: Students work in groups of five and each of them will play one of the roles and give their own opinions. After the role play, the village leader will give a report. ( Students can refer to Page 44 & the useful expressions mentioned just now)
4. Presentation:
A. Several groups will present the process of their discussion.
B. Group leaders will report the result of the discussion of their group.
Homework:
Writing assignment:
Suppose you are one of the four villagers and will talk about your opinion towards the piece of land in the village meeting. Please write a passage that you think can make the villagers support you. (Words: 100-120)
Period 4 Language Points and Grammar
(ppt. Unit 19 Language points )
(ppt. Unit 19 Grammar)
Teaching Aims:
1. To make students grasp the language points of this unit and know how to use them.
2. To analyze the use of “it” for emphasis
Teaching Steps:
Step 1 Language Points:
1. 介词over 表示时间的用法
2. 动名词作定语表示用途的用法
3. 认识强调句
4. to make use of的用法
5. 省略形式where possible
6. to bring in的用法
7. be harmful to 的用法
8. depend on的用法
9. as well as的用法
10. Not only … but also…用于句首时的倒装问题
11. not…but…的用法
12. hang的用法
13. protected from的用法
14. no matter 的应用
15. “的”的英文译法
Step 2 Grammar
(ppt. Unit 19 Grammar)
Homework:
1. P47 Ex 1, Ex 2.
2. P109 Vocabulary Ex 2, Grammar Ex 1-3
Period 5 Integrating Skills
( ppt. integrating skills)
Teaching Aims:
1. To enable students to know about Jia Sixie and his ideas about farming and gardening.
2. To help students to work out a plan for a vegetable garden.
Teaching Steps:
Step 1 Pre-reading
1. Show the pictures of four seasons in a year and ask students whether what farmers should do in different seasons.
2. Question: Do you know any early agricultural scientists in China?
Step 2 While-reading
1. Listen to the first two paragraph and learn the information about Jia Sixie and his famous works Qimin Yaoshu.
2. Read the third paragraph and fill in the form with the information given.
Step 3 Post-reading
Matching game:
Imagine that you are to plant something in your vegetable garden. What will you do in every month? Please match the months with the things to be done.
(This activity can be done in to ways:
You can have every student have a complete form and let them work in groups to get the answer.
You can also cut the months and things to do into separate pieces and give the scattered paper to every group and let them finish the matching game. The quickest one, of course, is the winner. This one is more challenging and needs more time.)
January A. We have to plough the land for the first time. The ploughing has to be done deep. Spread manure and old leaves on the land and plough them under.
February B. We should harvest green peppers and tomatoes before the cold winter comes. Water and weed the crops that were planted in August.
March C. We should buy enough seed to plant for two or three crops. Check the condition of the soil. Improve it if it’s not good enough. Put manure and dead leaves on the land if you didn’t do it in November. Get the seedbeds ready for growing plants such as tomato, pepper and eggplant.
April D. We should plant the seedbeds. Prepare the land for planting. Let sheep or cows walk on the land. Prepare seeds for planting in April.
May E. We should plant beans, corn, eggplant, peas, peppers, tomatoes and watermelons. Remove weeds and grass.
June F. We have to harvest vegetables such as beans and peas. Prepare the land for planting new crops. Take care of irrigation.
July G. we have to plant broccoli, cabbage, carrots and onions. Make sure to water the plants enough. Harvest ripe fruit and vegetables.
August H. We should give some attention to the early-planted seedbeds. Add a little fertilizer to the young plants. Plough the land a second time to prepare it for the warm-season vegetables.
September I. We should make a plan for our vegetable garden for next year. Check the seeds left over. Repair tools and make a list of new tools to buy.
October J. We should make a plan for the crops we want to plant in autumn. Fight drought with enough irrigation of the land. Remove weeds. Plant second crops of tomatoes, corn and beans.
November K. We have to watch out fro insects. Fight against insects and disease when you see them. Water the plants when needed. Build a frame of wood or bamboo for beans to climb on.
December L. The last crops are harvested. Put dead plants, old leaves and other materials together. Store animal manure for use as fertilizer next year. Start thinking about your garden plans for next year.
Keys: January--C; February – D; March-H; April-E; May-K; June-F; July –J; August-G; September – B; October-L; November-A; December – I.
Step 4 Writing
Read the passage about kiwi fruit on page 112. Ask students what it is mainly about. Then ask students to write a short essay introducing a kind of fruit or vegetable as their homework. The questions on page 112 can be referred to.
Homework:
1. Write an essay introducing a kind of fruit or vegetable.
2. P111 Reading
篇2：人教版高一unit19 Modern agriculture 的所有教案
第12周 星 期 一 5 月 9 日 总 第 课 时
课 题 Unit 19 Modern agriculture
Warming up & listening
目 的
要 求 Enable students to predict the content and catch the main idea of the specified listening materials.
重 点
难 点 Let students understand the relationship between agricultural production and environment protection through listening.
How to understand the material about agriculture.
教学过程:
Step1. warming up
一. Look at the graph and try to answer the following questions.
1. Which farm product grew most during the first five years of the 1990s?
Fruit
2. How much did it grow compared with that during the second half of the 1980s?
84%
3. Which grew least?
Grain
4. If three million pigs, sheep and cattle were raised during the years from 1986 to 1990, how many were raised from 1991 to 1995?
4.95 million
二. Discuss the following questions in the text book.
1. How are people’s eating habits changing over the years?
The most significant changes are from a diet mainly based on rice and vegetables to a diet that still includes rice, with a greater variety in vegetables and a considerable quantity of meat.
Why do you think this happens?
(1). People are earning more money, so they want to buy and eat more meat.
(2). People learn more about healthy food, so they want to eat more fruit.
(3). Fruit juices are healthier than soft drinks such as cola, so people want to drink more juices.
(4). Fish is good to health, and it is said that it can make people become clever. And eating fish won’t make people fat.
(5). In order to taste good, people like to fry food. And it needs more oil.
2. How has agricultural produce changed during these years?
China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period has increased by 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively.
What do you think caused these changes?
(1). People want to buy different produces, so farmers need to grow different things.
(2). Farmers can make more money by growing fruits or fish farming than growing grain.
3. What effects do you think the changes in eating habits will have on agriculture or nature?
It may have both good and bad effects on nature.
(1). First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Then, people may cut down trees to take more land on which to grow grass.
(2). They also may destroy nature to get more land to grow grain and grass to feed animals.
(3). If farmers want to grow different crops, they would plant them together. This can be very good for the soil.
(4). Farmers can make full use of land to grow fruits in the places where other crops can’t be planted.
Step 2 Listening
1. Explain what they are expected to do.
2. Learn some words and phrases in the listening material.
drought 旱灾 dike 堤坝 environmental problems 环境问题 move on迁移 result in = lead to fish pond 鱼池 go against 违反
3. Listen to the tape for more than three times.
4. Check the answer.
Step 3. Home work
1. Dictation
1.produce 2. depend on 3. import 4. technique 5. protection 6. depend on 7. production 8. technical 9. modernize 10. seed
2. Prepare speaking
第12周 星 期 二 5 月10 日 总 第 课 时
课 题 Pre-reading & reading
目 的
要 求 Let students have a general knowledge about agriculture, it’s history and recent technological development.
Develop the students’ creative thinking ability.
重 点
难 点 How to build associations between English and biology or other subjects and try to express freely their own ideas.
教学过程:
Step 1. pre-reading
1. Look at the pictures in the text book and describe what they see.
(1).We can see a child and a woman and two chicken. And the woman is sitting in front of the house, feeding the chicken.
The picture below shows a large house in which thousands of chicken fed in small cages.
(2).The second picture shows a pile of animal manure.
The picture below shows a bag of chemical fertilizer.
(3).We can see that a farmer is working on the farmland with two cattle. The cattle pull the plough to work the land.
The picture below shows a tractor. And we can see the farmers are using the tractor to work the land.
(4). The fourth picture shows dry, barren land. The earth is too dry to plant anything.
The picture below shows a greenhouse, where plants grow in a building made of glass or plastic.
2. Compare traditional and modern farming.
(1) small scale & large scale
(2) natural fertiliser & chemical fertiliser
(3) animals & machines
(4) open air & greenhouse
2. What are the advantages and disadvantages of each way?
参见教参P164
4. What other changes have happened on farms in the last 100 years?
Over the past 100 years there have been some changes on farms and in agriculture:
The use of machines, the use of chemical fertilizers, the use of insect killers, the use of food supplements in animal feed, the growth of the farms( bigger farms), doing the work with workers who are not part of the family, growing different crops, etc.
Step 2. Reading
Read the text quickly and try to answer following questions.
1. What’s the biggest problem to Chinese farmers?
The shortage of arable land.
2. What does GM mean?
“G” stands for “genetically”
“M” stands for “modified”3. New techniques and innovations in agriculture
chemical fertilizers, pumps for irrigation, special seedbeds, machines (eg tractors), international exchange, greenhouses, GM technique
4. Do “T” or “F” according the text
(1). No advanced technical information was brought in from abroad before the 1980s. F
(2).Scientists have always tried to increase farming production without harming the environment since the early 1990s. T
(3).Traditional methods of farming have no advantages so they won’t be used in future agriculture. F
(4).The average arable land for each Chinese is much less than that of the world. T
(5). Growing vegetables in greenhouses has so many advantages that it can reduce losses caused by bad weather and that it can partly settle the problem of the shortage of arable land. T
(6). GM is a new technique that can make a plant quite different from what it used to be, bigger and healthier and with no diseases, but it takes longer time to grow. F
(7). The GM technique can only be used on plants, but not on animals at the present time. F
Step 3. post-reading
Read the text again and do exercise 1
Step 4. Homework
1. Exercise 2 in post-reading
2. Word study and vocabulary in workbook
3. Read the text frequently
第12周 星 期 三 5 月11 日 总 第 课 时
课 题 Reading
Modern agriculture
目 的
要 求 Learn some important language points.
Learn to analysis sentence structure.
重 点
难 点 It is /was …that (who)… protect … from…
Not only is ….but also… be known as
be friendly to in other words
教学过程：
Step1. Reading
一. Listen to the tape paragraph by paragraph
二. Explain the language points paragraph by paragraph
1. 强调句的结构通常是：It + be + 强调部分+ that (人物可用who/whom)加句子其他部分，特征：把It is / was ……that….结构去掉，剩下部分能整理成完整的一句话，则为强调句．
Lucy went to China last year.
It was Lucy who/that went to China last year.
It was China that Lucy went to last year.
It was last year that Lucy went to China.
2.as …… as possible 尽可能……
as much / many / early / soon/ cheap … as possible
e.g. Stay here as long as possible.
3. where possible 是 where ( it is) possible 的省略结构
e.g. Go to places where necessary.
Come to see me when possible.
We will go there next week if possible.
4. bring in 引进
e.g. We should bring in new technology.
5. be friendly to 对…..友善／有利
e.g. He is very friendly to me.
It is friendly to our work.
be friendly to 与 be harmful to / be bad for 相对应，与be good for 相一致
6. depend on 取决于，依靠
e.g. Whether you can study English well depends on how hard you study.
7. not only …but also
如果将not only 放在句首，这时not only 所在的分句需要部分倒装
Not only do we learn Chinese but also we learn English.
由not only… but also 连接的并列主语，谓语动词的单复数形式按就近一致原则，与贴近它的主语一致．
8.protect … from…保护……免受…
She wears sunglasses to protect her eyes from sun.
9. no matter 不管，无论，常与副词when, where, how, who, what, which等特殊疑问词连用，引导让步状语从句．可与 whatever, whenever, wherever, however 等替换，但wh-ever还可以引导名词性从句．
e.g. No matter where (wherever) you are , I will be right here waiting for you.
You can choose whatever you like.
Whoever leaves last must close the door.
10. be known as 被称为，以……知名，后接身份、职业的名词。主语与as的宾语构成主表关系。
e.g. He is known as a great scientist.
be known for 以…..而闻名
be known to 为……所知，强调宾语了解或熟知主语
e.g. He is known to everyone as a good doctor. 人人都知道他是个好医生。
11. in other words 换句话说，用语插入语，常对前面所说的话进行解释
e.g. The doctor succeeded in her operation, in other words, he gave her a second life.
12. a variety of 多种多样的，各种各样的＝various
e.g. She sells a variety of flower.= She sells various flower.
Step2. Homework
1.dictation
1. modify 2 golden 3. tobacco 4. method 5. shortage 6. greenhouse
7. discovery 8.insect 9. gardening 10. root
2. vocabulary
3. grammar
第12周 星 期 四 5 月12 日 总 第 课 时
课 题 Check exercise
Work study & vocabulary
目 的
要 求 Review the language points learned in last class.
掌握倒装语序
了解构词法
重 点
难 点 倒装语序:部分倒装，全部倒装
not only …but also
only….
教学过程:
Step1. Dictation
1. modify 2 golden 3. tobacco 4. method 5. shortage 6. greenhouse
7. discovery 8.insect 9. gardening 10. root
Step2. Continue explain language points in the text.(见上教案)
Step3. Check exercise
1. Word study
Noun Verb Adjective
Fertiliser fertilise fertile
Production produce productive
Protection protect protected
Modification modify modified
2. vocabulary
(1) go against , take care of , in other words, over time, depend on, be short of , protect from, be known as, be different from, keep up with, a variety of, research into
(2).Join each pair of sentences using the phrases given in brackets.
A. Future agriculture should depend on high technology as well as traditional methods.
B. Not only food production, but taking care of the environment is also important.
C. The farmers are working hard to improve the quality as well as the quantity of the crops.
D. The book does not only talk about farming but also about gardening.
倒装
1. 部分倒装：部分倒装是谓语中的一部分（如助动词、情态词或系动词be）放在主语前面，其余部分仍在主语后面。
e.g. Only in this way can we work out the physics problem
Not only is he a singer, but also he is a dancer.
Not only…but also…如果连接两个句子，则第一个句子倒装，第二个句子不倒装
Not only…but also…如果连接的是两个主语，句子不倒装
e.g. Not only food production , but also taking care of the environment is important.
Not only I but also my elder sister is a teacher.
2. 全部倒装：全部倒装是句子中没有助动词、情态动词或系动词be时，要把谓语动词防在主语的前面。
e.g. Here comes the bus.
Step 4. Homework
1. Grammar on page 47-8, 109-110
2. 优化学习
第12周 星 期 五 5 月13 日 总 第 课 时
课 题 Grammar
目 的
要 求
掌握强调句型 it is /was ….that/ who/ whom….的用法
强化练习，巩固所学知识
重 点
难 点
It + be + 被强调的成分+ that (人物可用who/whom)+其他成分。
It is / was not until +被强调部分+that +其他成分
教学过程:
Step1. Grammar
1. 强调句的结构通常是：It + be + 被强调的成分+ that (人物可用who/whom)+其他成分。
E.g. It was I who/ that broke the glass yesterday. (强调主语)
It is me whom / that you should help.(强调宾语)
It was in the classroom that he told me the news. (强调地点状语)
It is tomorrow that we will go to Shanghai.(强调时间状语)
It is by bus that Tom often goes to school.（强调方式状语）
It was in order to catch the first bus that he got up earlier.(强调目的状语)
It was because he was ill that he didn’t go to school yesterday.(强调原因状语从句)
只能强调because引导的原因状语从句，不能引导since, as 引导的原因状语从句，因这两个词表示的语气较弱。
强调句的反意疑问句须与主句保持一致
e.g. It was at nine last night that I knew the news, wasn’t it?
此句型不能用来强调谓语，表语，定语；强调谓语用do, does, did
It is a student that she is.错句
that, who, whom之后动词的人称和数要与它前面被强调的名词或代词一致（即人称和数要与原句中的一致）。
强调句中的事态只用两种，一般现在时和一般过去时。原句谓语动词是一般过去时，过去完成时和过去进行时，用It was……其余的时态用It is….。
特征：把It is / was ……that….结构去掉，剩下部分能整理成完整的一句话，则为强调句。
It is clear that not all boys like football.(IT做形式主语，引导的主语从句)
It is / was not until +被强调部分+that +其他成分
e.g. He didn’t go to bed until ten o’clock.
It was not until ten o’clock that he went to bed.
注意：因为句型It was / is not …已经是否定句了，that 后面的从句要用肯定句，切勿再用否定句。
Not…until…句型与强调句以及倒装句的转换
e.g. Li Ming didn’t watch TV until he finished his homework.
It was not until Li Ming finished his homework that he watched TV.
Not until Li Ming finished his homework did he watch TV.
e.g. The bus will not go until all the people get on it.
Not until all the people get on it that the bus will go.
Not until all the people get on it will the bus go.
Step 2. check exercises
Exercise1
1. It is the children who often help their parents do the farm work.
2. It was in 1993 that a tomato was developed that was very different from any grown before.
3. It is the shortage of arable land that is the biggest problem of Chinese farmers.
4. It is the plants grown in the greenhouses that are protected from the wind, rain and insects.
5. It is high technology as well as traditional methods that future agriculture should depend on.
Exercise2
1. It was Henry who gave George a new tie for his birthday last year.
It was to George that Henry gave a new tie for his birthday last year.
It was a new tie that Henry gave George for his birthday last year.
It was last year that Henry gave George a new tie for his birthday.
2. It was during that period of time that they made three important discoveries.
It was three important discoveries that they made during that period of time.
It was they who made three important discoveries during that period of time.
3. It is in South America that some people still practise this kind of farming.
It is some people in South America who still practise this kind of farming.
It is this kind of farming that some people in South America still practise.
Step 3. Homework
1. Dictation
1. remove 2. condition 3. and so on 4. guide 5. sunflower
6. proverb 7. firstly 8. wisdom 9. sunset 10 practical
2. Preview intergrading skills
3. 优化学习剩余部分
第12周 星 期 六 5 月14 日 总 第 课 时
课 题 Integrating skills
目 的
要 求 Learn some reading skills :scanning, skimming
Learn some useful expressions
重 点
难 点 have a long history; give advice on; give instructions for; be useful for
do things at the right time of the year; go against nature;
教学过程：
Step1. Dictation
1. remove 2. condition 3. and so on 4. guide 5. sunflower
6. proverb 7. firstly 8. wisdom 9. sunset 10 practical
Step2. Integrating skills
1. The brief introduction of Jia Sixie
贾思勰是我国南北朝时期杰出的农业科学家．他编的《齐民要术》是一部内容丰富、规模巨大的农业生产技术著作。《齐民要术》分为10卷，共92篇，11万字。内容包括农作物的栽培，各种经济林木的生产，以及各种野生植物的利用等等。
2. Listen to the tape
3. Discuss what advice Jia Sixie gave to farmers.
(1). Farmers should do things at the right time of the year.
(2). Farmers should examine the soil carefully.
(3). If the condition of the soil is not good, farmers should improve it.
(4). Before sowing or planting crops, farmers should clean rough ground and remove weeds.
(5). Farmers should let sleep or cattle walk on the land before sowing or planting crops.
(6). Farmers should plough the land, so weeds are destroyed.
(7). When ploughing the land, farmers should plough deep the first time and less deep the second time.
(8). Farmers will get the best results if they change crops in their fields.
(9). If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.
(10). If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.
(11). It is good to grow different plants next to each other in the same field.
4. the useful expression in the text.
have a long history; be useful for; discover the wisdom;
live in the sixth century AD; plant wheat close together
spend time on research into; collect information; do experiments;
learn from the experiences of; give advice on; grow green vegetables;
keep cows; give instructions for; make wine; be a practical guide to ;
do things at the right time of the year;
go against nature; clean rough ground, remove weeds
reach the best harvest
plan rice year after year
5. Explain the language points in the text.
(1). go against 违背，不利于
e.g. We should not go against school rules.
(2). raise, keep, support, feed
这四者均有“抚养，养家，赡养”之意
A.raise, keep 抚养人；饲养动物；种植、栽培农作物
e.g. He made a living by keeping / raising pigs.
B. support 养活人口，不用于饲养动物
e.g. You should support your parents.
C. feed喂养、饲养，指具体的喂养动作
e.g. He fed meat to his dog.
(3).year after year 年复一年，主要强调动作的重复性，不发生变化
e.g. We go to Shanghai year after year.
year by year 年年，每年，主要强调动作的渐变过程，要发生变化
e.g. The number of students is increasing year by year.
(4) close ,adj. 相近的、知心的
She is my close friend.
Close, adv. 接近，靠近
They sat down close together.
Close to….靠近…..（地方）
I sat close to the door.
(5). Next to 在…..旁边，紧挨着；次于，几乎
e.g. I sat next to him.+
(6). At the right time of the year.
At the correct time of the year
At the wrong time of the year
Step 3. check exercise in workbook
1. It was to find happiness that a pretty princess from Heaven secretly came to earth.
2. It was her excellent waving skills that the villagers admired.
3. It was for a few years that the family lived peacefully and happily.
4. It was her grandmother who ordered her to leave at once.
5. It is each year on the seventh day of the seventh month that all the magpies in the world form a bridge so that Niu Lang and Zhi Nu may enjoy a short get-together.
Step4. Homework
1. 优化学习完形填空及阅读，改错
2. 报纸
3. 复习本单元，星期一晚上抽查本单元语言知识
4. 星期二晚自习考试
篇3：Unit 19 Modern Agriculture word study(新课标版高一英语上册教案教学设计)
1．effect
(1)名词“结果,效果”,与介词_____搭配，译成“_____．．．．．．_____”．
e．g The film had quite an effect on her.
Our arguments had no effect on them．
Did the medicine have any effect on you?
(2)派生词: effective 形容词“_________________”．effective measures/speech 有效的措施/令人印象深刻的演讲
[辨析]affect动词“_________”．
气候的变化也许会影响你的健康．
The change in climate may__________________．
我们为她去世的噩耗而深感悲伤．
We ________________________by the news of her death．
2．last
(1)形容词_______的最高级,可译成“刚过去的(时间上)”．
我上个星期天看了那部电影．I saw the film________________．
last还可以指顺序上的“最后一个”．
十二月是一年中的最后一个月．
December is __________________of the year．
(2)last v. 意思是“_______________”．
我们有维持三天的食物．
We have enough food____________________．
会议开了一个星期．
The meeting ____________________a week．
(3)late还有一个最高级latest，“___________”．
最新消息，最新式样，最新杂志．the__________________________________________
3．be used for doing
(1)动词词组，“被用来干……”，可用 “_________________”来替代．
used可视为动词use“使用”的被动语态，如：
这把小刀是切面包用的 The knife ________________________________.
可改写成： He _________________________________．
be used to doing“习惯于……”used可视为一个形容词，to在这里是介词．后面可直接加名词．be动词也可用get替代，get指“动作，变化”．
他已经习惯了中国饮食．He has got ___________Chinese meal．
4．bring in
(1)意思是“_______________”．
We have brought in many foreign words．
This will bring them in several thousand yuan．
(2) bring about“_______________”相当于 cause．
赌博把他给毁了．
Gambling has__________________ his ruin．
bring down“打倒，降低”
使政府倒台 bring _________________down
降价 ________________the prices
bring up“哺养，养育”
我是由叔叔养大的．I _____________________by my uncle．
5. It is on this arable land that the farmers produce food for the whole population of China．
这个句子是一个___________，由陈述句_____________________________________________转换而来的，
It’s surprising that Mary won the first prize．
是强调句？
6．To make as much use of the and as possible，two or more crops all planted each year where possible．
(1)make use of“______________”，use 前可以加一些_____词，
你应好好利用你所拥有的一切机会．
You must ____________________any opportunities you have．
充分／尽量利用每一次机会说说英语．
_____________________every chance to speak English．
(2)as much as possible ,as early／soon as possible，意思为“尽可能早”，“尽可能快”．
你要起得尽可能早才能赶上明天的头班车
You are to get up________________________________ tomorrow’s first train．
7．Future agriculture should depend on high technology as well as traditional methods．
(1)depend on 文中译为“___________”，也可译为“____________”．
良好的健康依赖于好的食物、锻炼和良好的睡眠．
____________________good food，exercise and__________．
他依靠写作为生．
He ___________his pen for______________．
你可以相信他会来．
You _____________________his coming．
她是一个可以信赖的人．She’s a woman who_____________________.
8．Using the latest technologies，Chinese scientists grow vegetables in greenhouses．
中国科学家们在温室里用最新的技术种植蔬菜．
(1)using the latest technologies，-ing 分词在句子中作_____________．
在阿拉伯国家，你用右手吃饭．
In Arab countries，you eat ,____________________________________．
你能用肢体语言同别人交流吗?
Can you communicate with others , ____________________
(2)grow 作及物动词为“________”，作不及物动词为“__________”．
你在园子里都种些什么?
What _________________in your garden?
庄稼长势良好The crops________________________．
我在农村长大的．
I________________________________．
grow连系动词，意思 “___________” +形容词或名词作表语．
那烟雾越变越大
The smoke ____________________.
9．The temperature is controlled with computers，or kept the same，no matter how the weather is outside．
(2)no matter how 引导让步状语从句，可用 “_____________”替代，意为“__________”．
无论你多大力气你都搬不动那块石头．
You won’t move that stone， ______________________you are．
无论他怎样努力，他都不会取得成功．
He will never succeed ____________________
[辨析] no matter how／however
引导让步状语从句时两者意思、用法完全一样．
He leaves his bedroom window open，however／no matter how cold it is．
no matter who ,whoever 意思是“____________________”．
no matter what =_________
________________=wherever
无论谁违反这个规则都会受到惩罚．
___________________________should be punished．
你们需要什么农具，就拿什么．
You can ________________________________-you need．
能用 no matter who／what 来替代?．
10．But if you go against nature and do things at the wrong time of year，you will have to do more work and the results will not be so good．
(1)go against “______________________”．
不要违背你的父亲．
Don’t ___________your father．
It goes_________________．
这与我的利益相反．
go against 的反义词:go with“与……协调”，．
这颜色同他的大衣不匹配．
The colour _________________his coat．
11.What do you think．．．?
询问对方对一个问题的看法．
你认为是什么造成这些改变的?
What __________________________these changes?
你认为饮食习惯的改变会对农业或自然有什么影响?
______________do you think the changes in eating habits ______________agriculture or nature?
你认为他什么时候会来?
When do you think________________?
你认为是谁偷的钱?
Who do you think_________________ the money?
你认为什么是你工作中最重要的事情?
What ___________think________ the ________important thing in your job?
你认为她现在身体怎样?
_________do you___________________________?
篇4：Unit1-5 复习教案(新课标版高一英语教案教学设计)
广州南武中学
朱琼
I. Topics
Unit 1:
Friends and friendship; interpersonal relationships.
Unit 2:
English language and its development; different kinds of English
Unit 3:
Traveling; describing a journey
Unit 4:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
Unit 5:
The qualities of a great person;
The lives of some great people.
II. Words and expressions
Unit 1:
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
Unit 2:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
play a role in, because of, come up, such as, give a command, play a part
Unit 3:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
Unit 4:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
Unit 5:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
III. Functional items
Unit 1:
Agreement and disagreement
I agree. I don’t agree.
I think so. I don’t think so.
Exactly. I’ m afraid not.
Unit 2:
1. Language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
Unit 3:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
Unit 4:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Unit 5:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
IV. Structures
Unit 1:
Direct speech and indirect speech
Statements:
“I don’t want to set down a series of facts in a diary,” said Anne.
-- Anne said that she didn’t want to set down a series of facts in a diary.
Questions
“ When did you go to bed last night?” Father said to Anne.
-- Father asked Anne when she went to bed the night before.
Unit 2:
Imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Unit 3:
现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Unit 4:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Unit 5:
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
篇5：高一英语Unit8教案(新课标版高一英语教案教学设计)
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
Sort Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year Location China’s gold medals competitors
old Greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer
Objective:
Shoot the ball into the other
Team’s goal
Number of players:
Two teams of eleven players:ten outfielders and a goalkeepers
Sports field:
Grass playing field
Equipment:
Football,two goals
Basic rules:
1. Players are not allowed to use their hands.
2. … Sport: Table tennis
Objective:
Number of players:
Sports field:
Equipment:
Basic rules: Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
篇6：高一 unit7 reading(新课标版高一英语教案教学设计)
Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
篇7：高一unit13.4 reading2(新课标版高一英语教案教学设计)
一、Teaching Content
Unit 13 Reading (2); Post-reading
二、Teaching Goals
1. Improve the students’ reading ability by catching detailed information.
2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
三、Teaching Important Points:
1. Master the new words, phrases and useful expressions in the text.
Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for
2. Train the students’ reading ability to develop healthy eating habits.
四、Teaching Difficult Points
1. How to train the students’ reading ability.
2. How to make the students understand the reading material better and answer some questions on the passage.
五、Teaching Methods:
Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Reading
T: We’ve got a general idea about the reading. But I think the passage is very difficult.
T: Ok. Let’s read the passage carefully together.
1unit13.3. (2)
T: We listen to the tape paragraph by paragraph, and then explain the paragraph.
T: Listen to Para 1. and try to answer the questions.
(1)Para 1
1) Listen
T: It’s easier to choose what to eat in the past.
True or False? (T)
T: Why?
Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.
2) Explaining
Our eating habits have changed, as has our way of life.
T: What does the underlined part mean? = and our way of has changed too.
T: As has our way of life 是倒装结构
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.
He’s a doctor, as was his wife before she had children.
3) Understand
T: What does the word “ fuel” mean?
Ss: original meaning:燃料
T: e.g. The machine needs fuels to go on work.
T: But you should pay attention to the word in the text. Here it means 营养物质
T: Listen to Paras. 2 and 3
(2)Paras. 2 and 3
T: Fill in the table.
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
1unit13.3. (3)
Questions
T: Why do some people become vegetarians?
T: What does the word “ green” mean? Does it mean the color of green?
Ss: Green: environment protecting
T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?
T: e.g. environmentally friendly food / eco-food
T: Can you find an example about green food in this paragraph?
Ss: Organic vegetables
(3)Paras 4 and 5
T: Listen to paras 4 and 5
T: You can find the word “diet” several times in para 4.
T: What’s the different meaning of them? Look at the blackboard.
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
T: In order to keep fit, what shall we do and eat?
1) Buy good food and keep a balanced diet.
2) Eat healthy food in the right amount.
3) Eat less fat and sugar and exercise more.
Step3 Post-Reading
T: How have our eating habits changed? Why?
T: Discuss question 4 in pairs.
T: Retell the text according to some topic sentences.
Step4 Summary and homework
T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.
1. Retell the text, try to get a summary of this text
2. Review words we have learnt in this unit
3. Preview grammar of this unit
4. Do the exercises the word study on page 5
1unit13.3. (4)
八．黑板板书设计Blackboard:
(L)
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents
(M)
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
(R)
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
九、Evaluation
篇8：高一unit13.5 grammar(新课标版高一英语教案教学设计)
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
篇9：高一unit13.3 reading1(新课标版高一英语教案教学设计)
Period 3
一、Teaching Content
Unit 3 Speaking; Pre-reading; Reading (1)
二、Teaching Goals
1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice
2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability to give advice and make suggestions.
四、Teaching Difficult Points
1. How to finish the task of speaking and make the dialogue go on smoothly.
2. How to understand the text
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
Good morning! My boys and girls!
Sit down, please!
Step2 Speaking
(1) Warming up
1unit13.3. (2)
T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?
1. When I have a fever
2. When I have a bad cold
3. When I have a headache
4. When I have a stomachache
5. When I have a toothache
6. When I have a bad cough
7. When my leg is broken.
T: I have some problems these weeks. I need your help. Would you like to give me some advice?
Ss: Yes.
T: I’m not feeling well these days. I can’t sleep well at night.
(Lead the students to use these sentence patterns.)
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
(2). Listening and speaking
1) Listen to the tape and answer the questions
T: Listen to the tape and get a general idea about the dialogue.
T: What’s wrong with Sharon?
Ss: She couldn’t sleep last night. She’s got a pain.
T: What did she eat yesterday?
Ss: Noodles, salad, a green peach
T: What does the doctor tell her to do?
Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.
2) Open your book to page3, and read after the tape, try to imitate its intonation.
New words: ought to = should
be careful with
advise sb to do sth / advise doing
3) Practise the dialogue
(i) T: When you go to see the doctor, what will the doctor say to you
1. What can I do for you?
1unit13.3. (3)
2. What’s the matter?
3. What’s wrong with you?
4. Lie down and let me examine you.
5. Let me have a look
6. Where does it hurt?
7. It’s nothing serious.
8. Take this medicine three times a day.
9. You’ll be all right soon.
(ii) T: Turn to page2. There are 3 situations in the table.
T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?
Symptom:
Doctor’s advice:
Signature:
T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.
Step3 Pre-reading
T: Which of the following gives you the most energy:
A hamburger a bowl of noodles a cup of coffee
T: How do you think what we eat every day?
Step4 Reading
T: Look at the title. What’s the title of this text?
T: What’s the meaning of it? (A.)
A. What we eat makes us the persons we are.
B. We always eat what we like.
T: What is a healthy dieteating?
(1)Fast reading.
T: Read through the text quickly, and find out the topic sentence of each paragraph.
1unit13.3. (4)
T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )
(2)Careful reading
1. What do traditional diets often have?(c)
A. too much water B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?(A)
A. vitamins, fibre and minerals
B. pork and fish C. water D. calcium
3. What contains a lot of protein?(D)
A. vegetables B. fruits C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?(A)
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them fat.
D. Because they think meat will make them thin.
5. From the passage we can conclude that it is probably better, if (D)
A. we eat less meat B. we have more fruit
C. we have “ eco-foods”
D. we buy good food and keep a balanced diet.
Step5Summary and Homework
T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.
1.Review the new words and phrases (2) in Unit 13.
2.Rreview the reading and Post-reading on Page5.
3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.
1unit13.3. (3)
八．黑板板书设计Blackboard:
(L)
When I have a fever
When I have a bad cold
When I have a headache
When I have a stomachache
When I have a toothache
When I have a bad cough
When my leg is broken.
(M)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
(R)
ought to = should
be careful with
advise sb to do sth / advise doing
九、Evaluation
篇10：Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so on
Three Skills: technique irrigation pump seed insect root golden sow soil weed sunflower
Spoken English:
Giving advice and making decisions
In my opinion you should … I think he is right …
If I were you … Wouldn’t it be better if …?
We can’t do both, so… The other idea sounds better to me…
We have to make a choice ….
As far as I can see the best thing would be to …
Grammar:
The use of “it” （2）: ----强调句中的某一成分
1. 强调主语
The children often help the parents do he farm work.
It is the children who often help the parents do the farm work.
2. 强调宾语
Future agriculture should depend on high technology.
It is high technology that future agriculture should depend on.
3. 强调地点、时间等状语。
The farmers produced food for the whole population of China on this arable land.
It was high technology that future agriculture should depend on.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Modern Agriculture and Farming and Gardening. Get the students to feel the role the agriculture plays in our life and the effect of high technology in agriculture.
Important points:
The way to give advice and make a decision.
Difficult points: The use of “it”.
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Warming Up
Ask the students to first study the graph in the book and make sure they understand what information it provides: The graph shows the growth of major farm productions over the period from 1991-1995 in relation to period from 1986-1990. What it shows in that for example for grain, the production in the four years from 1991-1995 was 10% more than in the four years from 1986-1990.
For answers to the question 1:
The produce for all products was higher than before. Especially the produce of meat, fish and fruit has increased very sharply.
1. People are earning more money, so they want to buy and eat or meat.
2. People learn more about healthy food, so they want to eat more fruit.
3. Eating fish doesn’t make people as fat as eating meat, so people like eating more fish.
For answers to the question 2
1. People want to buy different products, so farmers need to grow different things.
2. Farmers want to make more money. When they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. In the end, they will bring more fruit trees.
For answers to the question 3
1. First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Possibly, they will cut down trees to take more land on which to grow grass.
2. If farmers want to grow different crops they would plant them together. This can be very good for the soil.
Step 2 Listening
Get the students to listen to the text and then check their answers.
Answer to exercise 1: History of farming farmers in China Protection of nature trees Environmental problems dikes
Answer to exercise 2: 1. True 2. False 3. False 4. True 5. False
Answer to exercise 3: 1. (all kinds of ) environmental problems 2. destroyed 3. floods 4. droughts 5. farming 6. go against nature 7. too wet 8. farming/growing wheat/growing crops 9. fishponds
Step 3 Speaking
First show the students some pictures of kinds of lands being used. When land is becoming scare, people in towns and villages may sometimes have different idea about the best way to use the land. Often such conflicts are about the decision whether to use the land for building houses, factories and roads or as farmland.
Then divide the students into groups of five, and let each student take one of the rules. There are five roles: A-D are all local farmers in the small village. Role E plays as the leader.
Step 4 Homework
Prepare a discussion for one of the topic in the exercise TALKING.
Lesson2
Step 1 Revision
Get several students to present their discussion they prepared last class.
Step 2 Presentation
First show the students the pictures on their books. And then ask them to describe what they find in the pictures or what information they can get through comparing them in the two rows.
The answer may be: the first four pictures are ways that farmers used in agriculture in the past decades, while the last four are ways of modern farming.
It’s striking feature is the wide use of modern agriculture technique.
Step 3 Reading
Ask the students to read the text
Step 4 Language points
1. It is on this arable land that the farmers produce food for the whole population of China.
“it” 引导强调句。It无意义，只起语法作用。
Jia Sixie wrote a book called Qimin Yaoshu around 540 AD.
--- It was Jia Sixie who wrote a book called Qimin Yaoshu around 540 AD.
--- It was a book called Qimin Yaoshu that Jia Sixie wrote around 540 AD.
--- It was around 540 AD that Jia Sixie wrote a book called Qinmin Yaoshu.
------其结构：It + be + 强调部分 + that (人物用who/whom) ＋句子其他成分。
2. To make as much use of the land as possible, two or more crops are planted each year where possible.
(1) as … as possible 尽可能的….
We need to send the letter off as soon as possible.
Hold your breath for as long as possible.
(2) where possible = where it is possible.
Fill in the words in the blanks where necessary.
Come to see her when possible.
3. 词组总结：bring in as well as protect … from a variety of over the years have an effect on make good money make use of in the 1980s be different from stand for in other words go against
Step 5 Interview
Get one students to play as a scientist, then some students as reporters. The others students may ask the “scientist” to answer some questions they are interested in about GM.
Step 6 Homework
Finish the exercise on page 108 in the talking part and the exercises 2 3 in the following part.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise on page 108 as a test on the vocabulary.
And then complete the chart on P47, Make sure the students know what they are expected the do.
Step 3 Grammar
First introduce the content about the use of “it”.
Grammar
The use of “it”(2) for Emphasis
It is on this arable land that the farmers produce food for the whole population of China.
It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
Step 4 Practice
Finish the exercises 1 2 in the following part.
Step 5 Workbook
Finish the two exercises in the workbook.
Step 6 Homework
Prepare some information for farming in China.
Lesson 4
Step 1 Revision
Get several students to report what they have prepared for the topic assigned last class.
Step 2 Presentation
Get the students to finish the exercise 3 on P110 as an introduction of the text.
Step 3 Reading
Ask the students to read the text and answer the questions below.
The answers are:
1. Farmers should do things at the fight time of the year.
2. Farmers should examine the soil carefully.
3. If the condition of the soil is not good, farmers should improve it.
4. Before sowing or planting crops, farmers should clean rough ground and remove weeds.
5. Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6. Farmers should plough the land, so weeds are destroyed.
7. When ploughing the land, farmers should plough deep the first time and less deep the second time.
8. Farmers will get the best results I they change crops in their fields.
9. If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.
10. If farmers plant wheat close together, they will have better results than when plant wheat leaving space between the plants.
11. It is good to grow different plants next to each other in the same field.
Step 4 Homework
Ask the students to prepare a report about how to make a vegetable garden. Here they may be told to use the library or internet.
篇11：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
篇12：高一17单元教案(新课标版高三英语教案教学设计)
Unit 17 Great Women
浙江省黄岩中学 王精红 王晨溢 陈佩君 丁瑛 毛海晨 冯丽红 许威
教材分析
本单元中心话题是“伟大女性”。谈论了普通女性, 着重介绍了世界上不同民族、不同领域中的非凡(杰出)女性及其成就。各部分的内容都是围绕这一中心话题而进行设计的。
“热身”(Warming up) 部分呈现四幅杰出女性的照片，引出杰出女性这一话题。 要求学生说出她们的姓名及主要成就，然后通过提问和讨论，让学生了解杰出女性取得辉煌的成就必须付出艰辛这个道理，并以此激励自己。在这阶段的语言实践中可培养学生概述人物特征的能力。
“听力”(Listening)部分的内容就是一则对话，谈论old school photos 中的人物及其过去和现状。要求学生根据材料，正确记录所谈及的人物的特征、专长及现状并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，为后面的“口语”部分打下基础。“口语”(speaking) 由两部分组成。一是看图描述人物，呈现了三幅不同身份女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物品质的能力。二是小组活动，一个学生想出一个著名女性人物，其他学生轮流提问并通过对方回答内容推断该著名女性人物是谁，本活动旨在活跃学生思维和课堂气氛。
读前(pre-reading)部分设计了四个问题，分别是有关南极探险，南北极地理知识及两极著名动物知识，通过讨论扩大学生知识面，并为下一步阅读提供背景资料。
“阅读”(reading)部分是一位女性独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志战胜困难，脱离险境。这篇文章以生动的事实教育学生要在逆境中奋起，从而培养学生耐挫的良好品格。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生概括能力，同时渗透了德育内容。
语言学习(Language Study)分词汇和语法两部分。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力。指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如指个体成员时，谓语动词用复数形式。具体包括三个步骤：1.主谓一致的语法规律和例子；供学生自主学习并探究群体名词主谓一致的变化规律。2.机械性操练，用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。3.不定代词的人称指代。
学习技能(Integrating Skills)部分包括读、说、写三种，其中读说结合，通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fan letters，旨在让学生运用写作方法。
学习建议(Tips)部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的特点，从而培养学生的英语写作能力。
复习要点(Checkpoint)简要总结了本单元的语法重点-主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
Teaching Plan for Unit 17 Great Women
1.Warming up, Listening and Speaking
(1)Listening
(2)Speaking
(3)Listening in Work Book
2. Talking
(1)Warming up
(2)Talking in Work Book
(3)Extended reading
3. Reading
(1)Pre-reading
(2)Reading
4. Post-reading
(1)Reading
(2)Post-reading
(3)Extended reading
5.Language Study
(1)Word Study
(2)Grammar
6.Integrating skills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1．重点单词:
inspire vt. 鼓舞、感动、激发、启示
admire vt. 赞美；钦佩；羡慕
regret. n. 懊悔，悔恨 vt. 为……感到遗憾；后悔
increase vt./ vi 增加；增大
value vt. 估价；评价；重视
threaten vt. 恐吓；威胁；预示危险
bother vt. 烦扰；打扰 vi. 烦恼；操心
generous adj. 慷概的；大方的
cheerful adj. 愉快的；高兴的
mean adj. 卑鄙的；吝啬的
warm-hearted adj. 热诚的，热心的
cold-hearted adj. 冷漠的；无情的
tense adj. 紧张的，拉紧的
miserable adj. 痛苦的；悲惨的
dishonest adj. 不诚实的
dull adj. 迟钝的；无趣的；呆滞的
optimistic adj. 乐观的
extreme adj. 极端的；极度的；偏激的
stormy adj. 暴风雨的；多风暴的；激烈的
shelter n. （U）避难；保护，隐藏 (C)避难所，隐藏处
2、重点词组：
be about to do 即将，正要做某事
around the corner 很近
struggle through 艰难地渡过
find…doing 发现---处于（状态）
increase to增加到
none of毫无，一个也没有
lie down躺下；（风）渐息
at the top of one’s voice以最大的嗓音
tie to系在，栓在
(be) in good health身体状况好，健康
put up a tent 搭起，架起帐蓬
make a decision作为决定
give up放弃
think of考虑、想起、记起
come to terms with 甘心忍受（不愉快的处境）
rise to fame 出名
lead…to… 通向，导致
3、词汇拓展：
inspire (vt.) → inspiring (adj.) inspired(adj.) inspiration(n.)
admire (vt.) → admiring (adj.) admirer(n.) admirable (adj.) admiration(n.)
value (vt.) → valuable (adj.) valueless(adj.) value(n.)
extreme (adj.) →extremely (adv.)
cheerful (adj.) → cheerfully (adv.) cheer (vt.)
4、句型结构
（1）It has often been said that life is difficult as it is.
（2）…during the next week the wind grew stronger and I found myself spending a whole day in my tent.
（3）I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.
（4）In her television shows she makes it possible to talk about great moments and difficulties in people’s lives.
（5）I had travelled only two hours one day when the winds increased so much that I had to put my tent up before the winds became too strong.
5、重点语法
主谓一致,主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如果指个体成员时，谓语动词用复数形式。主要群体名词有: band, club, company, minority, police, party, public, audience, class, government, enemy, team, group, enemy, family etc.
6、教学难点
(1)用得体的英语描写人物特征，并以生动具体的例子来佐证。
(2)引导学生学习杰出女性的优良品质，树立远大目标，勤奋刻苦，严以律己，敢于冒险，知难而进。困难时候，改变方法，或者调整方向，达到成功彼岸。
Teaching Plan
Period 1 Warming up, Listening and Speaking
Goals:
1.Train the students’ listening ability.
2.Master some words describing people and use them correctly.
Step 1 Warming up
In March, there is an important international festival. Ask and answer:
Qs: 1.What festival is it? (Women’s Day)(show a picture of Women’s Day)
2.Is there Men’s Day? (No)
3.Why is there a special festival for women?(In the old time, women were looked down upon and badly treated. By creating this festival, the government just intends to raise the women’s position in society.)
4.What will you say to your mother?(Thank you)
5.What do you think of your mother?(patient, hard-working, kind, caring, careful, etc.)
Most ordinary women like our mothers have such excellent qualities. They are worth respecting.
6.What about girls?(lovely, charming, cheerful, etc.)
Step 2 Pre-listening
Look at the photos of four girls-- Lily, Rose, Jane and Sandra. They are Alice’s old school friends. Everyone has their school days. It gives us great pleasure to look at the old school photos and talk about the old school friends. Now let’s share the pleasure with Alice and the other women.
Step 3 While-listening
Tell the students that they will be listening to a dialogue of two young women. Alice tells Lucy about her old school friends.
For Part 1, the students have to listen carefully to the descriptions that Alice gives of four of her classmates: Lily, Rose, Jane and Sandra. Look at the three questions in the chart and make sure that they understand what they should listen for.(This listening material can be divided into four parts for the four girls. The students can listen to each part twice, and then check the answers at once.)
For Part 2, students should listen carefully to the descriptions of the four women, the relations between them and Alice and their qualities. They have to fill in the blanks with the correct words.(The students should listen to the material as a whole, and then check the answers.)
Step 4 Post-listening
Well done! From the listening material, we have got some useful expressions to describe women and girls. Now let’s make a list of adjectives for describing them. The adjectives can be positive or negative. Boys give a list of positive words and girls try to give a list of negative words. Let’s see who can give as many as possible.
positive negative
strong smart honest friendly warm kind cheerful popular generous pretty hard-working pretty charming helpful optimistic warm-hearted talented learned fashionable naive caring patient responsible patient weak stupid lazy dishonest mean tense cold unkind dull cunning cruel cross cold-hearted selfish
Step 5 Picture-talking
Show Picture 1 and ask:
1.What can you see in the picture?
2.What does she look like?
3.What kind of woman do you think she is?
Ask individual students for details. Then the teacher give suggested answers, emphasizing the adjectives and useful expressions used to describe women.
Suggested answers:
Photo 1: There is a woman in an office. She’s about middle-aged and dressed in a gray jacket. She’s talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There’s a pile of papers on her left. There’s also a bag with sunflower seeds. There’s an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hard-working person. You can see that she’s very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don’t think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.
Step 6 Gathering
Ask students to gather expressions used to describe this woman.
1.The woman seems to be …
2.I don’t think people like her…
3.She may be…..
4.She could be….
5.I can see that…
Besides, more expressions can be used for describing a woman. Individual students can brainstorm them, or they are presented directly by the teacher if it is difficult.
6.She seems to me to be the kind of woman who …
7.The impression (that) she makes on me is….
8.I think she is the kind of person who ….
9.She looks as if….
10.She doesn’t seem…
Step 7 Group work.
Show Picture 2 and 3. Get the students to describe them, making use of the adjectives and useful expressions. Remind the students that it is not important to describe these people as they really are, but what impressions they have of them. They may refer to the questions below:
1.What can you see in the picture?
2.What does she look like?
3.What kind of woman do you think she is?
4.What could she be?
Work in groups and have a discussion. After the discussion, the leader reports. Then the teacher gives the suggested answers:
Photo 2:
There’s a girl using a mobile phone. She’s wearing a red jacket. I can’t see her face very well. From the way she’s dressed, I think she’s perhaps a cheerful and friendly person. She might be a student.
Photo3: In Photo 3, there’s a mother feeding her baby. The baby is sitting in a special chair. The impression she makes on me is that of a woman who is friendly, caring and warm.
Step 8 Listening
You see, ordinary women have different personalities. They play an important role in different fields. Among them, some have made efforts to allivate poverty in their communities to make life better. The Women’s World Summit awards special prizes to these people, like Mrs Adetona and Mrs Zeng. Listen to the tape and hear how they earned their prizes.
Suggested answers:
1.Why do some women get the award that is talked about?
Women may get the award when their ideas or work have helped to make life better in their villages.
2.How has Mrs Adetona helped women in her village?
Mrs Adetona has helped women in her village (get loans) to start small businesses.
3.Why was Mrs Adetona’s work important?
Mrs Adetona’s work was important because with her help now more than a thousand people can take care of their families and send their children to school.
4.What did Mrs Zeng teach women in her village? Write down two things.
Mrs Zeng taught the villagers 1)how to plant potatoes, 2)how to take care of sheep and 3) how to take care of the environment by planting trees on the hills around the village.
5.What happened to Mrs Zeng in ?
In 2002 Mrs Zeng was chosen to be one of the village leaders.
Step 9 Summary
Today we’ve done some listening and speaking, especially we have learned to describe people.
Homework
Divide the students into four groups to collect information about these great women: Song Qingling, Madam Curie. Pearl S Buck, Mother Teresa, including their family and achievements.
相关网址
①www. english.upenn.edu/
②www.orlok.com/pearl/pbph7.html/
③www.achievement.org
④www. ceemast.csupomona.edu/nova/curie.html
⑤www. nobel.se/peace
⑥www. ewtn.com/motherteresa
Period 2 Talking
Goals:
1.To encourage students to express their admiration for famous women and their achievements.
2.Make the students know the fact that women should get the same opportunities as men in different fields.
Step 1 Lead-in
Yesterday we learned to describe women. Most women are ordinary women, like our mothers, aunts or sisters. However, they play an important part in our life. It has often been said that women hold up half sky. In this half sky there are some shining stars-outstanding women. Some have become very famous, but we cannot say that all outstanding women are famous. However, they are all great women. Today, we just learn about some great women.
Step 2 Picture-talking
Show the pictures of Song Qingling, Madam Curie, Pearl S Buck and Mother Teresa. Ask the students the question: What kind of people do you think they are?
Get them to use the useful expressions to describe them.
Step 3 Group work
Yesterday you were asked to search the Internet for information about them. Now you have a discussion in groups, and then your leader should give us a report. Your report may cover these questions:
1.Who were they?
2.When did they live?
3.Where were they from?
4.What kind of work did they do?
5.What are they known for?
Suggested answers:
Song Qingling married Dr Sun Zhongshan in 1915. She was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the women’s Federation to a number of committees involving (orphaned) children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S.Buck(1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. She first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for literature in 1938.
Mother Teresa of Calcutta (1910-) was a world famous Catholic nun. From the age of 18 she worked in India to help the poor. For more than 20 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.
Step 4 Game
Besides these four great women, there must be more great women who really inspire you. Let’s play a game. Student A thinks of a famous woman, comes to the blackboard, writes the name on a piece of paper and folds it so that it can’t be seen. One of the other students begins by asking questions about her. Student A may only answer “yes” or “no”. If the answer is “yes”, the student can ask more questions. If the answer is “no”, another student gets a chance to ask questions. Keep asking questions until you know who she is.
Example: B:Is she Chinese? A:Yes, she is.
B:Is she a famous actress? A:No, she isn’t.
C:Is she good at sports? A:Yes, she is.
C:Has she ever been a world champion? A:Yes, she is.
C:Does she play table tennis? A:Yes, she does.
C:Is her name Deng Yaping? A:Yes, it is.
Some possible great women:
Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe, Wu Zetian, Zhao Wei etc.
Step 5 Pre-talking
As we all know, there are many famous women in all fields, including politics, science, literature and peace. All these fields were usually occupied by men. But it has proved that women can do as well as men. They have got many prizes and achieved fame and fortune. Fans, flowers and applause are all around them. What we have seen is their success and their fame. Ask questions :
1.Do you admire them? Why?
2.Is it easy for them to reach their achievements?
3.What qualities have made them stand out?
Fame and achievements never come easy. In addition to that, the career of women is often less smooth than that of men. They have to overcome obstacles. It has often been said that life is difficult as it is. For women it sometimes seems twice as difficult.
4.Was it more difficult in the past?
In the old time, girls used to be looked down upon. They didn’t learn to read or write. When they got married, what women were expected to learn was how to “catch” husbands and then to keep them happy by running a comfortable home. They couldn’t go out to work. In modern times, great changes have taken place. Please turn to Workbook Page 95 Talking. Look at the graph.
Step 6 Role Play
The graph shows us that the number of women taking part in higher education in China is actually very high. And their members are on the rise. So if women get out of school with a high level of education, why is it difficult for them to get high-level jobs?
Suppose you are all members of a group that must decide who will be the new manager in the department store where you work. A woman has applied for this job and you discuss whether she can get the job or not. There are five roles:
1)First, there is the boss of the company.
2)Second, there is the manager who is leaving. It is his job that the woman wants to take.
3)Third, there is a colleague who will have to work together with the manager.
4)Fourth, there is a worker. The new manager will be his or her boss.
5)Finally, there is the owner of the company who will help the others to make a decision.
The students will be divided into groups of five. In each group, there are five roles. The role of the fifth student is the owner of the company who will help the others make the best decision. The boss will start the discussion. Later, ask one group to act it out.
Example:
B: Okay. As we all know M, the manager here will leave next month. So our company will hire a new staff member. We have received many letters from men and women who would like to take this job. In this meeting, we hope to make a decision whom to give the job. M, maybe you can say something first.
M: OK. Well, we all know that my job is no easy one. Therefore we are looking for somebody who is responsible and has good communication skills. There is no need to say that we are looking for somebody who is hard-working and loyal to our company. I think the person for this job must be good at dealing with people and he or she must be a real team worker. The job is difficult because sometimes there can be conflicts between staff. You have to be a strong kind of person and hold a firm stand.
B: Well. Together with the owner of the company, we have already looked at most letters and made some choices. Manager of this department is an important job in our company and that’s why I want that person to be a strong and inspiring personality. Qualities that the right person for this job should have are that he or she is friendly and warm, but also strong and smart. We are now left with two, a man and a woman. I would like to hire the man, because I think a man will do this job better. But the woman has better qualifications and although she does not have as much work experience as the man. It looks as if she could do the job well. The owner of the company has said, well maybe he can explain himself.
O: Yes. I have no preference for myself. I believe both the man and the woman could do the job very well. The things, however, I would like all of you to consider are: 1. It might be good if we had more female managers in our company, so the management team could learn more from different experiences, and 2. Most staff that the new manager has to work with are women. I know there never were any problems with X, but I have also heard that some colleagues in the department would welcome a woman in this position. We are here to hear their opinion, before making a decision.
C: Well, many of our colleagues are women and they do their jobs just as well as the men. I think it could be either a man or a woman, though I prefer we choose a woman. It is very pleasant to work with different people and because there are already so many men working as managers in the company, it might be a good idea to hire the woman.
M: Qualities that the right person for this job should have are that he of she should be honest, strong and hard-working. And as far as I can see, both men and women can have all these qualities. The most important thing is that the job gets done.
C: Sure. Maybe men and women have different ways to solve problems, but we should not say that it isn’t a good thing. I’m sure a female manager will hold her stand in conflicts and can be strong.
W: I haven’t met this person. I’m not sure whether we should take a man or a woman. I suppose if both are equal in many ways, I agree with the owner that we should take a woman. In some ways it would be easier for female staff to talk to a female manager. She might understand some problems better. I believe that women should get the same opportunities provided that she is well qualified and possesses the qualities we feel are needed. On the other hand I am sure that if everybody feels that the man is the better of the two, then we should decide to take him.
B: Well, that should not make any difference. I think the person for this job could either be a man or a woman. The qualities that the right person for this job should have are to treat all staff, men and women equally. …
Step 6 Summary
Today we’ve learnt something about some great women in the world. From what we’ve learnt we can understand that women are equal to men. If we want to succeed, we must work hard.
Just as Madam Curie says: “Life is not easy for any of us. We must work, and above all must believe in ourselves. We must believe that each of us is able to do something well and that, when we discover what this something is, we must work hard at it until we succeed.”
Homework
1.Extended reading---Read four passages about Song Qingling, Madam Curie, Pearl S Buck, Mother Teresa to get more information.
2.Search the Internet for facts about Antarctica and Arctic.
Period 3 Reading
Goals:
1.Train the students’ basic reading ability by getting to know something about a famous woman named Helen Thayer.
2.Let students have strong wills and determination if they set their goals.
Step 1 Lead-in
Show some pictures of winter scenery, the North Pole and the South Pole, etc. While asking and answering, the teacher should present some new words.
Ask Qs:
1. Are they beautiful?
2.Is it cold or hot?
3.Where is the coldest place? (The North Pole and the South Pole/Antarctica)
4.What countries are part of the North Pole and South Pole?
Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, The USA, Canada, Greenland, Denmark
Countries that are part of the South Pole: Chile, Argentina, South America, Australia, New Zealand
5.What’s the weather like there?
(extremely cold, stormy, windy, 24 hours of day or night) (show videos)
6.What animals live on the North Pole and the South Pole
Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whale
Some animals that live on the South Pole: penguin, seal, walrus, whale
7.Why do polar bears never eat penguins?
Polar bears live on the North Pole while penguins live only on the South Pole.
Step 2 Pre-reading
1.Do you want to go there and have a look at these animals with your own eyes?
2.If you want to go there, what will you take with you? Why?(While asking and answering, teaching some new words and expressions.)
1)warm clothes 2)dark sun-glasses 3)ski/snowshoe
4)tent (put…up for shelter) 5)sled (pull… dogs) 6)ice pick
7) matches. 8)maps 9)stove 10)backpack
3.What doesn’t need to be brought? (Drinking water)
4. Will you travel alone to the South Pole?
5.If a person was alone in Antarctica, what would the person be like in your opinion?
The person should be strong, young, energetic, healthy and brave.
The person should have a strong will, great courage and determination.
It’s clear to see that being in Antarctica alone is a dangerous journey of challenge. Can you imagine a woman of 60 years old making a solo expedition in Antarctica? The woman is called Helen Thayer.(呈现图像)
Step3 Skimming
Task 1 Now please read the text fast to find out:
Did Helen Thayer finish her solo expedition? (No)
Task 2 Then show the six simple drawings in the wrong order. Ask them to rearrange the pictures in the right order.
Step 4 Scanning
Then the teacher explain each picture by asking and answering some questions. Meanwhile, some important and difficult language points in bold should be explained.
Picture Detailed Information
1 1)What did she do at 50?
2)What did she decide to do at 60?
3)When did she begin her journey?
2 1.What was the weather like?
2.How was the weather later?
3.How many hours did she travel when the winds increased?
3 1.When was her birthday?
2.How did she spend her birthday?
4 1.What happened when she was moving forward over a slope?
2.How did she rescue herself?
3.Why do you think she could rescue herself?
5 1.How did she hurt herself?
2.What did she do after the accident happened?
3.What’s the result of the accident?
6 1.What decision did she make?
2.Why did she make such a decision without regret?
Suggested answers.
Picture 1
1.She traveled to the North Pole alone.(alone:by herself.)
2.She decided to travel alone in Antarctic.
3.On Nov. 1st, 1997.
Picture 2
1.It was fine. The sun shone 24 hours a day. The wind was icy but not very strong.
2.Later it turned to be stormy weather. The wind grew stronger into a howling storm.
3.She had traveled only 2 hours one day.
Picture 3
1.It was on Nov. 12.
2.She thawed a frozen cake(一块结冰的蛋糕) over the fire, placed a candle on the top, lit it and sang “happy birthday to me.”
Picture 4
1.She fell into a deep hole and was hanging on the ropes(which were) tied to the sled.
2.It took her a long time to climb out carefully.
3.It is because of the self rescue training she had had.
Picture 5
1.She had a bad accident with the sled and hurt her leg.
2.She struggled to her knees(挣扎着跪起来) and put her tent up for shelter on her hands and knees.
3.She couldn’t stand on（stand on 用。。。。。。站立）her left leg and her head was woozy?
Picture 6
1.She decided to end the journey.
2.Because she had met the challeges（迎接挑战） of solo travel in an extreme climate and she had to think of her family.
2.Multiple choice.
1)Antarctica is another name for _______.
A.the North Pole B.China C.Russia D.the South Pole
2)Helen Thayer was born on ________
A.Nov.1,1937 B.Nov.12,1937 C.Nov.22,1947 D.Nov.1,1997
3)On the 22nd day of the expedition Helen Thayer had an accident. What happened?
A.She was attacked by a polar bear.
B.She was blown away with her tent by the storm.
C.She fell into a hole which was a few hundred feet deep.
D.She had an accident with the sled and hurt her leg.
4)What decision did Helen take after the accident?
A.She spent a whole day in her tent.
B.She waited till she got better and continued her journey.
C.She gave up and went back home.
D.She was thankful for all the training she had had.
Key:1.1.D 2.B 3.D 4.C
Step 5 Listening
Listen to the tape, and follow it. Explain some language points.
Title Para Language points
1 1.what else, but (what else would I do but…)
2.be about to do
2 1.be just around the corner
2.struggle through…
3 1.increase to…
2.threaten to do sth.
4 1.die down
2.at the top of one’s voice
5 1.tie …to…
2.be thankful to sb. for sth
6 be in good health
7 1. lying on the ice (If I lay on the ice)
2. be woozy from…
8 Wait to get better or give up?
(Should I wait to get better or give up?
Step 6 Retell
Ask the Ss to retell the text using about 100 words. Then ask some students to act it out.
Notes:
1.Make use of the pictures.
2.Use the first person to retell.
One possible version:
On November 1st, 1997, I began my solo travel to Antarctica in order to celebrate my 60th birthday. For the first days, the weather was very good and there was bright sunshine. But soon, the day was cold and stormy. I traveled slowly because of the bad weather. On Nov 12, I celebrated my birthday in a special way. During my expedition, I came across some accidents: I once dropped out from under my skis and fell into a hole; I couldn’t stand on my left leg and my head was woozy from hitting the ground and so on. However, I overcame those difficulties thanks to my training I had had. It is an experience I shall never forget and shall value for the rest of my life.
Step 7 Discussion
（Group work）What can we learn from Helen Thayer’s solo expedition？
Suggested answers:
1)The sweetest grapes hang the highest.最甜的葡萄在最高的树梢。
2)Where there is a will, there is a way.有志者事竟成。
3)Perseverance is vital to success.毅力是成功的重要条件。
Step 8 Song.
Enjoy a song----- It’s A Long, Long Road To Travel Alone
I always thought I’d like to roam
One day I started alone
Out in this old wide wicked world
Away from friends and home
It’s a long long road to travel alone
And when the day is gone
No place to pillow my head at night
Only on the cold stone
I’ve traveled around from town to town
Now it’s time that I settled down
I’ve had my fill of rambling around
And now I am homeward bound
One day a letter came to me
And this is what it read
Come home my boy to the old homestead
Your father and mother are dead
It’s been a long road to travel alone
I wish I had never roamed
I thought I’d soon see my mother and dad
But now I am left alone
Homework
1. 假设你是Helen Thayer，请你选择下面的日期写一篇探险日记。
Nov.12,1997 / Nov.22,1997
2.Surf the internet for more information about Helen Thayer.
相关网址www.goals.com/thayer/expfrm.htm.
Period 4 Post reading
Goals:
1.To develop some in-depth understanding skills by correctly evaluating Helen Thayer.
2.To inspire students to aim high , work hard and keep on working to reach their goals. Sometimes they should find solutions or different ways to reach their goals if their results are not very good or they have difficulty.
Step 1 Lead-in
Ask some Ss to share the diaries about Helen Thayer’s solo expediton with the whole class.
Step 2 Post-reading
(Group work)
1.Do you admire Helen Thayer?
2.What kind of woman is Helen Thayer? Why?
Suggested answers:
brave It is unusual for women of her age to do things like that.
strongThe description of the terrible weather conditions and the ways she deals with her accident.
perseverantShe has the power to go on even when the circumstances or conditions are very hard.
responsibleShe demonstrates this by her good decision to stop and not risk her life after her accident.
honestThe description of her journey.
Step 3 Appreciation
(Individual work)
Ask Ss to find out the beautiful sentences which make deepest impressions on them. Then paraphrase them.
1.Another-journey of challenge and danger was about to begin.
Paraphrase: I was going to start another journey of challenge and danger.
2.I found myself spending a whole day in my tent.
Paraphrase: Suddenly I found that I had been spending a whole day in my tent.
3.I was thankful for all the training I had had.
Paraphrase: I was rescued by myself all because of the training that I had had.
4.It is an experience I shall never forget and shall value for the rest of my life.
Paraphrase: This experience will affect my life in the future.
5.Within a few minutes the winds increased to a howling storm that threatened to blow me and my tent away, but none of that happened.
6.A few days later, I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.
notes: The sentence structures of No.5 and No. 6 should be analysed carefully and the personification should be pointed out.
Step 4 Discussion
Task 1(Pair work)
Some people think Helen Thayer is a failure because she didn’t finish her extreme travel. Do you agree? What’s your point of view?
Suggested answers:
Helen Thayer shows us that no matter whether we are men or women and no matter what age, we can set ourselves goals and work hard to achieve them. In the process of getting there. She experienced difficulties and set-backs. After a bad accident, she realized that she could not reach her goal in any possible way, or her ambition was too high for her. She gave up and go back home. It is reasonable. We shouldn’t risk our life. We can change our ways or methods to reach the goal. In a word, Helen Thayer is a success.
Task 2(Group work)
1.What about your own goals in life?
2.How will you try to reach them?
Some advice:
A.You must set goals (what you are really good at and what you most like to do)
B.In any cases, work hard and keep on working to reach your goal.
C.If your results are not very good or you have difficulty, you must think about this carefully. You have to go on or make a decision. The most important thing is to believe in yourself and not to give up too early.
Step 5 Extended reading
Read the passage about Helen Thayer--First Woman to Solo Any of the World’s Poles in order to get more information about her extreme travel to the North Pole.(show a picture of Helen Thayer with her faithful dog called Charlie.)
Helen Thayer
--First woman to Solo Any of the World’s Poles
Helen Thayer, born and educated in New Zealand enjoyed a lengthy career as an international discus thrower, representing three countries, New Zealand, the country of her birth, Guatemala, where she lived for almost four years with her husband Bill, a helicopter pilot, and then the United States. Later in 1975 she won the USA national luge championship, gained All American honours and represented the USA in luge competition in Europe. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.
In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world.
The first project would be a journey to the North Pole. It was the barren islands, the hardy plant life, the arctic animals which have adapted to one of the world harshest climates and the sea ice which Helen would have to travel across that made her realize that this would be the place to begin the educational programs. Polar bears were her special fascination and she was not to be disappointed. This is home to one of the largest populations of Polar bears in the world.
In 1988, at the age of 50, Helen decided to walk alone to the North Pole without the aid of aircraft, dog teams or snow mobiles. She was totally unsupported. She walked and skied, pulling her own 160 pound sled filled with all her supplies. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears. He did his job well. He saved her life at least once. They were confronted by seven polar bears, one at a time, throughout the almost month- long journey of 364 miles. Helen made her way around the entire North Pole area.
She began on March 30 and finished on April 27. It was a long and lonely journey. Helen’s expedition was the only one going to the magnetic North Pole in 1988, therefore she had no warning of the ice conditions which lay ahead of her.
Then she wrote a book about her journey to the Pole titled Polar Dream with a foreword by Sir Edmund Hillary, published in the USA by Simon& Schuster.
Helen traveled most of the journey across the sea ice photographing and taking notes as she went. Because the North Pole is constantly in motion, she traveled to the area of the Pole. The Canadian Geological Survey gives expeditions, air charter services and scientists the yearly coordinate of the Pole which is the approximate center of a large area.
When Helen arrived in the area of the Pole she traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.
After she returned home her first job was to gather her photographs and notes into a programme of education for students K to 12. The educational programme has reached students in 38 countries. To date Helen has spoken to more than 450,000 students in schools, classrooms and school conventions.
Polar Dream is an adult book but is also popular in classrooms as a study project. Not only is the book the real life story of this historical journey but it is a factual account of this interesting place close to the top of the world.
And it is the story of a faithful dog called Charlie who traveled at Helen’s side watching for polar bears. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury. As Helen will tell you, “What Charlie wants, Charlie gets”
Ask and answer some questions:
1.What did she do?
2.How many high mountains did she climb?
3.Why did she decide to make the journey to North Pole? Did her husband support her?
4.Who was her only companion on the journey? How did it help her?
5.What has become of her companion?
6.In what way did she travel throughout the area of the North Pole? Why?
7.Did she finish her journey? How long did it last?
8.What book did she write about her journey to the North Pole?
Suggested answers:
1. She enjoyed a lengthy career as an international discus thrower. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor.
2. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.
3. In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world. /Yes.
4. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears.
5. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury.
6. She traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles, it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.
7.Yes./ She began on March 30 and finished on April 27.
8. Polar Dream.
Homework:
1.Suppose you are a reporter on a magazine named “Great Women”. You’re going to write a report about Helen Thayer after the interview with her.
(Group work): Work in groups and discuss how to write the report, what to write and how to describe Helen Thayer. Then finish it.
2.Preview “Language Study”.
Period 5 Language Study
Goals:
1.To practise using some words and expressions in the unit.
2.To help the students to draw the grammar rules for Subject-Verb Agreement and put them into practice.
Step1 Game
In the last several periods, we’ve learned some new words. Let’s play a game:
Two students from each group are standing face to face. Some words are shown on the screen. One of them explains them one by one either by body language or by giving situations, the other tries to say the word by guessing its meaning. The one who guesses the most in the given time will win.
The words are as follows: generous, warm-hearted, threaten, tense, thankful, candle, miserable, cheerful, mean, shelter, slope, solo, mean, inspire, challenge, optimistic, value.
Sample situation:
T: The Wangs are my neighbours. One evening, someone knocked at my door. I opened and saw the son with a basket of ripe and nice oranges. He said his uncle had brought them a lot from the countryside and his mother wanted him to give some to me for a taste. Before I could express my thanks, he moved to the next house. The Wangs are always ready to have their neighbours share the things their relatives bring them. What do you think of the Wang’s Family? And what about their son?
S: ( The family are generous, and the son is generous, too.)
Step 2 Word Study
I. Turn toSB Page 32 Word Study Complete these sentences with the words from the box.. Some words may not be used.
II.Turn to page 97 and finish Exx 1 and 3 as quickly as possible
Step 3 Grammar
Task 1 Multiple choice
1)A library with five thousand books ______ to the nation as a gift.
A.is offered B.has offered C.are offered D.have offered
2)Growing around the lake ______ wild flowers of different colors.
A.is B.are C.was D.has been
3)Each of the hotel’s 3000 rooms ______ with air conditioning and television.
A.has equipped B.were equipped C.is equipped D.are equipped
4)Different areas of the country _______ own customs.
A.have their B.have its C.has their D.has its
5)The Olympic Games, which ______ held every four years, ______ the most important event in the world.
A.are,is B.are,are C.is,is D.is,are
Suggested answers:
1)A 2)B 3)C 4)A 5)A
Task 2 Conclusion
From the exercises we know that singular nouns are used with singular verbs while plural nouns are used with plural verbs.
Task 3 Filling the blanks with the correct verb form.
1)Our little group ______ complete again.
2) ______ your group want to stop for lunch now?
3)Our family ______ not poor any more.
4)The Smith’s family all ______ Chinese.
5)The army ______ helping to clear up after the floods.
6)The army ______ the important task to keep the peace.
7)Our class______ better than any other classes at playing basketball in our school.
8)Our class______ playing a basketball match tomorrow.
9)The team ______ going to play a match on Saturday.
10)This international organization ______ going to open an office in Beijing.
11)The government ______ to build new villages in the north.
12)The government ______ holding a meeting this evening to discuss the problems.
Suggested answers:
1)is 2)Do 3)is 4)speak 5)are 6)has 7)is 8)are
9)is/are 10)is 11)is 12)is/are
Task 4 Conclusion
From the exercises we know that Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is plural. Such collective nouns are: army, class, family, club, company, audience, committee, public, party, government, crowd, police, band, minority and so on.
Task 5 Practice
Get the Ss to make sentences with collective nouns as subjects(Show pictures of two families and two groups).
1)The whole family are watching TV.
2)His family is a big one.
3)The group are having a discussion.
4)This group is bigger than that one.
Task 6 Practice
Finish Students’ Book Page 33 Exx 1 and 2 as quickly as possible.
Step 4 Project
(Group work) Each group is asked to prepare a paper for testing Subject-- Verb Agreement.
The number of exercises should be 10, and the form is unlimited. You can refer to the exercises and checkpoint we’ve finished. Then each group exchange the papers with each other. Correct the mistakes while doing it. The best one will be printed out for your homework.
Homework
1.Read SB Page 155 Subject-Verb Agreement carefully to get more rules.
2.Finish the paper for testing Subject-Verb Agreement.
3.Finish WB Page
4.Put the sentences into English.
1) 四班正在讨论怎样学好英语。
2）每一个学生都参加了这次运动会。
3）不是他去，就是我去。
4）刘军和魏国都不来。
5）书包里有一只铅笔盒，一块手表和几本书。
6）这件事谁也不知道。
7）我们每人都知道他在想什么。
8）我们中间没有人去过加拿大。
9）他们俩都不懂法语。
10）周兰和杨蓓都爱好体育。
11）警察正在问他们问题。
12）340加660等于1000。
Suggested answers:
1)Class Four are discussing how to learn English well.
2)Every student has taken part in the sports meeting.
3)Either he or I am to go.
4)Neither Liu Jun nor Wei Guo will come/is coming.
5)There is a pencil-box, a watch and some books in the schoolbag.
6)Nobody knows anything about it.
7)Every one/Each of us knows what he is thinking about.
8)None of us has been to Canada.
9)Neither of us has been to Canada.
10)Both Zhou Lan and Yang Pei like sports.
11)The police are/is asking them questions.
12) Three hundred and forty plus six hundred and sixty is/are one thousand.
Period 6 Integrating Skills
Goals:
1To learn how to use examples to support your opinions.
2.To learn to write a fan letter.
Step 1 Pre-reading
1. There are many famous women in all fields. Let’s enjoy some pictures of them.
(Show pictures of famous women such as Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe)
2. (individual work)What do you think is needed in order to be a successful woman?
(A successful woman should be intelligent, determined, hard-working, energetic, strong, responsible, perseverant and endurant.)
Step 2 Reading
As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities. Today we’ll read a passage about such a black woman from a poor village in America. (Show the video of her interviewing Marilyn Monroe).But now, she is the Number One TV personality.
Step 3 Skimming
Read the passage to find out how Oprah Winfrey achieved success.
(Hard work and discipline lead to her success)
Step 4 Scanning
Task 1 Ask Ss to read each paragraph and find out the main idea for it.
Task 2 When asking for main ideas for each paragraph, the teacher ask more questions for details.
Title Para Main Idea Detailed Information
: 1
: Oprah Winfrey is not just a very successful TV Personality in the USA, She is also a woman who has inspired millions.
1)What is Oprah’s Programme about?
2)Why is Oprah Winfrey not just a very successful TV personality in the US, but also a woman who has inspired millions?
2 Her family 3) What about her family?
3 She was an extremely bright girl at school. 4)Why was she an extremely bright girl at school?
5)What did she learn from her father when she lived with him?
4 Her work experience. 6)What did she do?
7)Why is her show one of the most popular television programmes in history?
5 Oprah Winfrey’s wonderful career inspires many people to fight for success.
Suggested answers:
1)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives. Her another programme about literature is popular as well.
2)Oprah Winfrey is not just a successful TV personality. She has inspired millions of people through her talk shows. She helped people by giving information about difficulties that they had in their lives and talked about things that people could not or were afraid to talk about. In that way she helped people come to terms with problems that worried them or for which they could not find solutions.
3)For her family, life seemed to hold no promise.
4)She asked her kindergarten teacher to let her go to school sooner and she also skipped the second grade of primary school. A few years later, she won a college scholarship that allowed her to go to university.
5)Hard work and discipline could lead to self-improvement.
6)Worked part-time on a radio programmeStarted working for different television stations became the host of “AM Chicago”
7)Oprah’s show is one of the most popular in history. The history of television is of course not very long. Oprah has been successful with her TV programme for more than 20 years.
After asking and answering, the teacher can present the table below for the students to have a better understanding about how Oprah Winfrey reached her success.
a successful TV personality
a woman who has inspired millions
work for television talk about /great moments/ difficulties
help / come to terms with
program about
literature / popular
win many prizes
go to university Host a talk show
AM Chicago →
The Oprah Winfrey Show for over 20 years.
a bright girl
6-14 hard won a college
scholarship
part-time job on a radio program
black
born in a poor family
skip second grades
hard work discipline self-improvement success
Step 5 Listening
Go through the passage while listening to the tape. The teacher may explain some language points.
I.difficult expressions:
1.come to terms with 甘心忍受
2.bother sb. about sth. 麻烦某人某事
3.inspiring/ inspired令人鼓舞的/备受鼓舞的
4.hold no promise 毫无希望
5.lead to…= cause 引起,导致
6.so far 到目前为止，和现在完成时连用。
7.inspire sb. to do sth. 鼓舞某人做某事
8.within reach在某人所能够得着的范围
II.difficult sentences:
1….made it possible to talk about great moments…
2.Ophrah Winfrey is a black woman whose rise to fame is an inspiring story
3.For Many women such hardship would be too heavy to bear
Step 6 Role play
(Group work) Suppose you were Oprah Winfrey. Now you are at work. You work on a radio programme. People who have something that bother them or have something they can’t talk with others often ask you for help…
Problem 1: Student A has a problem with his friend. He lost 100 yuan last week and he thought it was his new friend who took it because he was with him all the time that day. But he can’t make a check on his friend and he doesn’t want to lose his friend. He wonders what to do.
Problem 2: Student B has a problem with his parents. He thinks that what his parents say is to ask him to work hard and do well in the college entrance exams. Their goal is his son should go to key university. What they care most is his marks and his health. He is unhappy at home. In this way he can’t get on well with his parents.
Problem 3: Student C is good at singing and dancing. Of course she is pretty. She wants to be a famous singer or a film star. She wonders how she can achieve success.
Problem 4: Student D is struck by one of his classmates. He is sure he loves her. It has a very bad effect on his study. He doesn’t know what to do.
Work in groups and do the role play. Then get the Ss to act it out.
Step 7 Writing
You know, Oprah Winfrey is not just a very successful TV personality in the USA, she is also a woman who has inspired millions. She gets many fan letters every day. She enjoys reading them. Here is a letter from one of her fans(SB Page 35). Read it and go on to read tips on writing and try to find out how to write a fan letter. Use it as a model and write a letter to a famous woman you admire, and read to each other in the group.
Guided writing
假设你是好莱坞著名华裔女影星-----刘玉玲的影迷，根据下面所提供的资料，给她写封信（请不要逐字翻译）。词数：100词左右。信头已给出（不计入总词数）。
刘玉玲（英文名：Lucy Alexis Liu）1986年12月2日生于美国纽约，从小立志想成为演员。大学毕业后，边打工边为争取角色而到处试镜，不断碰壁却不气馁，终于有了回报。因演电视戏剧《艾莉的异想世界》（Ally Mc Beal）中的吴琳一角而开始令人瞩目。她在成龙的动作喜剧片《西域威龙》（Shanghai Noon）中饰演公主。接下来，因演《霹雳娇娃1，2》（Charlie’s Angels）而大红大紫，风靡全球。同时自19以来也获得了不少国际性奖项。
One possible version:
Dear Miss Liu,
My name is Emily Li. I am 17 and live in Zhejiang, China. I wish to tell you how much I like your films and your performance. I am a big fan of your work. I have seen you on TV and in movies many times. My favorite movie is Charlie’s Angels.
I really admire you and all the good work that you do. I know you had dreamed of becoming an actress since you were a little girl. After college, you took a number of different part-time jobs while waiting for your fortune. In the beginning, your acting career seemed to be going nowhere, but you didn’t give up. Your persistence slowly began to pay off. Now you are world-famous because of your hard work. I hope to be just as successful as you are when I grow up.
Good luck to you always. I wish you a lot of success in the future.
Your fan and friend,
Emily Li
Step 8 Assessment
(Group work)Exchange the writing with the group members according to the following criteria for the content
1)Does the writer follow the format for informal letters?
(address +date at the top, opening and closing)
2)Does the letter give enough detail about the writer’s hero and his or her work?
1) Does the writer express his or her admiration?
Each group recommends one letter to show to the class.
Homework:
1.Finish reading the Integrating Skills on the workbook..
2.Go over the whole unit and do self-assessment. .
3.Surf the Internet about Oprah Winfrey.
相关网址：
www.galegroup.com/free-resources/bhm/bio/winfrey_o.htm.
www.oprah.com.
本单元语言点:
Warming up
1. It is said that…据说
It is said that he has gone abroad.
He is said to have gone abroad. 据说他已出国。
He is said to go abroad. 据说他将出国。
He is said to be writing a new book. 据说他正在写一本新书。
2. inspire vt.鼓舞，激发
We’re trying to inspire him with confidence. 我们正努力鼓舞他的自信心。
The present excellent situation inspires us to win still greater victory. 目前的大好形势鼓舞我们去争取更大的胜利。
inspiring adj. 鼓舞人心的，吸引人的。
We regard Lincoln as an inspiring leader.
The Yellow River Cantata is inspiring. 黄河大合唱是振奋人心的。
inspired adj. 受灵感启发的
The artist told me that was an inspired work of art. 这位艺术家告诉我那是件得自灵感的艺术品。
3. as it is 根据现在情况看，就以现在样子 （常用句子开头与结尾）
I thought things would get better, but as it is they are getting worse. 我原以为情况会好转，但照现在的样子看，只会更糟。
4. twice as difficult as it is 是….的两倍…(困难)
The room is twice bigger than mine.这个房间比我的房间大两倍。
The room is twice as big as mine. 这个房间是我的房间两倍。
The room is twice the size of mine. 这个房间是我的房间两倍。
Notes: A是B的几倍
倍数 +as+ 形容词/副词的原级 +as
倍数 + the +名词（size, length, width, height）+ of …
A比B大几倍
倍数+比较级+ than
5. admire vt.钦佩，羡慕 admire somebody for something因。。。而羡慕某人
I admire him for his success.我佩服他事业有成。
Listening
1. become of (命运等)降临，使遭遇= happen to
What will become of the children if their father dies? 若他们的父亲死了,这些孩子的遭遇将怎样?
I don’t know what has become of him. 我不知道他的遭遇如何。
2. used to do/ would do
过去经常发生的动作或存在的状态，暗示现在已不再如此。
would do 强调过去经常发生的动作，较为主观地表达说话者的感慨，富有感情色彩。
Used you to take a walk after the supper?你过去晚饭后常常去散步吗？
When at college, he would go swimming with his classmates. 上大学时，他常与同学一起游泳。
3. generous 慷慨大方的
He is generous with his money in helping others. 他用钱大方，慷慨助人。
It was generous of them to share their meals with their out-of-work neighbours.他们让失业的邻居与其共餐，甚为慷慨。
Speaking
1. What kind of people do you think they are?
可以用于插入语的动词还有 “suppose, guess, believe, imagine, expect.”
Who do you imagine will come to the party? 你想谁会来参加聚会。
What do you suppose happened to him? 你猜想他出了什么事。
2. think of 想起，想到，打算
think back to 回想
think highly/ well of 高度评价
think little/badly of 认为不好
think over 仔细考虑
think about 考虑
Reading
1. 不定式作定语的三种情况
1)不定式与被修饰的词之间具有逻辑上的动宾关系。
I have some letters to answer today. 今天我有几封信要回。
I want to get something to read during my holiday. 我想找点东西假期里看。
Please give me some paper to write on. 请给我几张纸用。
2)主谓关系(相当一个定语从句)
You must find a person to help you in the field.你必须找个人帮你干地里的活。
We need someone to send for a doctor. 我们需要个人去请医生。
I was the first woman to travel alone to the North Pole. 我是第一个独闯北极的女性。(=who traveled)
3)不具有动宾或主谓关系。
There is no need to worry about him. 没有必要为他担忧。
What’s the best season to go climbing? 什么是爬山的最佳季节?
I’m sure about his ability to complete the task alone. 我肯定他独立完成任务的能力。
2. grow/go+adj, 变成。。。。。。。
grow 逐渐变成，强调过程
The music grew faint as the band marched away. 音乐随着乐队走远而渐渐减弱。
After taking the medicine she grew fat. 吃了那药后，她变胖了。
go 变成（某种状态），通常表示不好的变化。
go red 变红 go mad 发疯 go hungry 挨饿
3 .just around the corner =likely to happen soon.
Victory was just around the corner. 胜利即将在眼前。
A big storm was just around the corner. 一场大风暴即将来临。
5. find oneself +形容词/介词短语/分词 发现自己来到某处/或处于某种境地
When day broke, we found ourselves in a small village at the foot of the mountain. 天亮时，我们发现自己来到了那山脚下的一个村子里。
When he came to life, he found himself in hospital. 他苏醒后，发现自己在医院里。
I found myself surrounded by a group of children. 我发现自己被一群孩子包围。
I found the success greater than I had expected. 我发现这一成就比我预期的更大。
6. 过去进行时/过去完成时/be about to do…+when….
过去进行时+when… 正在做。。。突然。。。
过去完成时+when… 还没（刚刚）。。。就。。。
be about to do…+when… 正要去做。。。突然。。。
I had finished my supper when suddenly someone asked me to eat out. 我刚吃过晚饭，这时有人邀请我出去用餐。
I was about to go out when the telephone rang. 我正要出去，电话就响了。
They were having a drink when a Frenchman came to them. 他们正在喝酒时，这时一个法国人来到他们身旁。
7. drop out 掉落，掉出
One of his teeth had dropped out.
他的一只牙齿掉了。
8. be thankful to sb. for sth./that….
I’m thankful to you for all your help. 我感谢你这一切的帮助。
You should be thankful that you have caught the train. 你赶上了火车应该感到高兴。
9. stand on 用…站立
stand on one’s head 用头倒立
stand on one leg like a cock 金鸡独立
10. 现在分词短语,表示条件， 相当于一个条件状语从句。
Going straight down the road, you will find the department store.
(= If you go straight down the road, you will find the department store.)
Working hard at your lessons， you will succeed. (=If you work hard at your lessons, you will succeed.)
11. die down/ die away/die out
die down (风/雨)逐渐平息，由强变弱。火（熄灭）
The wind has died down obviously 风已明显减弱。
The flames die down. 火焰熄灭了
die out 死光，不流行，消失
The kind of birds has died out in this area. 这种鸟已经在这一地区灭绝了。
The custom of wearing vests seems to be dying out. 穿马甲的习惯似乎在逐渐消失。
die away 指（风，声音等）渐渐消失
His footsteps died away in the darkness. 他的脚步黑暗中消失了。
12. somehow adv. 以某种方式，莫明其妙地；不知怎么地
We must stop her from seeing him, somehow. 我们得想个办法不能让她跟他来往。
Somehow I must leave for Paris. 我必须得设法前去巴黎。
Somehow I don’t feel I can trust him. 不知什么缘故，我觉得不很信任他。
13. value
vt. 重视 You should value your parents’ advice. 你应该重视你父母的劝告。
n. 价值，价格 His discovery is of great value. 他的发现很有价值。
14. 200-mile 数词+名词(单数)复合形容词
ten-ye
篇13：新教材高一下unit14教案 (新课标版高一英语教案教学设计)
(Senior 1B)
Part 1 阶段目标卡 Topic : Festivals
I 认知目标（ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II 情感目标 ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the
first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its
symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups”
thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts
Anything (foods, fruits, clothes, drinks…)
Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huip
篇14：高一unit 7单元教案(新课标版高一英语教案教学设计)
Period 1 warming up/ listening
Teaching aims and demands:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of listening
3. To help the Ss know something about cultural relics.
Step 1 Warming up
1. Questions:
1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China or in the world?
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3) Stonehenge in England
When they were built?
What they were built for?
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.
Step 2 Listening
1. Listen to the description of the three cultural Lis sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 Homework
1. Go over listening exercise on Page 121.
2. Go over Speaking on Page 44 and fill in the table.
3. Think about cultural sites in Nanjing and what should be done to protect them.
Period 2 Speaking
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of speaking
3. To help arouse the Ss’ wide imagination and creative thinking
4. To foster the Ss’ ability to cooperate harmoniously
5. To learn ways of giving advice or making suggestions
Step 1 Warming up
1. Check the Listening exercise on Page 121.
2. Go over Part 2 by discussing in groups. Then check the answers with the class.
Step 2 Speaking
1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.
Things that can be put in the culture capsule:
A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter
2. Report to the whole class.
Step 3 Talking
1. Go over Talking on Pages 121 ~ 122.
2. Check the answer with the whole class.
Step 4 Homework
1. Go over the Pre-reading questions on Page 45
2. Read the text and finish Ex 2 in Post-reading on Page 46.
Period 3 reading (1)
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability and skills of guessing words and reading comprehension.
3. To help the Ss get into a good habit of reading.
Step 1 Pre-reading
1. Discuss the questions in pairs.
2. Check the answers to the questions with the whole class.
1) A great city has a long history;
usually the capital of a country;
has a large population;
something important once took place here;
some great people once lived here or are living here
2) the food, the people, the weather;
modern and beautiful;
the place where I was born and grew up
3) They tell us who our ancestors were and what their life was like;
They show the development of human civilization;
They help us better understand who we are and where we are from
3. More questions:
1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?
2) How many cultural sites in China have been listed in the world Heritage List by
UNESCO?
3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?
Step 2 Reading
1. Explain the title of the text:
What can we know from the title of the text
A CITY OF HEROES?
What is the text mainly about when we read
the title of it? About a city or about the
heroes of the city?
1) What is the name of the city? (St Petersburg)
2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)
3) What is the difference between A City of
Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)
2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false
sentences.
4. Listen to the tape of the text and go over Part 1 in Post-reading.
5. Ask the Ss to discuss the following questions in groups:
a. Why do people think St Petersburg is a great city?
b. Why was it so difficult for people to rebuild the old palaces?
c. What did people use to help them rebuild the city?
d. Why are the people of St Petersburg heroes?
Step 3 Homework
1. Read the text and find out useful phrases and sentence patterns in it.
2. Read the text and find out the topic sentence in each paragraph.
3. Finish Part 1 and Part 2 in Vocabulary on
Pages 122~123.
Period 4 Reading (2)
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability and skills of reading.
Step 1 Warming up
1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.
Step 2 Reading
Paraphrase some phrases and sentences in the text.
1. Where there is a river, there is a city.
Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)
Where there is a will, there is a way.
Where there is smoke, there is fire.
Where bees are, there is honey.
I like to live where the climate is warm.
I found your jacket where you had put it.
They marked the spot where the treasure was buried.
2. It was under attack for 900 days, but the people of the city never give in.
be under + n.
The road is under repair and is closed to motor traffic.
The woman injured in the car crash is still under treatment in hospital.
As the matter is under discussion, I can’t give you a definite answer now.
The police are under fire from all sides for failing to deal with the problem.
3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.
seem + adj. / n. / to be / to do / …
It seems that / as if + clause.
He seems quite pleased with your work.
It seems that he is quite pleased with your work.
They seem to have a high opinion of you.
It seems that they have a high opinion of you.
Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.
He seems to have been here before.
It seems that he has been here before.
Yesterday I met a man who seemed (to be) a famous director. / to be a director.
She doesn’t seem / seems not to be at home.
4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”
5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
6. It was difficult to save the palaces without destroying their old beauty.
7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
8. Today Peter the Great on his bronze horse can once again look out over the city he built.
9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.
Step 3 Homework
1. Read the text again and again.
2. Go over Language Study on Pages 46~47.
Period 5 Language study
Teaching goals:
1. To develop the Ss’ ability of analyzing, summing up language structures.
2. To enlarge the Ss’ vocabulary by means of word-formation.
3. To enable the Ss to use the Present Perfect Passive Voice freely.
Step 1 Word study
1. Go over Part 1 in Word Study.
More words that begin with re-:
replace, redo, recover, redouble, remarry, rejoin
2. Go over Part 2 in Word Study.
3. Go over Part 1 and Part 2 on Pages 122~123.
Step 2 Grammar
1. Go over Part 1 in Grammar on Page 123.
2. Go over the Passive Voice on Page 47.
3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.
Step 3 Homework
Preview the text on Pages 124 ~ 125 and
finish the exercises about the text.
Period 6 Integrating skills
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of writing sentences and passages.
3. To encourage the Ss to write a letter to the editor about the problems they come across.
Step 1 Warming up
1. Greetings.
2. Check the homework, giving some explanation if necessary.
Step 2 Reading
1. Language input:
Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:
We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.
2. Questions:
a. Where does the writer live?
b. What is the writer worried about?
c. How does the air pollution come about?
d. What suggestions does the writer make?
Step 3 Writing
1. Questions and Answers:
a. Who are you?
b. Where do you live/study?
c. What problem do you want to talk about?
d. How does the problem come about?
e. How do you feel about the problem?
f. What about the other people around you?
2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.
Homework
Finish the letter.
篇15：关于body language 的教案 (新课标版高一英语教案教学设计)
学校 北京50中学 授课教师 毕扬扬 学科 英语 班级 高一五班
时间 .6.4 指导教师 王茜 课堂类型 新授课 教室 高一五班
课题 Unit21 Body Language
教学目标 1 talk about body language
2 describe gestures and facial expressions
3 How to act out gestures and facial expressions
重点 1 Intensify the students’ ability of listening and acting
2 By combining performing and listening, create a language study environment to make students have enough chance to perform
教学助手段 Multimedia
板书设计 face --- facial murmur
Culture maintain
To and fro hitch-hiking
教学流程及方法 注示
Step 1 Lead – in
In our daily life we communicate with each other using spoken language, but is there any way we could use to communicate? For example, when I come into the classroom for my class you are talking freely and loudly I do such gesture to make you quiet ( a gesture).That is a body language. Today Let’s talk about body language.
Step 2 Warming up
1 Open your books and look at the pictures. Match the picture with the correct sentence.
2 After that comes the real body language. Look at the screen. Here are some gestures.
3 It’s your turn to act out some gestures. Look at the screen and act out some gestures with your partner.
4 Group work:
Four people form a group. I’ll give each group a card on which is some gestures. Act them out. Few minutes later each group selects one person to act out one of the gestures. But never do the action that others have done.
Step 3 Listening
1 The first passage:
① Open your books and turn to page 119. Here are ten actions some of which have been done by Jenny. Now listen to the tape and tick out which has been done by Jenny. ( After the first time listening review the tape while asking: what are they talking about?)
② Do the exercise in books.
2 the second passage:
① listen to the tape
② fill in the blanks and do the exercises
Homework
Finish the exercise in your book;
Make a good preparation for reading of Unit 21.
课
后
小
结
Sometimes the students can not understand what they have been told to do so their listening ability should be improved.
篇16：高一英语Unit7 Reading教案(新课标版高一英语教案教学设计)
Teaching Aims:
1. Master the following words and expressions:
restore, replace, recreate, in ruins, under attack, give in ,in pieces, bring…back to life, come true
2. Improve the Ss’ reading ability.
3. Enable the Ss to be aware of the significance of protecting cultural relics.
Teaching key points:
How to improve the Ss’ reading ability.
Teaching difficult points:
1. How to grasp the main idea of a paragraph.
2. How to guess the meaning of new word in the context.
3. How to help the Ss understand the passage deeply.
Teaching aids:
1.a tape recorder
2.a laptop and OHP(overhead projector)
Teaching procedures:
Step 1 Revision and discussion
1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.
2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.
Qs: What is your favorite city?/What are your favorite cities? Why?
Some cities are called great cities, what makes them great?
How important are the cultural relics?
Step 2 Lead-in
T shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called ‘a city of heroes.
Step 3 Reading
1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:
What does the city in the title refer to?
Who is the man riding the horse?
Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.
2. Intensive reading.
T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)
Para 1 The city was built
Qs: When and where was St. Petersburg built?
What kind of person was Peter the Great?
What did the palaces built look like?
Para 2 The city was destroyed
Qs: Who came to the city in 1941?
What did they do to the city?
What was the result?
What did people of the city determine to do at that time?
Para 3 The city was rebuilt
Qs: When did people begin to rebuild the city?
What did people use to help them rebuild the city?
What was difficult for the people to rebuild the city?
Is the city as beautiful as before after it was rebuilt?
Para 4 The city today
Qs: Who was the hero on his bronze horse?
Who are the modern heroes of Russia today?
3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing ‘ hero’ to ‘heroes’ ,’St Petersburg’ to ‘Peoplesburg’. If possible, ask them why St Petersburg is called ‘a city of heroes’ in order to make Ss understand the spirit of the people in St Petersburg----patience, devotion and love for cultural relics
Step 4 Practice
T ask the Ss to finish T or F exercise on their books.
T or F:
1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.
2. ( F )The Germans attacked St Petersburg a hundred years ago.
3. ( T )A portait of Peter the Great was destroyed by the Germans.
4. ( T )It was difficult for people to rebuild the old palaces.
5. (T )Workers and painters used old photographs to help them rebuild the city.
6. ( F )St Petersburg will never be as beautiful as it was before.
Step 5 Interview
T gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.
Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Prepare an interview talking about the city’s history.
Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.
Step 6 Homework
T shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.
Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)
The Sphinx (in Egypt) Yuanmingyuan
篇17：高二unit1教案(新课标版高二英语教案教学设计)
the first period
step 1 greeting
step 2 warming up
1. within 】pre.
1：Within these old walls there was once a town.
2：She felt the anger mounting up within her.
2
例1：He learned to speak English within six months!
例2：Please stay within hearing.
例3：to live within one's income
3adv.
例1：The house has been painted within and without.
例2：She was pure within.
4n.
例1：The door opens from within.
例2：Seen from within, the cave looks larger.
反义词 beyond pre. & adv.
1)
：The road is beyond that hill.
2）
：Some shops keep open beyond midnight.
3
：The rumour is beyond belief.
易错辨析：with 和within
with
例1：He lives with one's parents
例2：You must do the work with more care.
例3：The popular singer star doesn't sing with much expression.
例4：It is a coat with four pockets.
例5：He opened the door with his key.
例6：They smiled with pleasure.
请选择正确答案：
He has been to the United States three times ______the last three months.
A. for B. with C. within D. since
正确答案A。这里within与in和用法相似，与现在完成时态连用，表示“在……时间之内”
step 3 practice listening
step 4 consoidation
review the important knowledge
step 5 homework
study before
the second period
step 1greeting
step 2presentation
step 3practice
. promising
例1：The weather is promising.
例2：He was a promising youth.
例3：What promising crops.
【相关链接】
1) promise n.
例1：He broke his promise and did not come to see me. 。
例2：They are a group of writers of promise.
例3：Clouds give promise of rain.
2）promise vt.
例1：He has promised to behave better henceforth.
例2：She promised her brother that she would write to him.
例3：“It is not so simple, I promise you.”
例4：This year promises to be another good one for harvests.
3）promise 的相关表达法
break [go back] one's [a] promise
keep one's [a] promise
make [give] a promise
of great [high] promise
Promise is (a due) debt.
Promise little, but do much.
易错辨析：
promise 表“许诺, 诺言; 约定”时是可数名词；
表“(有)指望, 有(成功的)希望;预兆, 预示”等意思时，是不可数名词。
试比较：The news gave little promise of peace.
He gave a promise that he would help us.
3. engage
vt. (= hire)
例如：He’d planned to engage a new secretary.
vt. (= book)
例如：They have engaged a room in the hotel.
vt. 与……订婚 (与to搭配，常用被动语态)
例如：Tom is engaged to Anne.
vt. 从事, 着手, 忙于 (与in搭配，常用被动语态)
例如：He is engaged (in his work) now.
vt. 允诺，保证 (常与that 从句连用)
例如：Can you engage that he can pay back the money in due time?
vt. 吸引, 引起(兴趣), 占用
例如：His smile engages everyone he meets.
vi. 卷入其中或参加；参与
例如：They engaged in the conversation right away.
【相关链接】
1) be engaged by
2) be engaged in/ engage oneself in
3) be engaged on/ upon
4) be engaged to/ engage oneself to
易错辨析：注意与engage 连用的介词
请选择：He was engaged ____ a very nice girl. And later they got married.
A. with B. to C. in D. by
本题主要因为受汉语的影响，最容易选错A，英语中还有类似的短语：be/ get married to （与……结婚）。正确答案为B。
4. observe
vt. 注意到; 监视; 观察[测]
例1：I observed him going out.
例2：We are supposed to observe a child's behavior carefully.
vt. 纪念; 庆祝(节日、生日等)
例如：We observe our National Day on October 1st.
vt. 遵守, 奉行(法律、习俗、规章等)
例如：We must observe the rules at school.
【相关链接】
observer n. .观测者, 观察员, 遵守者
例如：You can't speak at this meeting, you are here as an observer.
5. match
vt＆vi. 相似；相配；相等
例1：These shoes do not match; one is large and the other is small.
例2：They are equally matched in their knowledge of Chinese.
n. 相似物；相配者；相衬之物；搭配之物
例1：He is his father's match.
例2：The shirt and blouse are a perfect match.
n. 对手
例如：The boxer had met his match.
n. 比赛；竞争
例如：There is going to be a football match between the two classes this afternoon.
n. 火柴,
例如：The little girl struck her last match.
【相关链接】
有关match 的表达法
1）find [meet] one's match
2）let beggars match with beggars
3）make a good match
4）play a match 比赛 play off a match (
5）match against [with]
易错辨析：match与fit 、suit 区别
1) match 多指大小、色调、形状、性质等方面相合、不相上下、势均力敌。
例如：These colours don’t match.这些颜色不相配。
2) fit指适合环境、条件、目的、要求等（即某人某物具有在工作、用途上必须的品质）
例如：The ship is well fitted up.这船陈设得好。
fit 也用于衣服、鞋帽等合身、合脚
例如：How do the shoes fit? 这双鞋穿起来怎么样？
3）suit 主要指合乎口味、性格、地位、条件等，从而使人感到愉快、满意。
例1：No dish suits all tastes. 众口难调。
例2：It’s difficult to find time that suits everyone. 很难找到一个人人都适合的时间。
Step 4 consolidation
（一） 重要短语
1. work on
【用法一】从事于, 致力于
例如：He is working on a novel.
【用法二】使人信服, 说服；对……有影响，对……起作用
例如：We managed to work on those who had erred and helped them do right.
【用法三】继续工作
例如：After the heavy rain, they worked on.
【相关链接】
work 相关短语
work at 从事, 致力于, 钻研
work in 插进, 穿入；搀, 加入
work out 做出, 设计出, 制作出；算出, 得出...答案, 解决
易错辨析： work on 与work at区别
两者都表示“从事于”的意思，但不可混淆。on和at的选择要依据其后带的宾语来确定。如果工作后，宾语本身不发生变化时，用介词at；如果工作后，宾语本身发生变化时，用介词on。
例如：He is working (hard) at his lessons.
（lessons本身还是lessons，没有变化，但他是长进了）
He is working on his bike.
（bike通过他工作后，会由“坏”变“好”，bike本身是变化的）
请选择：She was working ____ a new story. (A. at B. in)
这里其实选on或者at 都对，但表达的意思是不同的，用on时，表示“她在修改……”；用at时，表示“她在阅读……”。
2. go by
（时间）流逝；（机会）放过
例1：As time went by, Einstein’s theory proved true.
例2：Don’t let an opportunity go by.
遵照，依照
例如：Don't go by what she says.
经过（by可用作介词或副词）；顺便走访
例1：They quickly went by the car. （by作介词用，后带宾语the car）
例2：He was in when I went by yesterday.
（go by 用作不及物短语，by为副词）
【相关链接】
go 相关短语
go about
go along
go at
go down
go far
go for
go in for
go on
go out
go over
go through
go up
step 5 homework
retell the story
the third period
step 1 greeting
step 2 lead in ‘
word study and grammar
step 3 practice
1give a lecture
give a lecture
例1：The professor is going to give us a lecture on how to keep the balance of nature next week.
例2：He will give a lecture on the history of the Party.
make a speech
例如：I made a speech at the meeting. 。
have a talk (with sb.)
例如：Hi, John. Our teacher wants to have a talk with you.
易错辨析：give a lecture 和have a lecture
give a lecture是相对于老师而言的，have a lecture 是相对于学生而言的。
例如：This afternoon we are going to have a lecture in the hall.
今天下午我们要去礼堂听一个演讲。
相类似的有：give a lesson（讲课）和have a lesson（听课），汉语有时都用“上课”。
4. turn out
例如：Please turn out the lights before you leave the room.
例如：A large group of protesters have turned out.
例如：The rookie turned out to be the best hitter on the team.
例如：The cake turned out beautifully.
【相关链接】
1）turn away
例如: The company had to turn away half of the salespersons.
2）turn back
例1：They made the uninvited comer turned back.
例2：The Red Army managed to turn back the advanced enemy.
3）turn down
例1：Turn down the radio, please.
例2：We politely turned down the invitation.
4）turn in
例1：The boy turned in the wallet he picked up on the way back home.
例2：The criminal turned herself in.
5）turn off 关闭，终止（运转、行为或流动）；使厌烦
例1：Please turn off the television and let's have a rest.
例2：The play turned the audience off.
6）turn on 打开，使开始运作；开始展示，显露出，流露出
例1：It's dim here. Turn on the lights, please.
例2：The small old town takes on a new look. 。
7）turn over 翻转，翻过来；旋转，转动；考虑，思考
例1：They turned over a big stone and found ants of a family.
例2：The engine turned over but wouldn't start.
例3：She turned over the problem in her mind.
8）turn to 开始工作\
例如：If you quit dawdling and just turn to, the cleaning will be done in a day.
9）turn up 开大，调高；发现，找到；出现，到达
例1： Please turn up the public-address system so that everyone can hear the news clearly.
例2： She turned up the missing papers under her blotter.
例3：Several old friends turned up at the reunion.
例4：Something turned up and I was unable to go.
Step 4 consolidation
Step 5.homework
The fourth period
Step 1 greeting
Step 2 presentation
Step 3 practice
1 sound like
sound like 听起来象……
例1：The clicks of the train sound like singing.
例2：Your answer sounds like a reasonable one.
【相关链接】
feel like 摸起来象……；想要……
例1：It feels like a stone.
例2：He feels like traveling abroad with his parents.
look like 看起来象……
例如：She looks like her mother. 。
smell like 闻起来象……
例如：It smells like a rose, but it isn’t.
taste like 尝起来象……
例如：It tastes something like beef.
6. make a difference
make a difference 区别，区别对待
例如：Can you make a difference between a sheep and a goat?？
【相关链接】
make no difference 没有差别；无关紧要
例如：It makes no difference to me whether you are here or not.
tell the difference between … and … 讲出……和……之间的不同，分辨出
例如：He can tell the difference between an Asian elephant and an African one
Step 4 consolidation
Step 5 homework
篇18：Unit 5 Modern hero(新课标版高一英语上册教案教学设计)
Teaching aims:
1. Topic
The qualities of a great person;
The lives of some great people.
2. Useful words and expressions:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
3. Functional items:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
4. Structures
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching procedures
Period 1 (Reading)
Step 1. Warming up
1. Ask Ss some questions:
What are the qualities you should find in a great person?
Who do you think is a great person?
What qualities do you have?
2. Ss finish the chart on page 33.
Step 2. Pre-reading
1. Show Ss some pictures about six great persons and let them guess who they are.
2. Ask Ss to tell why they are important persons in history.
Step 3. While-reading
1. First reading: Ss read the text and finish comprehending 1 on page 35.
2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.
1940______________ 1942 ______________
1944 ______________ 1946 ______________
1948 ______________ 1950 _______________
1952 ______________ 1954 _______________
3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.
Suggested answers:
Part I paragraph 1-2
The life of Elias’ before he met Nelson Mandela.
Part II paragraph 3-5
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step 4. After-reading
Ss discuss:
How the ANC Youth League fights the Government?
What can we learn from the text about Nelson Mandela?
Step 5. Extensive reading
Get the Ss to learn more about Nelson Mandela.
Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:
1. When did Elias lose his job?
2. Does Elias like his present work?
Homework
1. Recite the key sentences in the text.
2. Retell the text.
Period 2. (language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. The time when I first met Nelson Mandela was ….
2. advise…on
3. be …away
4. Less important than…
5. Only then did we decide to… (倒装句)
Step 3 discovering useful words and expressions
1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.
2. Ss read the passage on page 36, part 2 and try to complete the it with proper words.
Step 4. Grammar: The attributive clause
1. Ss read the following sentences and try to find the rules.
The mines where I got a job were 9km from my home.
The reason why I got a job was because of my hard work.
The time when I joined the ANC Youth League was late at night.
The government building where we voted was very grand.
The date when I arrived was the 5th August.
2. Practice: Ss finish the sentences on page 36, part 2.
Step 5. Practice
1. Ss do Wb using structures: exercise 1.
2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.
Period 3. Speaking
Step 1. Revision
Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.
1. The time when I first met Nelson Mandela was a very difficult period of my life.
2. Mandela had opened a black law firm to advise poor black people on their problems.
3. I was worried about whether I would be out of work.
4. We were put in a position in which we had either to accept we were less important, or fight the Government.
5. It was very dangerous because if I was caught I could be put in prison for years.
6. I knew it was to realize our dream of making black and white people equal.
Step 2. Talking
1. Ss answer the question:
What are the qualities you should find in a great person?
2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:
Good idea!
That’s an excellent idea!
I agree/ don’t agree.
I prefer…
In my opinion…
I think/don’t think…
I’m afraid…
Why do you think so?
What do you think of …?
What’s your opinion?
Step 3. Speaking task
Ss in groups and try to finish the speaking task on page 74.
1. Ss read the passage and get to know what they are go to do;
2. Ss in groups and begin to discuss;
3. Ss should take notes while they are talking;
4. Ss should choose one to give a talk to the class.
Step 4. Debating
Ss divide into two parts and debate.
Topic: Mao Zedong is a great person in history.
Mao Zedong is not a great person in history.
Period 4. Extensive reading
Step 1. Pre-reading
Show some pictures and ask Ss to say something about Bill Gates.
T: Do you know who he is?
S: Bill Gates.
T: Who can say something about him?
S: Bill set up his own company “Microsoft”.
He makes most people in the world use the computer.
He makes us learn about the world at home.
T: Do you think Bill Gates a great man?
Ss discuss and answer.
Step 2. Reading
Ss read the passage on page 73 and fill in the information sheet.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs?
Why does he have enemies?
Why attacked by the government?
Step 3. Discussion
Ss in groups discuss what kind of person Bill Gates is.
Suggested answers:
I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.
Period 5. Listening
Step 1. Using language- listening
Ss are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.
Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:
Passbook: a book…
Underground;
Surface:
Live:
Step 2. Listening
Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.
Step 3. Listening task
1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.
2. Ss listen again and complete the tables of part 2.
3. After listening: if time permits, ask two Ss to answer the question:
Who do you think caused the accident?
Period 6. Writing
Step 1. Pre-writing
1. Ask the Ss to say something about Nelson Mandela.
2. Ss read more about his life.
Step 2. While-writing
1. Ss collect their ideas for the letter. Write them down in order.
2. Ss begin the letter with their address and the date. They may begin like this:
Dear president,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….
3. Finish the letter like this:
Yours sincerely,
(Your name)
4. Choose some Ss to read their letters.
Suggested answers
Jinan No.1 Middle School
Shandong, China
October 27,
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.
As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.
In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five years hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.
I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.
Best wishes!
Yours truly,
Li Hua
Step 3. Writing task
Ask the Ss write a great person in their eyes.
Give the Ss a possible version after they finish it.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Noble Peace Prize
Hard work
Achievement Help the poor and comforting the dying in the street of the city; her work spread to others parts of India
Good qualities Hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Period seven. Summing up and exercises
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 deal with some exercises in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.
篇19：Unit 19 Modern Agriculture 单元完整教案(人教版高一英语下册教案教学设计)
Unit19 Modern Agriculture
Ⅰ.Teaching Goals:
1. Talk about modern agriculture and the effects it has on people’s life.
2. Practise giving advice and making decisions
3. Learn to use “it” for Emphasis.
4. Learn to read statistical graphs.
5. Write a plan for a vegetable garden.
Ⅱ.Teaching Time: eight periods
The First and Second Periods
Warming up，Listening and Speaking
Teaching Aims:
1. Let the students learn to read statistical graphs and .give advice and make decisions
2. Train the student’s listening ability.
3. Improving the students speaking ability by describing.
4. Study the language points concerned.
Teaching Important Points:
Improve the students’ speaking and listening abilities.
Teaching Difficult Points:
How to improve the students’ speaking ability.
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening text.
2. Pair work or group work to practise speaking.
Teaching Aids:
1. A tape recorder
Teaching Procedures:
Step 1 Greetings
Step 2 Warming up
. With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have changed a lot. Today we are going to know some details about it by watching the graph in Unit19, warming up on page 43. First please read the information in this part and look at the graph. Then discuss the following questions in groups， later ask some students to report the results：
1 How are people’s eating habits changing over the years according to the graph?
2 What do you think caused these changes?
3 What effects do you think the changes in eating habits will have on agriculture or nature?..
Step 3 Listening
Deal with listening part as usual
Step4 Speaking
Read the instruction by yourselves. From this part we know a group of farmers have been given a large piece of land. Together with the village leader, they have to decide how to use the land. The farmers express their opinions about it. At the same time, the village leader should listen carefully to them, ask questions, take notes of their different opinions and finally make a good decision. Now work in groups of five. Each group member will play one of the roles. Do what you should.
Step 5 Summary
Summarize this period and some useful phrases and expressions:
Useful phrases:
have an effect on raise pigs
What do you think caused these changes?
compare …to.. compare…with…
make a decision result in =lead to
make good money
be used as be used for
do what is best for everybody take notes of
Useful expressions:
In my opinion you should…
If I were you…
As far as I can see the best thing would be to…
Wouldn't it be better if …?
I think he is right…
We have to make a choice…
We can’t do both, so…
The other idea sounds better to me
Step 6 Practice
Choose the best answer：
1. He said he was going to ____ a lot of pigs on his farm. (B)
A. rise B. keep C. grow D. support
2. My father studies ______ in his spare time. （C）
A. farm B. farmer C. farming D. to farm
3. He is ______ interested in English. He often works at it until ______ into the night. (A)
A．deeply; deep B．deep; deeply C．deep; deep D．deeply; deeply
4. They ____ chickens, cattle and crops as well on the farm. (A)
A. raise B. feed C. kept D. bring up
5. My brother stayed at home studying English ____ going to the cinema. (B)
A. instead B. instead of C. without D. didn’t
6. The accident was my fault, so I had to pay for the damage ____ the other car. (C)
A. of B. at C. to D. on
7. The old man is still suffering from pain. It seems that the medicine has _____ him. (A)
A. no effect on B. is used for
C. some effect in D. a good effect
8. _____ should a man have courage, ______ he should have wisdom and knowledge. (D)
A. Neither…nor B. Both…and
C. Either…or D. Not only …but also
9. He talked about his wonderful ____ in Africa, but he said he didn’t have _____ in dealing with some problems he met there. (A)
A. experiences…much experience
B. experience…many experiences
C. experiences… many experiences
D. experience…much more experience
10. A library with five thousand books _____ to the nation as a gift. (A)
A. is offered B. have offered
C. are offered D. has offered
Step6. Record after Teaching
_______________________________________________
_______________________________________________
_______________________________________________The Third and Fourth Periods
Teaching Aims:
1. Language ability: Improving the student’s reading ability, especially their skimming and scanning ability.
2. Enable the students to learn sth about agriculture.
Teaching Important Points:
1.Let the student understand the text better.
2.Let the students know sth about traditional agriculture and modern agriculture.
Teaching Difficult Points:
1.Master some useful expressions and difficult sentences.
2.Understand what the text is about.
Teaching Methods:
1.Listening activity to help the students to get the main idea of each paragraph.
2.Questioning-and-answering activity to help the students to go through with the whole passage.
3.Pair work or group work to make every student work in class.
Teaching Aids:
1.A tape recorder
Teaching Procedures:
Step1 Greetings
Greet the whole class as usual.
Step 2: Pre-reading and presentation:
In the last period you discussed how to use a big piece of land. Most of you gave us very good advice about it. Today we’ll still talk about agriculture. First I’ll show you some pictures of traditional farming and modern farming.
1. Look carefully and tell the advantages and disadvantages of each way. Some examples as follows:
Raising chickens
Small scale
The chickens are big and fat.
The eggs and meat do not taste good.
The chickens are not free.
It costs a lot of money to keep them
Large scale
Keep thousands of chickens
The chickens are big and fat.
The eggs and meat do not taste good.
The chickens are not free.
It costs a lot of money to keep them
Horsepower
handcraft
It is hard work.
It needs more time to work all day long.
People need to rest sometimes.
Machines(tractor)
They are expensive.
They need oil which is expensive.
It can help people to save the time.
It can help people to do whatever people can not do on the farm.
Climate control
Open air
If the weather conditions are bad you can loose the crops.
The landscape is more beautiful.
The land must be good for farming.
Greenhouse
The weather cannot damage crops.
It is expensive to build and operate a greenhouse.
Greenhouses can be built where the land is not suitable for farming.
2. T sum up in a few words: “ With the development of the new technique, the agricultural production has increased. The farmers can use chemical fertilization to make crop stronger and better and they can use advanced machines to irrigate or cultivate the farmland. ”
Now we have known some advantages and disadvantages about traditional farming and modern farming. Let’s know more about agriculture-----Modern Agriculture of reading part
Step 3 Listening
Listen to the tape and tell the main idea of the whole passage:
The passage mainly tells us about___________.
A: farmers in China
B: the development of agriculture in China
C: advanced technology in China
D: genetically modified plants in China
Step4: Reading
1.Skimming
Questions：
(1).How much land can be used for faming in China?
(Seven percent of the land.)
(2).What is the advantage and disadvantage of chemical fertilization?
(it helps to produce better crops. But is harmful to the environment.)
(3). What is the biggest problem of Chinese farmers?
(The shortage of arable land.):
2. Skipping
Questions:
(1)What does “GM” stand for?
(“G” stands for “genetically” from the word “genes”. “M” stands for “modified”, which means “changed”.)
(2)What is the advantage of tomatoes which were using technique known as “GM”?
(The tomatoes are bigger and healthier. They can grow without danger from diseases. They also need much less time to get ripe.)
3. Intensive reading
Fill in the table:
1950s---1980s 1980s--present
The use of machines e.g. tractors
The use of electric pumps for irrigation
The use of chemical fertilizers
The use of insect killers
The use of special seedbeds The use of greenhouses
To make vegetables bigger or better
To change vegetables so they can grow on poor soil
Knowledge from abroad
Innovations Problems Advantages
Chemical fertilizers Shortage of arable land Bigger and better crops
Pumps for irrigation Weather conditions Bigger and better crops
Special seedbeds Shortage of arable land More crops in one year
Machines e.g. tractors How to make production cheaper (not in the text) Bigger crops on more land by fewer hands
International exchange Lack of knowledge Learn from other people
Greenhouses Weather condition Bigger and better crops
Greenhouses (roots in water tanks) Shortage of arable land More crops in one year
GM technique (can grow in poor soil) Shortage of arable land Can grow in poor soil; bigger & healthier; less time to ripe
4. Discussion
① Let Ss work in groups and imagine what other changes have happened on farms in the last 100 years.
② Let Ss discuss the following questions
At the beginning of the passage, why does the writer say “It is on the arable land that the farmers produce food for the whole population of China”?
What does the writer want to tell us by saying, “Not only food production is important but
also taking care of the environment.”?
What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton…?”
What can you imagine about the future of food production?
Step 5 Post-reading
1.Finish the exercises in Students Book , page 46, Exercise 1-2
2. If possible, teacher can get Ss read a new text in Workbook, page111 , and finish all the exercises.
Step6 Language points
1. 强调句的结构通常是：It + be + 强调部分+ that (人物可用who/whom)加句子其他部分，特征：把It is / was ……that….结构去掉，剩下部分能整理成完整的一句话，则为强调句．
Lucy went to China last year.
It was Lucy who/that went to China last year.
It was China that Lucy went to last year.
It was last year that Lucy went to China.
2.as …… as possible 尽可能……
as much / many / early / soon/ cheap … as possible
e.g. Stay here as long as possible.
3. where possible 是 where ( it is) possible 的省略结构
e.g. Go to places where necessary.
Come to see me when possible.
We will go there next week if possible.
4. bring in 引进
e.g. We should bring in new technology.
5. be friendly to 对…..友善／有利
e.g. He is very friendly to me.
It is friendly to our work.
be friendly to 与 be harmful to / be bad for 相对应，与be good for 相一致
6. depend on 取决于，依靠
e.g. Whether you can study English well depends on how hard you study.
7. not only …but also
如果将not only 放在句首，这时not only 所在的分句需要部分倒装
Not only do we learn Chinese but also we learn English.
由not only… but also 连接的并列主语，谓语动词的单复数形式按就近一致原则，与贴近它的主语一致．
8.protect … from…保护……免受…
She wears sunglasses to protect her eyes from sun.
9. no matter 不管，无论，常与副词when, where, how, who, what, which等特殊疑问词连用，引导让步状语从句．可与 whatever, whenever, wherever, however 等替换，但wh-ever还可以引导名词性从句．
e.g. No matter where (wherever) you are , I will be right here waiting for you.
You can choose whatever you like.
Whoever leaves last must close the door.
10. in other words 换句话说，用语插入语，常对前面所说的话进行解释
e.g. The doctor succeeded in her operation, in other words, he gave her a second life.
11. a variety of 多种多样的，各种各样的＝various
e.g. She sells a variety of flower.= She sells various flower.
Step7 Practice:
Fill in the blanks with proper words:
1. The biggest problem of Chinese farmers is the ___ of ___ land. Using the ___ technologies, Chinese scientists grow vegetables in _____. The ____ of these vegetables are not planted in earth but ____ in water that ___all the nutrients they ___ to grow. A kind of tomato was ___ that was very different from any ___ before. It was developed ___ a technique known as GM.
Keys：
1. shortage ， arable， latest ，greenhouses， roots， hang ，contains ，need ,developed, grown, using
Step8 Summary
Step9 Record after Teaching
____________________________________________
________________________________________________________________________________________
The Fifth and Sixth Periods
Teaching Aims:
1. Learn to use some words correctly.
2. Learn some rules about the use of “it” for emphasis.
Teaching Important Points:
Master the use of “it” for emphasis.
Teaching Difficult Points:
How to use word formation correctly.
Teaching Methods:
Practising and writing
Teaching Aids:
A computer
Teaching Procedures:
Step 1. Greetings
Greet the whole class as usual.
Step 2.Revision and Presentation
In the last period from the reading passage we learned a passage Modern Agriculture. What’s it mainly about? What should modern agriculture be like?( It should increase agricultural production but also be friendly to the environment. ) How many new techniques for modern agriculture are mentioned in this passage? What are they? So much for the revision. In this period we’ll come to word study and the grammar.
Step 3 Word study
Please open your books on page47. Let’s come to word study first. At the same time explain some words to the students.
Step 4 Grammar
1. Now let’s talk about the use of “it” for emphasis.
Show the two sentences from the text:
It is on this arable land that the farmers produce food for the whole population of China.
It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment
These are the pattern: It is/was + 被强调部分+ that/who +其它.
要点点拔
用于强调句型，即“It is/was＋被强调部分＋that/who/whom+其它”句型之中。
使用该句型有以下几点请注意：
① 强调句的谓语is或was永远用单数，例如：
It was yesterday that I met your father in the street．
②不管被强调部分是哪种状语，只能用that连接，不得使用where、when等连词。 例如：
It was in the street that I met your father yesterday．
③被强调部分为人时，可用who(主格或宾格)和whom(宾格)代替that，用that也行。例如：
1) It was your father that/whom /who I met in the street yesterday．
2) It was I that/who met your father in the street yesterday．
④强调句中 也要注意主谓一致、人称一致和否定转移的问题。 例如：
1) It is they who are our friends．
2) It was not until ten o'clock that we got home last night．
⑤注意不要混淆强调句和其他从句。It is / was…that…为强调句标志，去掉后仍可组成一个完整的句子，只是没被强调,而其他从句一般不具备这一特征。
比较：
1) It was ten o'clock when we got home last night．我们昨晚到家时已十点了。
2) It was at ten o'clock that we got home last night．我们昨晚是在十点到家的。
Next let’s do some exercises to practice.
2. let Ss find out some sentences with ‘it’ in the text ‘Modern Agriculture’.
It is on this arable land that the farmers produce food for the whole population of China. (paragraph 1)
It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment. (paragraph 2)
It was developed using a technique know as GM. (paragraph 4) (it is not for Emphasis)
3. Deal with exercises
Step 5 Summary
Summarize the use of “it” for emphasis
Step6 Practice
Translate the following sentences into English.
1. _____ （众所周知）that the Olympic game will the held in Beijing in five years.
2. The officer stared at the soldier and then left the room ____（一言不发）.
3. The servant ____（忠实于）his master and ____ his wishes.
4. ____ （为了）help the children in the poor areas, the government set up the fund.
5. ____ （最有效的方法）to protect the wild animals from dying out is to forbid hunting.
6. “GM”_____ （代表）genetically modified.
Keys:
1. It is well known 2. without any words 3. was devoted to, carried out 4. In order to 5. The most effective way 7. stands for
Step7 Record after Teaching
_______________________________________________________________________________________
___________________________________________
The Seventh and Eighth Periods
Teaching Aims:
1.Do some reading.
2.Do some writing.
3.Review the grammatical points and useful expressions in this unit.
Teaching Important Points:
1.How to read a passage.
2.How to write a 评论.
Teaching Difficult Points:
How to improve the students’ integrating skills.
Teaching Methods:
1.Some exercises to review the grammar in the last period.
2.Explanation to go through the reading material.
3.Individual work or pair work to train the students’ writing ability.
Teaching Aids:
A computer
Teaching Procedures:
Step 1. Greetings
Greet the whole class as usual.
Step 2.Presentation
How many seasons are there in a year? What are they? What should farmers do in each season? Now let’s read a passage Farming and Gardening on page48.
Step3 Listening
Listen to the first two paragraphs to get some information about Jia Sixie and his book.
Name:
Jia Sixie
Time:
6th century AD
Place of birth:
Shandong
Contribution:
doing research into agriculture
Book:
Time:
Qimin Yaoshu
Around 540AD
Content farming and gardening
advice on many subjects and instructions for making wine
Step 4 Reading
1．Read the last paragraph quickly and fill in the table:
2．Read the text carefully and do True or False EXX:
（1）China was the earliest research center for agriculture. ( T )
（2）JiaSixie was born in Gaoyang in Shandong Province. ( F )
（3）.Qi Min Yao Shu includes advice on the following subjects: growing green vegetables and fruit trees, keeping cows and sheep, and there are also instructions for making metals. ( F )
（4）The spring ploughing should be deeper than the autumn ploughing. ( F )
（5）We should plant rice in the same field year after year. ( F )
（6）We’d better grow different plants next to each other in the same field. ( T )
Step 5 Language points
1. Explain the language points in the text.
(1). go against 违背，不利于
e.g. We should not go against school rules.
(2). raise, keep, support, feed
这四者均有“抚养，养家，赡养”之意
A. raise, keep 抚养人；饲养动物；种植、栽培农作物
e.g. He made a living by keeping / raising pigs.
B. support 养活人口，不用于饲养动物
e.g. You should support your parents.
C. feed喂养、饲养，指具体的喂养动作
e.g. He fed meat to his dog.
(3) year after year 年复一年，主要强调动作的重复性，不发生变化
e.g. We go to Shanghai year after year.
year by year 年年，每年，主要强调动作的渐变过程，要发生变化
e.g. The number of students is increasing year by year.
(4) close ,adj. 相近的、知心的
She is my close friend.
Close, adv. 接近，靠近
They sat down close together.
Close to….靠近…..（地方）
I sat close to the door.
(5). Next to 在…..旁边，紧挨着
e.g. I sat next to him.+
(6). At the right time of the year.
At the correct time of the year
At the wrong time of the year
Step 6 Practice
Deal with Exx in Wb
.Step 7 Writing
Help the students with the writing.
Step8 Record after Teaching
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